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Page 1: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Page 2: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Learning Objectives

• Describe how work should move through the workplace.

• Discuss how to design work processes.• State the interrelationship between

facilities design and process design.• List factors to be considered when

planning a master schedule.• Plan a master schedule for the

implementation of a project.

Page 3: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Learning Objectives

• Define task analysis, work simplification, job rotation, job enlargement, and job enrichment.

• List factors to be considered when writing a work schedule for employees.

• Prepare an employee schedule. • Define production.• Describe each of the steps in production

planning.• Discuss what types of tools are used to

control production.

Page 4: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

• Workflow – The way in which

people and products move through a workplace.

Page 5: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

• Facilities Design – The layout of a workplace (including

traffic patterns), which affects the flow of people, goods, and services within a designated space.

– "Straight-line" traffic flow• Often impractical because of great

distances between ends• Compartmentalizes workers

Page 6: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Kitchen with a "straight-line" traffic flow

Page 7: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

"Straight-line" traffic pattern may be modified to eliminate cross-traffic

Page 8: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

• Facilities Design – Avoiding multiple intersections

•Space is often too limited for a linear traffic flow

•Traffic patterns should be designed to eliminate or reduce intersections

Page 9: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Kitchen with multiple intersections

Kitchen with a "no-intersection" traffic flow

Page 10: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

• Facilities Design – Traffic patterns for service products

•Clinical practices•Event planning

Page 11: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

• Process Design – The methods and procedures used to

facilitate the movement of people, work, and materials through space and time.

– Storage in storerooms or at point of service– Form in which materials arrive– Economy of Scale - A concept that it is

more efficient to complete a task once on a large scale versus repeating the same task on a smaller scale to reach the same output level.

Page 12: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

• The movement of work through time– Master Schedule - A time-based

written outline, usually for complex or non-routine jobs, that plans the movement of work across time and is used to follow progress and keep work on time.

Page 13: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

Page 14: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

• The movement of work through time– Gantt Chart - A two dimensional

diagram of a master schedule on which activities are listed on the left side of the figure and times are represented across the top.

– It depicts the movement of work through time.

Page 15: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

Page 16: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

The Flow of Work

Page 17: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

• Job Reengineering – The process of restructuring jobs to fit the

needs of employees and to respond to the continuously changing environment, technology, and needs of society.

• Older techniques: task analysis and work simplification

• More recent innovations: job rotation, job enlargement, and job enrichment

Page 18: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

• Task Analysis – The process of observing, in detail,

each aspect of a job to determine whether increases in efficiency or safety can be achieved.

– Done for 2 reasons:• To identify inefficiencies that can be

minimized or eliminated• To identify and eliminate those activities

that could lead to worker injury

Page 19: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

• Work Simplification – The process of changing how a job is

performed to decrease the energy expenditure and increase the output of a worker.

– Original emphasis was to reduce number of motions in a task

– Useful for improving efficiency of manual tasks in foodservice

Page 20: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

Page 21: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

• Work Simplification – Ergonomics - The physical aspects of work

and movement; how movement relates to the performance of a task.

– Important for reducing risk of work-related injury, such as repetitive stress injury

• Repetitive Stress Injury - Physical harm resulting from the strain of repeatedly doing the same task in the same way.

– ex: meal plating assembly line arrangements...

Page 22: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

Page 23: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

• Work Simplification – The Occuaptional Safety and Health

Administration has an ergonomics page at http://www.osha.gov/SLTC/ergonomics/index.html

Page 24: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

• Job Rotation – The practice of having workers do

different jobs at different times to improve job satisfaction and minimize the potential for repetitive stress injury.

– Cross-Training - Preparing employees to perform various jobs within a work setting.

Page 25: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

• Job Enlargement – The practice of increasing the tasks

done within a specific job; increasing the number and types of skills workers use in their jobs.

– Multi-Skilling - The process whereby workers learn to perform new tasks and to develop techniques that, in turn, enlarge their jobs.

Page 26: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Job Design

• Job Enrichment – The practice of adding variety and,

simultaneously, increasing the knowledge required to do a job.

– Job enrichment activities should be designed to respond to each employee’s unique characteristics.

Page 27: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Labor Schedules

• Labor Schedule – A management tool used to designate the

hours and days each employee is to work.

• The schedule is a management tool• Manager's and then workers' needs

should be considered• Adjustments can be made at workers'

request when possible• Using scheduling to punish or reward

can undermine credibility

Page 28: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Labor Schedules

• Schedule writing begins with a grid– ex: Figure 12.7...

Page 29: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Labor Schedules

Page 30: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Labor Schedules

• How to write the schedule:– Enter days off for all employees– Enter hours for full-time employees– Add guaranteed hours for part-time

and short-hour employees– Add casual employee hours as

needed to complete schedule

Page 31: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Labor Schedules

• Evaluate cost-effectiveness• If possible, schedule days off

consecutively• Employees may be able to

schedule their own hours if requirements are established

Page 32: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity

• Production – The process of converting inputs into

products such as goods, services, or ideas.

