first day.. . every day: basics for food ... day...every day: basics for food service assistants,...

First Day...Every Day: Basics for Food Service Assistants, Pad II

April. 29, 1998 A National Satellite Seminar ’

NUTRITION SATELLITE NETWORK National Food Service Management Institute

The University of Mississippi

FIRST DAY.. . EVERY DAY: BASICS FOR FOOD SERVICE ASSISTANTS, PART II

PARTICIPANT SEMINAR INFORMATION

Intr~uction ........................................................... ...2 Production Schedule--Defined; Menu ........................................... 3 Production Schedule--Example ................................................ 4 Standardized Recipe--Defined/Benefits .......................................... 5 Standardized Recipe--Parts/Steps/Begin ......................................... 6 Manufacturers’ Instructions .................................................. 7 Recipe Adjustment

Fraction to Decimal Equivalents ............................................ 8 Decimal Equivalents for Fractions ........................................... 9 Common Measures ................................................... lo-11 Ounce Chart ......................................................... 12 PoundandOunceChart ................................................. 13 Volume Measures Chart ................................................. 14

Chicken Stir-Fry Recipe ................................................. -15-16 Measure and Volume ...................................................... 17 Standard Measuring Equipment .............................................. 18 Correct Techniques for Measuring ............................................ 19 Whenever Possible ... Weigh! and Handle With Care .......................... .20-21 Production Techniques--The PROUD Way ...................................... 22 Portion Control--Defined; Portion Control Methods ............................... 23 Portion Control--Measuring ................................................. 24 Portion Control--Cutting/Counting/Weighing .................................... 25 Small and Large Equipment Safety; Knife Safety ................................. 26 The Ten Commandments of Knife Safety ....................................... 27 Food Chopper Safety; Mixer Safety ........................................... 28 Convection Oven Safety .................................................... 29 Dishwasher Safety ........................................................ 30 The Serving Line ......................................................... 31 References; Closing ....................................................... 32 Pretest ................................................................. 33 Posttest, .......................................................... 34 Posttest,Page 2 .......................................................... 35 Pretest Answer Key ....................................................... 36 Posttest Answer Key ...................................................... 37 ASFSA Continuing Education Credit Application Form ............................ 38 Pretest/Posttest Answer Sheet (Purple General Purpose Answer Sheet, FOMI NO. 16485) .... not numbered

TtK University of Mississippi is an Affirmative Action/Equal Opportunity Employer and does not discriminate on the basis of age, race, da, sex. pregnancy. religion. marital status. national origin. disabilities, or status as disabled or Vietnam-era veteran. (AAIADMEOE)

This poj~ct has been funded at least in part with Federa funds from the U.S. Department of Agriculture. Food and Nutritiott Service under grant #F33385 to The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agricultme. na does mention of trade names, axnmerciaf products. or organizations imply endorsement by the U.S. Government.

Kational Food Sc&ce Management Institute, P.O. Drawer 188, University, MS 38677 1-800-321-364 FAX 1-800-321-3061 7

First Day...Every Day: Basics for Food Service Assistants, Part II

April 29, 1998 A National Satellite Seminar



FIRST DAY. . . EVERY DAY: BASICS FOR FOOD SERVICE ASSISTANTS, PART II

INTRODUCTION

A Review of Part I

Participants in Part I had the opportunity to learn how to enhance healthy meals for children by:

l Recognizing and correcting potential food safety problems

0 Learning and following basic safety rules

l Improving communication skills

A Preview of Part II

One objective that most people in the foodservice industry share is to make work as productive as possible - saving time, energy, and money without compromising quality - in other words, to York more effectively.

The topics covered in this satellite seminar will provide you with basic information to help you work more effectively. The topics include:

0 Production Schedules l Standardized Recipes

0 Simple Math for Conversions 0 Weights and Measures

l Production Techniques 0 Portion Control

0 Small and Large Equipment Safety l Serving Line Setup

National Food Service Mnagemcnt Institute, P-0. Drawer 188, University, MS 38677 1-800-321-3054 FAX 3-800-321-3061 2

First Day-Every Day: Basics for Food Service Assistantsz Part

April 29,199s A National SateIfite Seminar

II NUTRITION SATELLITE NETWORK

National Food Service Management Institute


PRODUCTION SCHEDULE

Impressive serving lines don’t happen by chance. They can require a lot of hard work, but the work is easier if you have a plan of action that is followed. This plan is called a production schedule.

Daily production schedules help to organize the work that has to be done by assigning tasks and responsibilities to each staff member. The production schedule organizes these activities so the right equipment is available when it is needed and everything is ready for serving time.

To prepare a schedule, a manager begins by taking a look at all of the menu items and then determines the steps and production times necessary to produce the items. These steps are then scheduled according to which activities must be completed just prior to service.

MENU

Tacos Quantity Recipes, D-13b

Chicken Stir-Fry Tool Kit, D-39

Mexicali Corn Quantity Recipes, I-12

Orange Rice Pilaf Tool Kit B-21

Herbed Broccoli and Cauiiflower Poionaise Tool Kit I-18

Wheat Yeast Rolls Quantity Recipes, B-16c

Royal Brownies Tool Kit C-21

Whole Wheat Sugar Cookies Tool Kit C-30

Resources for recipes: USDA’s A Tool Kit for Healthy School Meals and USDA’s Quantity Recipes for School Food Sentice.

National Food Service Management Institute, P.O. Dnwer 188, University, MS 38677 l-800-321-3054 FAX 1-800-321-3tl61 3



First Day-Every Day: Basics for Food Service Assistants, Part II

April 29,1998 A National Satellite Seminar

PRODUCTION SCHEDULE

SCHOOL: Tara Oaks Elementary School II DATE: 4129198

MENU: Tacos, Chicken Stir-Fry Mexicali Corn, Orange Rice Pilaf, Herbed Broccoli and Cauliflower Polonaise Wheat Yeast Rolls Royal Brownies, Whole Wheat Sugar Cookies

TlME

6:30 AM

MatiieMgr. Phyllis Susie Paf Shirley Sandy

7:oo AM I

7:30 AM I

Paperwork & Supervision

TacoKaco Salad I

Taco/Taco Lettucenomato Salad/Cheese Cup

Make & Bake Rolls/Cookies

Wash Fruit/ Dish Chilled Fruit -

Herbed Broccoli/ Cauliflower

9:00 AM Orange Rice Pilaf

9130 AM I & k I Mexicali Corn I 4 -1 1090 AM I Lunch -1 ~ I Lunch I Line Set-up -1 1050 AM I Supervision Lunch I Dish Room I Lunch Lunch Lunch

Line Server Cashier 11:OO A M 1 J Line Server --T- ~~ ~~ .L 1 Line Server

1130 AM I -L J. I .L 12:OO PM I .L -l.

12:30 PM I .f. d---k 1:00 PM I L Dish Room I -L I Cleaning

1:30 PM I Count Money

-L I

National Food Service hkuugemcnt institute, P.O. Dnwer 188, University. M S 38677 1-800-321-3054 FAX 1-800-321-3061 4


April 29,1998 A Natiod Satellite Seminar



STANDARDIZED RECIPES

Definition: A standardized recipe is one that has been tested and adapted for use by a food service operation and found to produce the same good results and yield every time when the exact procedures are used with the same type of equipment, and the same quantity and quality of ingredients.

BENEFITS OF USING STANDARDIZED RECIPES

Ouali tv Control Customers want to know that the foods they like will look and taste the same each time they are on the menu.

Portion Control The same amount should be served to each customer.

Consistent Yield Each time the recipe is prepared, it should yield the same number of servings. When the number of servings can be predicted accurately, there is less chance of running out of a food item, requiring last-minute substitutions.

Cost Control

Time Savings

With specified ingredients and quantities, and consistent yield and portion control, food cost can be predetermined.

Using a standardized recipe will eliminate guesswork, and therefore, save time,

Inventorv Control Because a standardized recipe specifies the ingredients and quantities for the required yield, managers can order exactly what is needed.

Consistent Results Consistent results come from standardized recipes and consistent cooking skills.

Many of the standardized recipes used in child nutrition come directly from USDA resources such as A Tool Kit for Healthy School Meals and Qrurnt2y Recipes

for School Food Service. These resources for recipes are availabIe in most schools.

National Food Service Management Institute, P.O. Drawer 188, University, M!S 38677 l-800-321-S4 FAX 1-800-321-3061 5

First Day...Every Day: Basics for Food Service Assislants~ Part II




PARTS OF A STANDARDIZED RECIPE

Name of recipe Ingredient list Weights or measures of each ingredient Preparation directions Serving directions Yield Portion size and serving utensil information Variations Nutrients contained in each serving Marketing guide for selected items Pan size (if appropriate)

STEPS TO TAKE BEFORE PREPARING A RECIPE

Study the recipe carefully. Make sure vou understand all of the terms and definitions. Check the yield, temperature, and cooking time. Assemble, in order of use, all of the ingredients needed before preparation time. Assemble, in order of use, all of the tools, utensils, and equipment needed.

NOW YOU ARE READY TO BEGIN

l Do the necessary pre-preparation steps, such as washing and cutting vegetables or pre-heating a skillet. Measure or weigh each ingredient as needed. Follovv the steps in the recipe exactly - never leave out a step or add extra ingredients. Accurately time the cooking period for all cooked foods. Make sure that the food you are preparing has reached and maintained the required temperature.

National Food Service Management Institute, P.O. Dnwer 188, University, MS 38677 1-800-321-3054 FAX 1400-321-3061 6

First Day... Every Day: Basics for Food Service Assist.anZs, Part II




IHANUFACTURERS INSTRUCTIONS

One reality of today’s child nutrition environment is that it is often more cost and time effective to serve foods that have had most of the preparation completed instead of preparing items from scratch. These are called pre- prepared or value-added foods. The manufacturers’ instructions serve as the recipe, so it is essential that they are followed.

Example: The cookies on the menu presented could have been purchased as a pre-made dough. AI1 the assistant will have to do is place the portions on sheet pans and bake the cookies.

Manufacturers list the preparation instructions in different places. Usually, the instructions are found on the label of the case or on a separate sheet of paper inside the case.

Manufacturers should provide information on all factors that affect the quality of the product from storage through service. These items should be included in the manufacturers’ instructions:

0 Storage requirement - dry, refrigerated, or frozen

Length of time the product can be stored

Thawing instructions

l Equipment to use for heating or cooking the product

0 Length of time the product should be cooked, recommended internal temperature of the product, and recommended procedure for checking the internal temperature

l Special instructions to follow during the cooking process

Maximum length of time the product can be held after cooking

Special instructions related to holding such as dry heat, with or without moisture, and holding equipment

National Food Service Management Institute, P.O. Dower 188, University, MS 38677 1-800-321-3054 FAX l-800-321-3061 7

Recipe AdjustmenbMethod 1 (Factor Method) General Information A-l 0

Note: The charts on pages 8-14 were copied from USDA’s Quantity Recipes for School Food Service. If you wish to reproduce from an original, the book should be available either from your local school food service office, your state agency, or the National Agricultural Library in Beltsville, MD.

Most of the recipes are standardized to yield both 50 and 100 servings; for example, 50 and 100 4-ounce (112 cup) ladles of Chili Con Came. A few recipes, such as Barbecue Sauce, are given in quart and gallon measurements. Since few schools serve exactly 50 or 100 portions, it is usually necessary to increase or decrease the number of servings in a recipe. Follow the directions below to adjust a recipe to produce the required number of servings. Use the tables “Decimal Equivalents for Frectlons (of 1 Pound, 1 Cup, or 1 Gallon)” (see A-11) and “Common Measures” (see A-12), in addition to the table below, as aids.

Fraction to Decimal Equivalents

Fraction Oeclmal

l/0 = 0.12 l/4 = 0.25 318 = 0.38 II2 = 0.50 518 = 0.62 314 = 0.75 7/B = 0.00

To Calculate the Quantities of Food Needed in a Recipe

1. On the front of the recipe, in the column headed “For - Servings,” write the number of servings needed.

For example: For 160 Servings

2. Divide this number by 100 to obtain a factor.

For example: 160 + 100 = 1.6 (factor)

3. Multiply the amounl of each ingredient in the loo-servings column (weight or measure) by the factor to obtain the amount to prepare for the adjusted number of servings. Remember to use the weights or measures from the loo-servings column and to choose between alternative ingredients, if given, Adjusting a recipe by weight is recommended; however, if volume measures will be used in preparing the recipe, adjusl by volume measures.

4. Convert the amount of each Ingredient in the adjusted recipe to the nearest measurable amount.

5. Write the adjusted amount on the line in the “For - Servings” column across from each ingredient. See examples below for adjusting by weight or volume.

Source: Qrrnrttity Recipes Jv Sclroof Food Service, United States Department of Agricultrrre.

DecimalEquivalents for Fractions (of I Pound, 1 Cup, or 1 Gallon) General Information A-l 1

To use the table, read whole units at the left side and the lraction or part of the unit at Ihe top of the table. II the units are ounces, the decimal equivalents in the table are parts of 1 pound. If Ihe units are tablespoons, the decimal equivalents are parts 01 1 cup. If Ihe units are cups, the decimal equivalents are parts of 1 gallon.

Number of units (ounces, tablespoons, no

or cups) fraction + Y4 unit + l/a unlt t ‘/I untt + ?/1 unlt + Vi unlt 0 . . I....... 0.02 0.02 0.03 0.04 0.05 1 0.06 .08 .08 .09 .lO .ll _ 2 .12 .14 .15 .16 .17 .17 3 .19 .c .21 .22 .23 .23 ..- 4 .25 -27 .27 .26 .29 30 5 31 33 33 .34 35 .36 6 .38 39 .40 .41 .42 .42 7 .44 45 .46 .47 .40 -48 - _---- _- A-..