• Planning production– 3 basic steps:

• Determine what will be produced and how much• Create production schedule• Communicate with the workforce

Page 33: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Planning Production

• Forecasting - A tool used to predict the quantities of product needed.

• Methods of forecasting:– Subjective Forecasting - A forecasting

method that uses information, experience, and intuition to determine the amount of product needed.

– Manual Tally - The physical counting of orders received to determine production needs.

• Often used in hospitals for patient trays

Page 34: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Planning Production

• Methods of forecasting:– Percentage Forecasting -

Determining how much of a specific item is needed as a percentage of the total number of items needed.•Padding - The practice of ordering and

producing more product than is actually needed in order to avoid shortages.

Page 35: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Planning Production

• Methods of forecasting:– Computer Forecasting - Using

computer-generated forecasts to determine production needs. • Accuracy is dependent on reliable

historical data.• If data is faulty, computer forecasting will

give equally faulty results.

Page 36: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Planning Production

Page 37: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Planning Production

• Production scheduling– Production Schedule - A document

that specifies what is produced, how much, at what time, and by whom.• Similar to master schedule, but is

typically less formal and covers shorter period of time

Page 38: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Planning Production

• Production Meetings - Planned or scheduled times when employees and managers gather to discuss production issues.– Often used for information

dissemination and for problem solving.

– Major benefit = two-way communication

Page 39: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity

• Production Control – The process of monitoring production

during and after it has occurred to determine if plans are being met and to make adjustments as required.

Page 40: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Production Control

• Production controls in foodservice– Resource: The “Virtual” Nutrition Center at

http://www.martindalecenter.com/Nutrition.html

– Recipes• Standardized Recipe - A production control that

gives a known quantity of known quality ingredients to establish amounts needed to continuously reproduce the same high-quality product.

Page 41: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Production Control

Page 42: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Page 43: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Production Control

• Production controls in foodservice– Yield - The amount of a product available

for consumption from a specified quantity of ingredients after adjusting for losses that occur during production and service.

• As Purchased (AP) - The amount of a product (food item) acquired before any production loss has occurred.

• Edible Portion (EP) - The amount of food that can be consumed after accounting for preparation and/or cooking losses.

Page 44: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Production Control

• Production controls in foodservice– Portion Control - A form of

production control to regulate serving size.• Pre-portioning food• Scoring food

– ex: Figure 12.9...

Page 45: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Production Control

Page 46: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Production and Productivity – Production Control

• Production controls in foodservice– Portion Control

• Weighing food• Using standard serving utensils

– Temperature control– Tasting food before service to

customers

Page 47: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Conclusion

• How work moves through the workplace is dependent on both the physical layout of the workplace and on the processes delineating how the work is done. Facilities and process design are interdependent—that is, alterations in one will inevitably lead to changes in the other.

Page 48: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Conclusion

• For major projects, a master schedule is used for time management to assure that the work is proceeding according to plan.

• Individual jobs are designed using task analysis, work simplification, job rotation, job enlargement, and job enrichment techniques, all of which may make a positive contribution to the employees’ level of satisfaction with their jobs.

Page 49: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

Conclusion

• Employee work schedules are a management tool that should be used to meet both the needs of management and those of employees.

• Production planning tools include a forecasting method, production schedules, and production meetings.

• Production controls are used to direct the conversions of inputs into products that are uniform and reproducible.

Page 50: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

HACCP: A State-of-the-Art Approach to Food Safety

• What is HACCP? HACCP involves seven principles:– Analyze hazards.– Identify critical control points.– Establish preventive measures with critical

limits for each control point.– Establish procedures to monitor the critical

control points.– Establish corrective actions to be taken

when monitoring shows that a critical limit has not been met.

Page 51: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

HACCP: A State-of-the-Art Approach to Food Safety

• HACCP principles (cont.):– Establish procedures to verify that the

system is working properly.– Establish effective recordkeeping to

document the HACCP system.

• Need for HACCP

Page 52: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

HACCP: A State-of-the-Art Approach to Food Safety

• Advantages:– focuses on identifying and preventing

hazards from contaminating food– is based on sound science– permits more efficient and effective

government oversight, primarily because the recordkeeping allows investigators to see how well a firm is complying with food safety laws over a period rather than how well it is doing on any given day

Page 53: © 2006 Thomson-Wadsworth. Learning Objectives Describe how work should move through the workplace. Discuss how to design work processes. State the interrelationship

© 2006 Thomson-Wadsworth

HACCP: A State-of-the-Art Approach to Food Safety

• Advantages:– places responsibility for ensuring food

safety appropriately on the food manufacturer or distributor

– helps food companies compete more effectively in the world market

– reduces barriers to international trade