.I! .50- -52 .52 _.53 54 .55 9 .56 .58 -58 .59 .60 .6:’ 10 -62 .64 965 .66 .67 .67 11 .69 -70 .71 .72 .73 .73 12 .75 .77 .77 .78 .79 .80

-13 .81 -83 .83 .84 .85 .86 14 .88 .89 .90 .91 .92 -92 15 .94 .95 .96 -97 .98 -98

Examples:

Ounces lo pounds: To convert 101/z ounces to the corresponding decimal equivalent o! a pound, lind 10 in the first column on the left. Next, follow right on the same horizontal line lo the column headed ” + l/z unit,” which shows that lOV2 ounces is equal to 0.66 pound.

Pounds to ounces: To convert 0.53 pound to ounces, find 0.53 in Ihe body of the lable. Follow left on the same horizontal line to Ihe whole number, i.e., 8. Next, read the fraction of an ounce from the lop number of the column in which 0.53 was found, i.e., l/z. Thus, 0.53 pound equals 811’2 ounces.

Source: Qrrnnfify Recipes for School Food Service, United States Department of Agriculture.

Common Measures General Information A-l 2

The following tables are designed lo help convert parts of tablespoons, cups, quarts, gallons, and pounds to accurate measures, weights, or metric units.

Common Measures

Use the common measures tables to change teaspoons to lablespoons, tablespoons to cups, cups to quarts, quarts to gallons, or any combination.

Example: To determine the number of cups in ‘/8 gallon:

1. Locate the table that Includes gallon measures: move down the gallon column to *h gal: The table shows that t/s gal = YZ qt.

2. Locate the table that includes quart and cup measures; move down Ihe quart column to Y2 qt..The lable shows that l/2 qt = 2 cups.

NOTE: The steps can be followed in reverse order to find, for example, the part of a gallon which equals 2 cups.

Teaspoons lo Tablespoons

3 tsp = 1 Tbsp 2’/, tsp = $I, Tbsp 2% tsp = ‘A Tbsp 2 tsp = r/, Tbsp l’/r tsp = B/’ Tbsp 1’/2 tsp - ‘/i Tbsp 1% tsp = % Tbsp 1 tsp = !‘a Tbsp % tsp = 9% Tbsp

Tablespoons to Cups

16 Tbsp = 1 cup 14 Tbsp = ‘Al cup 12 Tbsp = J/i cup 10% Tbsp = VJ cup 10 Tbsp = ‘h cup

I3 Tbsp = Yz cup 6 Tbsp = ‘h cup ~YJ Tbsp = YS cup 4 Tbsp = Yi cup 2 Tbsp = ‘/iI cup 1 Tbsp = ‘/Ia cup

Cups to Ouarts

4 cups = 1 qt 3% cups = ‘/, qt 3 cup = M qt 2% cups = Va qt 2’/l cups = % qt 2 cups = Yr qt 1 c/r cups = % qt 1w cups - YS qt 1 cup = Y4 qt l/2 cup - ‘hqt l/r cup = ‘/IO qt

Quarts lo Gallons

4 qt = 1 gal 3% qt = % gal 3 qt = V4 gal 2% qt = VJ gal 2Y2 qt = ‘!! gal 2 qt - Y2 gal 1% qt = a/8 gel 1% qt - YJ gal 1 qt = ‘/I gal ‘/I qt - YI gal ‘AI qt - %a gal

Source: Quantity Recipes for School Food Service, United States Department of Agriculture.

Recipe Adjustment-Method Z (continued) General Information A-l 3

Ounce Chart

2 02 4 02 6 oz

2% 02 4H oz 6% 02

2% 02 5 02 7% 02 --- 2% 02 5% 02 6Y4 02

3 02 6 oz 9 oz

3Y4 02 6% ot 9% 02

3% oz 7 02 101% 02

33-i 02 7% 02 11% 02

Barn 100 rervlngr

Yc 01

% 02

VI 02

1 02

2 02

3 02

4 02

5 02

6 oz

7 02

e 02

9 02

10 02

11 02

12 02

13 02

14 02

15 02

200 300 servlngr servings

Yl 02 34 02

1 02 1% 02

lY, 02 2% 02

2 02 3 02

4 02 6 01

6 or 9 02

8 02 12 02

10 02 15 02

12 02 1 lb 2 oz

14 02 1 lb 5 or

1 lb 1 lb 6 oz

1 lb 2 or 1 lb 11 or


1 lb 6 oz 2 lb 1 oz

1 lb 6 or 2 lb 4 ot


1 lb 12 ot 2 lb 10 OL

1 lb 14 oz 2 lb 13 or

400 servings

1 02

2 02

3 02

4 02

6 oz

12 02

1 lb

1 lb 4 ot

1 lb 8 OL

1 lb 12 oz

2 lb

2 lb 4 oz

2 lb 6 or

21b 1202

3 lb

3 lb 4 oz

3 lb 6 or

3 lb 12 02

500 servings

lY4 02

2Ya 02

3% 02

5 02

10 02

15 oz

1 lb 4 oz

1 lb 9 oz

1 lb 14 02

2 lb 3 or

2 lb 8 or

2 lb 13 02

3 lb 2 oz

3 lb 7 ot

3 lb 12 02

4 lb 1 oz

4 lb 6 oz

4 lb 11 or

600 servings

1% 02

3 02

4% 02

6 or

12 02

1 lb 2 ot

1 lb 6 oz

1 lb 14 02

2 lb 4 ot

2 lb 10 oz

3 lb

3Ib 6 OL

3 lb 12 02

4 lb 2 oz

4 lb 6 oz

4 lb 14 02

5 lb 4 OL

5 lb 10 OL

700 ssrvlngs

1% 02

3Ya 02

5% 02

7 02

14 02

1 lb 5 oz

1 ib12oz

2 lb 3 oz

2 lb 10 oz

3 lb 1 oz

3 lb 6 oz

3 lb 15 oz

4 lb 6 oz

4 lb 13 oz

5 lb 4 oz

5 lb 11 or

6 lb 2 oz

6 lb 9 or

600 servings

2 oz

4 02

6 oz

8 or

1 lb

1 lb 6 or

2 lb

2 lb 6 oz

3 lb

3 lb 6 oz

4 lb

4 lb 6 oz

5 lb

5 lb 6 oz

6 lb

6 lb 8 OL

7 lb

7 lb 6 oz

Source: Qunnfity Recipesjor School Food Service, United States Department of Agriculture.

Recipe Adjustment-Method 2 (Continued) General lnfotmatlon A-l 3

Pound and Ounce Chart Bare 100 rervlngs

1 lb

1 lb 4 oz.

1 lb 8 oz

1 lb 12 02

2 lb

2 lb 4 ot

2 lb 8 oz

2 lb 12 oz

3 lb

3 lb 4 OL

3 lb 8 or

3 lb 12 ox

4 lb -- . . 4 lb 4 oz -- 4 lb 8 oz -.--

4 lb 12 oz -e- 5 lb I_ _.-__- 5 lb 4 ot - -- -.- 5 lb B oz - -e

5 lb 12 oz -.- 6 lb -. -- 7 lb --_- B lb

B lb

10 lb

12 lb -_- -.. -..--_. 15 lb - -. - 20 lb

200 300 400 500 600 700 800 wvlnga orvlnga rervlngm rsfvlngr l rrvlngr rrrvlngr rsrvlngr

2 lb 3 lb --- 2 lb 8 oz 3 lb 1202

3 lb 4 lb 8 OL

3 lb 8 oz 5 lb 4 oz

4 lb 6 lb _- 4 lb 8 oz 6 lb 12 02

5 lb 7 lb B oz

5 lb 8 oz 8 lb 4 oz

6 lb B lb -- 6 lb 8 oz 9 lb 12 oz - -- 7 lb 10 lb 8 OL

7 lb 6 oz 11 lb 4 oz

6 lb 12 lb - -..- --- 8 lb 8 oz 12 lb 12 or ---- 9 lb 13 lb 8 OL -..---- B lb 6 OL 14 lb 4 oz --

10 lb 15 lb ~ .-. -- _.- -. 10 lb 6 oz 15 lb 12 oz - - .- --. _---- 11 lb 16 lb B or

11 lb 6 oz 17 lb 4 oz

12 lb 18 lb

14 lb 21 lb _ --- 16 lb 24 lb

18 lb 27 lb

20 lb 30 lb -.- ---- 24 lb 36 lb -_ ---.-.-.- 30 lb 45 lb -- --. .-.-- 40 lb 60 lb

4 lb 5 lb 6 lb 7 lb 8 lb

5 lb 6 lb 4 oz 7 lb 8 or 8 lb 12 02 10 lb

6 lb 7 lb 6 oz B lb 10 lb I oz 12 lb

7 lb 8 lb 12 02 10 lb 8 oz 12 lb 4 oz 14 lb

8 lb 10 lb 12 lb 14 lb 16 lb

B Ib 11 lb 4 oz 13 lb 6 oz 15 lb 12 ot 18 lb

10 lb 12 lb 6 02 15 lb 17 lb 8 oz 20 lb

11 lb 13 lb 12 OL 16 lb 6 oz 19 lb 4 oz 22 lb

12 lb 15 lb 16 lb 21 lb 24 lb

13 lb 16 lb 4 ot 19 lb 6 ot 22 lb 12 oz 26 lb

14 lb 17 lb 6 or 21 lb 24 lb 6 oz 28 lb

15 lb 18 lb 12 oz 22 lb 6 oz 26 lb 4 at 30 lb

16 lb 20 lb 24 lb 28 lb 32 lb - 17 lb 21 lb 4 oz 25 lb 8 oz 29 lb 12 oz 34 lb

18 lb 22 lb B oz 27 lb 31 lb 8 oz 36 lb --- - 19 lb 23 lb 12 oz 26 lb 8 oz 33 lb 4 oz 38 lb -. 20 lb 25 lb 30 lb 35 lb 40 lb -- _.--. .--__ _- - 21 lb 26 lb 4 or 31 lb 6 oz 36 lb 12 or 42 lb .--- --. 22 lb 27 lb 6 oz 33 lb 38 lb 8 ot 44 lb

23 lb 26 lb 12 oz 34 lb 8 OL 40 lb 4 oz 46 lb

24 lb 30 lb 36 lb 42 lb 48 lb

28 lb 35 lb 42 lb 49 lb 56 lb .-- 32 lb 40 lb 40 lb 56 lb 64 lb

36 lb 45 lb 54 lb 63 lb 72 lb

40 lb 50 lb 60 lb 70 lb 80 lb

48 lb 60 lb 72 lb 84 lb 96 lb .-_.-__-___ 60 lb 75 lb 90 lb 105 lb 120 lb __ .--- .-- 80 lb 100 lb 120 lb 140 lb 160 lb

Source: Quantity Recipes for School Food Service, United States Department of Agriculture.

First Day...Every

Day: Basics

for Food

Servke Assistunts,

Part II

April 29,1998

A National Satellite

Seminar

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First Day-Every

Day: Basics

for Food

Service Assistants.

Part II

April 29,1998


Seminar

NUTRITION

SATELLITE NETW

ORK

National Food

Service M

anagement

Institute The

University of M

ississippi

bi’ntiod Food Se&cc

Maoagem

cnt Institute,

P-0. Drawer 188, University,

MS 38677

1400-321-3054 FAX

1400-321-3061

Ftist Day-.-Every

Day: Basics

for Food

Service Assistants,

Part II

April 29,1998


Seminar

NUTRITION

SATELLITE NETW

ORK

National Food

Service .-

Managem

ent Institute

The University

of Mississippi

sationd Food !hvicc

Mam

gement

Institute, P-0. Dower

188, University, M

!$ 38677 l-800-321-3054

FAX 1-800-321-3061





MEASURE AND VOLUME

One of the keys to successful preparation of standardized recipes is accurately weighing or measuring ingredients.

The term Measure is used to indicate volume. Volume refers to the amount of space an ingredient occupies in a measuring container.

Measure = Volume Volume = Space in Container

Volume is used to measure mainly liquid ingredients and ingredients amounts Iess than two ounces. The seven measures of volume are:

0 teaspoon (abbreviated t or tsp.)

0 tablespoon (abbreviated T or Tbs.)

0 fluid ounce (abbreviated fl. oz.)

0 cup (abbreviated c.)

0 pint (abbreviated pt.)

l quart (abbreviated qt.)

l gallon (abbreviated gal.)

Keep in mind that ounce is a measure of both volume and weight.

l fluid ounce (fl. oz.) is volume

0 ounce (oz.) is weight

in

National Food Service Management Institute, P-0. Drawer 188, University, MS 386’77 l-800-321-3054 FAX l-800-321-3061 17



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STANDARD MEASURING EQUIPMENT

Standard measuring equipment shouId always be used when preparing food because it helps assure that the correct amount of each ingredient is measured. The equipment used to measure volume includes measuring spoons, dry measuring containers, and liquid measuring containers.

EQUIPMENT STANDARD SIZES USE

Measuring Spoons l l/4 teaspoon Used to measure small amounts of l 112 teaspoon ingredients such as seasonings, l 1 teaspoon spices, herbs, and flavorings. l 1 tablespoon

Nested Measuring l l/4 cup Nested measuring cups and cups l 113 cup graduated dry measures are used

l l/2 cup to measure small amounts of dry . 1 cup and solid ingredients such as salt,

brown sugar, yeast, flour, or solid shortening. Usually made of heavy weight aluminum or . stainless steel.

Graduated Dry Measures

. 1 cup There are rings on the graduated l 1 pint dry measure measures to indicate l/4, l/2, and - 1 quart dry measure 3/4 of the total volume and should l 2 quarts dry measure be counted from the bottom to the

(or l/2 gallon) top of the container. (When using l 1 gallon dry measure graduated measures, it is more

accurate to weigh dry ingredients over 1 quart.)

Liquid Measures l I pint l 1 quart l l/Z gallon l 1 gallon

Use liquid measures to measure large amounts of liquids such as milk, water, or juice.

Dry measuring cups and graduated measures do not have a lip above the fill line so that the ingredients can be leveled by using a straight-edged spatula.

Liquid measures have a lip for pouring to prevent spills. They are usually made of heavy weight aluminum or polycarbonate. On the aluminum measures, there are rings to indicate l/4,1/2, and 3/4 of the total volume of the container and should be counted from the bottom to the top. The polycarbonate measures have the measures printed on the outside.

National Food Service Management Institute, P.O. Drawer 188, University, MS 38677 l-800-321-3054 FAX l-800-321-3061 18



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CORRECT TECHNIQUES FOR MEASURING

In addition to using the correct measuring equipment, it is also important to follow the correct techniques for measuring.

Basic rules for measuring drv ingredients:

0 Use standard measuring equipment.

0 Use the largest appropriate measure to 2-M- save time and to reduce errors.

----- / Spoon ingredients lightly into the measuring container. Some ingredients may need to \- .- be sifted before measuring. However, when measuring brown sugar, pack the sugar firmly _ _ into the measuring container so that it will take the shape of the container when emptied. Use The LwqeSt Pasdk

Fill the measuring container to overflowing and tt on oinff

then level it off with a straight-edged spatula.

0 Avoid shaking or tapping the container.

Basic rules for measuring liquid ingredients:

l Use the largest appropriate standard measuring container.

Place your container on a flat surface.

0 Pour liquid into the container until it reaches the desired level.

l Read at eye level when using a @ass or a clear container. Look inside the container as the liquid is filled to the desired level if using a metal container.

Fiatiooal Food Service ~lanngcmeat Institute, P.O. Drawer 188, University, MS 38677 1400-321-3054 FAX 1400-321-3061 19


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WHENEVER POSSIBLE. . . WEIGH!

Ingredients should be weighed whenever possible. Weighing is faster, easier, and more accurate than measuring dry ingredients by volume.

Scales are used to measure ingredients by weight. In school food service, it is especially important to use scales that have been carefully calibrated to assure that a standardized recipe will have good results.

Two basic types of scales are used in food preparation:

Traditional Scales and Electronic Scales

Traditional scales come in sizes to weigh items up to fifty pounds. The dial may be fixed or adjustable. When using a fixed dial scale, place the container on the platform and record the weight of the container.

Accuracy is very important when weighing ingredients. Occasionally, due to repeated use of the scale, the pointer will move slightly to the right or slightly to the left of the 0. There is an adjustment mechanism for making small adjustments to 0. This mechanism is used to adjust the pointer to 0 before using the scale-

Add the ingredient until the total weight equals the required weight plus the weight of the container.

If the dial is adjustable, place the container on the platform and turn the pointer to 0. Next, add ihe ingredient until the dial reflects the required weight, If additional ingredients are needed, they can be weighed in the same container by turning the pointer to 0 before adding the next ingredient.

Natiooai Food Service Mnagemcnt Institute, P.O. Dower 188, Ijnivcrsity, MS 38671 l-84%321-3054 FAX 1400-321-3061 20

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First Day-Every Day: Basics for Food Service Assistmts, Pnrt II




WHENEVER POSSIBLE. . . WEIGH!

Electronic scales are being used more frequently in Child Nutrition Programs. They have digital readouts and may be converted to the metric system with the flip of a switch.

The electronic scale has a tare button which allows ingredients to be weighed without the weight of the container included in the readout. When a product is added, the weight shown on the readout reflects only the weight of the product added. Additional items can be weighed in the same container by simply pressing the tare button to return the readout to 0.

Handle With Care!

Whether traditional or electronic scaIes are used, they must be handled properly to get correct measures:

Scales should be handIed by the base and never picked up by the platform. .

Avoid storing any food or other materials on the platform.

0 Keep the scale in a permanent location.

0 Avoid rough handling.

Natiud Food Service Maoagcmeat Institute, P.O. Drawer 188, Univemity. b6 38677 I-800-321-3054 FAX I-IWO-32X-306t 21

First Day-Every Day: Basics for Food Service Assiitun~s~. Part II




PRODUCTION TECHNIQUES--THE PROUD WAY

One of the most popular production techniques used by culinary professionals everywhere to prepare high quality products is called, simply, PROUD.

P Plan food production for just-in-time service. “Just-in-time” is the term used to mean cooking in small batches as needed, during the service period. Some school nutrition personnel use the terms “batch cooking” or “cooking to the line” to mean the same thing. In other words, foods are cooked as they are needed on the serving line.

R Review the recipe and know what the quality standards are for that item. Read over the complete recipe to become familiar with each step of the preparation process before moving on to the next step.

0 Organize equipment and ingredients. A well-organized cook saves time and energy by assembling all ingredients and determining the correct equipment before starting food preparation. This process is called mise en place or to “put in place.” Use the recipe or directions to find out what is needed. Then get together the equipment and ingredients. Stay organized during food production by keeping things in order. Clean after each step, if possible.

U Use the right culinary technique. A recipe includes a description of the correct culinary technique for the food that is to be prepared, and a professional uses that technique. By using the right technique, the result will be a quality product.

D Deliver a quality product. A professional cook evaluates every product placed on the serving line. By stepping back and taking an objective look at each product after it is prepared, culinary skills can be continually improved. A food product that does not meet quality standards should not be served. Instead do the following: l Substitute another similar food on the serving line. l Use product in another way, if possible, to avoid wasting the food. l Determine what happened during preparation that caused the poor

quality and make plans to correct the preparation next time.

Hacional Food Service Management Institute, P.O. Dnwer HIS, University, MS 38677 l-MO-321-364 FAX I-800-321-3&51 22

First Day-Every Day: Basics for Food Service Assiitmts, Part II




PORTION CONTROL

Definition: Portion control means serving the planned amount of food to customers based on the standardized recipe yield. It is a way to make sure that the proper quantity of food is planned, purchased, received, prepared, and served.

Portion control is important because:

l It provides the correct serving size to meet the nutritional needs of customers and to meet USDA requirements.

l It provides the correct yield from a recipe.

l It controls food costs. Giving too large a portion can result in higher food costs and wasted food. Too small a portion can leave customers disappointed and can affect reimbursement.

l It creates and maintains customer satisfaction. No one likes to receive a smaller portion than someone else for the same price.

l It controls costs by helping to determine the amount of a food item to order and prepare.

Portion control begins when the menu is planned. The menu planner determines:

the projected number of servings needed; the portion size of each food item needed to meet USDA requirements; and the portion size that will provide a reasonable amount of food.

PORTION CONTROL METHODS

Measuring l Cutting l Counting l Weighing

National Food Service Management Institute, P.O. Drawer 188, Univcnity, MS 38677 1-800-321-3054 FAX 1-800-321-3061 23

First Day...Every Day: Basics for Food Service Assktants, Part II


NUTRlTION SATELLITE NETWORK National Food Service Management Institute


PORTION CONTROL-MEASURING

SCOOPS SPOODLES

No. 6 to No. 100 2 fluid ounces 213 cup to 2 teaspoons to 8 fluid ounces

LADLES

1 fluid ounce (2 tablespoons) to 8 fluid ounces (1 cup)

Scoops come in a variety A spoodle is a portion Ladles are used for serving of sizes and uses. control spoon or a stews, soups, gravies,

combination spoon sauces, and other liquid Scoop size is imprinted and ladle. foods. on the metal strip, called the vein, that moves Spoodles are available The size is indicated on the across the bowl of the in either solid or handle. scoop, or on the finger perforated form. tab. This number indicates how many The size is indicated scoops of that size it on the handle. takes to fill one quart.

Spoodles are used for serving vegetables and fruits.

NOTE: Some school kitchens are now using color-coded portioning too/s. Be aware that not all manufacturers use the same color to represent specific measures. If you have color-coded tools in your kitchen, be sure to read what size each tool is.

hiathd Food Service Management Institute, P.O. Dnwcr 188, University, MS 38677 1-800-321-3054 FAX l-800-321-3061 24

Firsf Day-.-Every Day: Basks for Food Service Assisistartts, Part II




PORTION CONTROL-CUTTING

Cutting is another way of portioning food into uniform servings. Cutting is good for such foods as lasagna, pizza, meat loaf, cornbread, fruit gelatin, sheet cake, or brownies.

Cutting is usually done as a final step before the food is placed on the serving line. Recipe directions must be followed carefully to assure _ the yield is accurate.

Sometimes, however, the recipe will call for food to be cut into uniform portion sizes before it is cooked. For example, when making rolls, the dough is rolled out and cut according to the directions in the recipe before they are baked.

PORTION CONTROL - COUNTING

Many foods are portioned by simply counting them . . . foods such as pieces of chicken, hamburger buns, meat patties, fish sticks, vegetable sticks, crackers or cookies.

PORTION CONTROL - WEIGHING

Weighing is used for portion control at different stages of preparation by using a portion scale. For example, loaves of homemade bread and rolls are portioned by weighing prior to baking. Meat and cheese are weighed when making sandwiches.

--

It is important to the overall success of the Child Nutrition Program to accurately serve specified amounts of food items to each customer. Not only does it keep food costs in line; it also assures that customers are getting the nutrition they need.

Nationd Food Service Managerned Institute, P.O. Drawer 188, University, MS 38677 1-800-321-303 FAX l-800-321-3061 25


April 29,199s A National Satellite Seminar



SMALL AND LARGE EQUIPMENT SAFETY

Whether you are working with standardized recipes or pre-made items, you will need to use various pieces of equipment for preparation, finishing and clean-up. Some of the most frequently. used pieces of equipment in foodservice:

Knife l Chopper l Mixer l Oven l Dishwasher

KNIFE SAFETY

Probably the most commonly used piece of small equipment in the kitchen is the knife. It is, however, one of the greatest sources for accidents.

To use a knife:

Use a mesh knife safety glove if one is available.

Always use a cutting board. Use plastic or glass cutting boards - wooden ones can contribute to the cross-contamination of foods. Cutting boards are coIor=coded for use with specific types of foods.

0 Do not cut food whiIe holding it in your hand.

0 Curve your fingers and use your hand to firmly hold the food item against the cutting board. Slice by cutting downward.

0 Keep the point of the chopping knife on the cutting board.

0 Cut away from your body, not toward it.

When washing or storing knives: 0 Wash knives and sharp tools right after using them. Never put them in

sinks of soapy water where they cannot be seen.

0 Keep the sharp edge of the knife away from you when washing.

0 Store knives in a knife rack or special knife drawer when not in use. Don’t throw them in a drawer with other smaIl objects. Don’t leave them lying around.

Nati~d Food Setice Management Institute, P.O. DrPwcr 188, Univetity. MS 38677 l-800-321-3034 FAX 1400-321-3061 26

-.





THE TEN COMMANDMENTS OF KNIFE SAFETY

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Never play with knives or sharp tools.

Concentrate on what you are doing when using a knife.

Use sharp knives. Dull blades cause more accidents because they are harder to work with and require more pressure.

Always use a cutting board.

Keep knives away from the edge of the counter to lessen the chance of being knocked on the floor or on someone’s foot.

Step out of the way if a knife is dropped. Don’t try to catch it.

Use a knife for its intended purpose. Do not use it as a substitute for a can opener, screw-driver, staple remover, or box opener

Carry a knife by the handle with the tip pointed down and the blade turned away from the body.

Keep knife handles free of grease or other slippery substances. Repair or throw away knives with loose handles.

Choose a knife that is the correct size and has the proper blade for the job to be done.

NW Food Setice Management Institute, P.O. Dnwer 188, University. M!S 38677 1400-321-364 FAX 1-800-321-3061 27

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FOOD CHOPPER SAFETY

One of the most frequently used large pieces of equipment is the food cutter or chopper. When foods such as cheese, vegetables, or cooked meats are pressed against the blades, they are sliced, chopped, cubed, or waffled.

To use a food chopper:

0 Make sure that the machine is completely assembled with ail parts securely in place - especially any safety guards.

Push the “start” button. Never put your hands inside the bowl while the machine is running.

l Feed the food item into the bowl gradually. Fill only 2L3 full. Scoop food with a large spoon from the outer edge toward the bottom of the bowl to ensure uniform cutting.

l Remove food only when the machine is completely stopped.

Unplug the chopper when cleaning.

0 After cleaning, make sure the blades are replaced in the correct position.

MIXER SAFETY

The mixer is another popular piece of equipment because of its versatility. Depending on the attachment used, a mixer can dice, grate, shred, beat, whip, knead, as well as blend.

To use a mixer safely:

0 Fasten the bowl, attachment, and any safety devices before putting the mixer into operation.

l Stop the machine before scraping down the sides of the bowl.

0 Do not put hands or spoons into the bowl while the mixer is in operation. If a protective screen is provided, use it whenever the mixer is operating.

Turn the mixer off whenever speeds are changed to protect the gears.

l Leave the mixer on the first speed when not in use to avoid food messes the next time it is turned on.

National Food Service Management Institute, P.O. Dnwer 188, University, MS 38677 ~-800-321-3054 FAX l-800-321-3061 28

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First Day...Every Day: Basics for Food Service Assistmts, Patt II

ApriI 29,1998 A National Satellite Seminar

NUTRITION SATELLITE NETWORK NationaI Food Service .. Management Institute


CONVECTION OVEN SAFETY

The convection oven is an essential piece of equipment in the food service kitchen. Convection ovens have a fan in the back that moves hot air around the food during cooking. The cooking chamber is more efficient because many racks and rack guides allow greater flexibility in the arrangement of pans. They are aIso more energy efficient. Cooking requires a 20-50 degree temperature reduction and takes about half the time of conventional ovens.

For best results= 0 Use long oven mittens when loading or unloading pans.

l Load the oven with the fan off. Arrange the pans to allow for maximum air movement.

l Uniform baking will be affected if the oven is overloaded. Center the pans vertically as well as horizontally. Partial loads should be placed toward the middle of the oven.

0 Remember that cooking time should be reduced.

For your safety, when opening the oven door during use, crack the door just an inch or so to allow the first blast of hot air to escape into the hood and not into your face. Stand behind the door to open it the rest of the way.

Ndod Food Service Managemad Institate, P.O. hwer 188, Unircrsity, MS 38677 l-800-32l-30S4 FAX 1400-321-3061 29

First Day,..Every Day: Basics for Food Service Assistants, Part II


NUTRITION SATELLITE NETWORK National Food Service .. Management Institute


DISHWASHER SAFETY

Often the most taken for granted, yet one of the most necessary pieces of kitchen equipment is the dishwasher. Most people don’t like the duty of washing dishes. However, washing dishes, utensils, pots, and pans properly helps to protect against the spread of bacteria, which can cause foodborne illness.

Although models will differ, the use of commercial dishwashers is almost universal. Your supervisor will show you the features and correct operating procedures of the machine in your facility.

When washing dishes by machine:

0 Check the machine to make sure it is clean and that all parts are in place.

0 Close drain valves and fill tanks to proper levels.

0 Turn on booster heater, if so equipped.

0 Make sure dispensers are full - detergent, rinse additive, or chemical sanitizer.

l Check water temperatures to make sure they have reached the proper setting. Temperatures will vary, depending on the machine. Minimum temperatures are:

*Wash water - 150’F to 165OF *Heat sanitizing rinse - 180°F to 190”F,

or up to 210°F with a booster heater. *Chemical sanitizing rinse - not less than 120°F or over 15OOF. (These temperatures should be maintained through the final rack of dishes.)

l Rack dishes properly.

l Run machine through a full cycle - pre-wash, rinse, and sanitize. l Allow dishes to air dry.

l Avoid cross-contamination by washing and sanitizing your hands and by changing your apron before going from the “dirty” to the “clean” end of the machine.

0 Throughout the process, be aware of where there is steam. Steam is a potential source of serious burns.

National Food Senice Management Institute, P.O. Drawer 188, Univenity, MS 38677 l-800-321-3054 FAX l-800-321-3061 30

--_ll -- ._

First Day.,.Every Day: Basics for Food Service Assistants, Part II



The Uaiversity of Mississippi

THE SERVING LINE Tips for Creating and Maintaining Excellent Presentation

1.

2.

3.

4.

-. 5.

6. Have plates, dishes, or trays in a convenient location for serving.

7. Just before students arrive, put on a clean apron and a smile. Colorful aprons enhance the atmosphere.

8.

9.

10.

11.

12.

Be sure to have sufficient food ready for the first lunch period. Remember, however, tW the lust child through the line should be offered the same selection and the same quality as the first child through the line.

Recheck counter supplies carefully with the menu to be sure all food items are available.

Select containers of appropriate size and shape to display food to the best advantage and to keep the food in the best condition.

Garnish and display foods suitably and attractively. Be sure all garnishes are fresh and clean.

Know the serving size of each food. Have proper sized scoops, ladles, serving forks, and spoodles available.

Be friendly and courteous as you greet each person. Explain the choices.

As you serve food, place it attractively on the serving plate or tray. Be careful not to drop bits of food on the rims of the tray or plate.

As pans empty, do not pour fresh food into empty containers. Remember that food safety requires replacing empty pans with full pans.

During serving time, try to keep the area around the serving line as neat as possible. Clean spills immediately.

As serving time begins to wind down, change the menu sign as soon as a food item is gone.

Natiood Food Senicc Management bstitute, P.O. Dnwcr 188, University, MS 38677 1-800-321-364 FAX 1-800-321-3061 31

First Day...Every Day: Basics for Food Service Assistants, P~ri II




REFERENCES

The following materials referenced in the satellite seminar are available for purchase from the National Food Service Management Institute. Please call l-800-321-3054 for more information or to place an order. For a complete list of materials available from NFSMI, please request a Publicutions Guide. Cooking for the New Genertion Breakfast-Lunch-Training (Video & Materials) ET1697 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $25.00

Culinary Techniques for HeaUhy School Meals (7 Videos, 7 Workbooks, Coach’s Workbook to train food service assistants) E~2-96............................................................. $45.00

First Day-Every Day: Basics for Food Service Assistunts, Part I Satellite Seminar (Video & Materials) TT102297 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $20.00

On the Road to Professional Food Preparation Breakfast-Lunch-Training (Video & Materials) ET!%93 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $35.00

On the Road to Professional Food Preparation “Basics At a Glance” (Poster) ET5-93(A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $3.00

ONE-Otiention for Nutrition Employees (8 Videos, 60 lessons, Trainer’s Guides) EX7-94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $200.00

Information about the materials listed below may be obtained by contacting the NFSMI Help Desk at l-800-943-5463 (YHF-LINE).

Qzuwtity Recipes for School Food Service, USDA, 1988

Serving It Safe: A Manuger’s Tool Kit, USDA, 1996

ServSafe Serving Safe Food The Educational Foundation, National Restaurant Association, 1995

A Tool Kit for Healthy School Meals: Rec@es and Training Materials, USDA, 1995

Please join us on October 28, 1998 for the next NFSMI Satellite Seminar.

We welcome your suggestions for future topics. Participant Seminar Information

prepared by Beverly Cross

Coordinator of Site Training/Curriculum Developer Division of Education and Training

National Food Service Management Institute, P.O. Drawer 188, University, MS 38677 l-800-321-3054 FAX 1-800-321-3061 32

.”

Fikst Day-Every Day: Basics for Food Service Assistants, Pari


II

NUTRITION SATELLITE NETWORK National Food Service .. Management Institute


PRETEST (Directions: Please indicate your answer by darkening the appropriate circle on the purple answer sheet.)

1. A helps to organize work by assigning tasks and responsibilities to each staff member so the right equipment is available when it is needed and everything is ready for serving time. a. Flow Chart b. Cycle Menu c. Production Schedule

2. Which two methods are used for increasing or decreasing the number of servings in a recipe? a. Trial and Error Method b. Conversion Chart Method c. Factor Method d. A&B e. B&C

3. Each time a standardized recipe is prepared, it should yield the same number of servings. a. True b. False

4. Which of these statements is false? a. The term “measure” is used to indicate volume. b. “Volume” is used to measure mainly liquid ingredients and ingredients in amounts less than two ounces. c. Standard measuring equipment should always be used when preparing food. d. The same measuring cups can be used to accurately measure liquids and dry ingredients.

5. Weighing dry ingredients is faster, easier, and more accurate than measuring dry ingredients by volume. a. True b. False

6. Three of the four terms listed have the same or about the same meaning. Which one does not belong? a. Just-in-time b. Batch cooking c. Cooking to the line d. Cook and hold

7. Manufacturers list preparation instnrctions in different places, usually on the label of the case or on a separate sheet of paper inside the case. a. True b. False

8. A good kitchen safety rule is to try to catch a knife if it is dropped, so it won’t cut your foot. a. True b. False

9. Portion control is important because: a. It provides the correct serving size to meet the nutritional needs of customers. b. It provides the correct yield from a recipe. c. It controls food costs. d. It creates and maintains customer satisfaction. e. AI1 of the above

10. The last child through the line should be offered the same selection and the same quality as the first child through the line. a. True b. False

Natiod Food Sewice Management Institute, P.O. Drawer 188, Univcnity, MS 38677 1400-321-3054 FAX 1-800-321-3061 33

First Day...Every Day: Basics for Food Service Assistanh, Part II


NUTRITION SATELLITE NETWORK . National Food Service

Management Institute The University of Mississippi

POSTTEST, Page 1 (Directions: Please indicate your answer by darkening the appropriate circle on the purple answer sheet.1


12. Manufacturers list preparation instructions in different places, usually on the label of the case or on a separate sheet of paper inside the case. a. True b. False

13. Which of these statements is false? a. The term “measure” is used to indicate volume. b. “Volume” is used to measure mainly liquid ingredients and ingredients in amounts less than two ounces. c. Standard measuring equipment should always be used when preparing food. d. The same measuring cups can be used to accurately measure liquids and dry ingredients.

14. A good kitchen safety rule is to try to catch a knife if it is dropped so it won’t cut your foot. a. True b. False

15. Three of the four terms listed have the same or about the same meaning. Which one does not belong? a. Just-in-time b. Batch cooking c. Cooking to the line d. Cook and hold



18. Portion control is important because: a. It provides the correct serving size to meet the nutritional needs of customers. b. It provides the correct yield from a recipe. c. It controls food costs. d. It creates and maintains customer satisfaction. e. All of the above

19. Which two methods are used for increasing or decreasing the number of servings in a recipe? a. Trial and Error Method b. Conversion Chart Method c. Factor Method d. A&B

-- e. B&C


National Food Service Management Institute, P-0. Drawer 188, University, MS 38677 1-800-321-3054 FAX 1-800-321-3061 34



NUTRITION SATELLITE NETWORK National Food Service * Management Institute


POSTTEST, Page 2

(Directions: Please darken the appropriate circle on the answer sheet to indicate how much you agree or disagree with the following statements.)

USE THE FOLLOWING SCALE: A. B. C. D. E.

21.

22.

23.

24.

25.

Strongly agree Agree Neither agree or disagree Disagree Strongly disagree

The satellite seminar was presented at a convenient time of day for me. A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

The length of this satellite seminar was good. A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

This satellite seminar presented information which will be valuable to me or members of my staff. A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

The speakers who illustrated key points were effective. A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

This satellite seminar maintained my interest. A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

26.

27.

28.

29.

30.

The overall content presented in this satellite seminar was appropriate for the topic. A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

The printed materials which accompanied this satellite seminar have been effective. A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

I received at least one idea which I can use in my pro!?- A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

The television production quality of this satellite seminar was good. A. Strongly agree B. Agree C. Neither agree or disagree D. Disagree E. Strongly disagree

My area of expertise: A. Principal, Teacher, Counselor B. State Office/Personnel C. Director or Supervisor D. Manager E. Food Service Assistant

If you had a question that was not answered, write the question below. We will compile a list of questions with answers and return it to your state director.

Nntioad Food Service Managemcb( Institute, P-0. Drawer 188, Univcmity, M!S 38677 l-800-321-3054 FAX 1-800-321-3061 35

First Day-Every Day: Basks for Food Service Assistants, Part II




PRETEST ANSWER KEY (Directions: Please use this key to check your responses to the pretest.1


2. Which two methods are used for increasing or decreasing the number of servings in a recipe? a. Trial and Error Method b. Conversion Chart Method c. Factor Method d. A&B e. B&C

3. Each time a standardized recipe is prepared, it should yield the same number of servings. a, True -_ b. False

4. Which of these statements is false? a. The term “measure” is used to indicate volume. b. “Volume” is used to measure mainly liquid ingredients and ingredients in amounts less than two ounces. c. Standard measuring equipment should always be used when preparing food. I d. The same measuring cups can be used to accuratelv measure liquids and drv ingredients. -

5. Weighing dry ingredients is faster, easier, and more accurate than measuring dry ingredients by volume. & True b. False

6. Three of the four terms listed have the same or about the same meaning. Which one does not belong? a. Just-in-time b. Batch cooking c. Cooking to the line & Cook and hold

7. Manufacturers list preparation instructions in different places, usually on the label of the case or on a separate sheet of paper inside the case. a. True ix5iE

8. A good kitchen safety rule is to try to catch a knife if it is dropped, so it won’t cut your foot. a. True & False

9. Portion control is important because: a. It provides the correct serving size to meet the nutritional needs of customers. b. It provides the correct yieId from a recipe. c. It controls food costs. d. It creates and maintains customer satisfaction. e, All of the above

- . .

- 10. The last child through the line should be offered the same selection and the same quality as the first child

through the line. a, True b. False

Natioad Food Service lklaoagement Institute, P.O. Drawer 188, University, MS 38677 1-800-321-3054 FAX 1-800-321-3061 36



NUTRITION SATELLITE NETWORK National Food Service .* Management Institute


POSTTEST, Page 1 ANSWER KEY (Directions: Please use this key to check your responses to the posttest.)


12. Manufacturers list preparation instructions in different places, usually on the label of the case or on a separate sheet of paper inside the ease. a, True b. False

13. Which of these statements is false? a. The term “measure” is used to indicate volume. b. “Volume” is used to measure mainly liquid ingredients and ingredients in amounts less than two ounces. c. Standard measuring equipment should always be used when preparing food. d, The same measuring cups can be used to accurately measure liquids and dry iwredients.

14. A good kitchen safety rule is to try to catch a knife if it is dropped, so it won’t cut your foot. a. True b False _. - _- .- -A-

15. Three of the four terms listed have the same or about the same meaning. Which one does not a. Just-in-time b. Batch cooking c. Cooking to the line d Cook and hold 2

belong?

to each staff 16. A helps to organize work by assigning tasks and responsibilities member so the right equipment is available when it is needed and everything is ready for serving time. a. Flow Chart b. Cycle Menu c Production Schedule -2


18. Portion control is important because: a. It provides the correct serving size to meet the nutritional needs of customers. b. It provides the correct yield from a recipe. c. It controls food costs. d. It creates and maintains customer satisfaction. e, AC1 of the above _ -

19. Which two methods are used for increasing or decreasing the number of servings in a recipe? a. Trial and Error Method b. Conversion Chart Method c. Factor Method d, A&B


Natiod Food Service Maagcment Institute, P.O. Dnwer 188, University, MS 38677 1-800-321-3054 FAX 1400-3214061 - 37





FIRST DAY e . . EVERY DAY: BASICS FOR FOOD SERVICE ASSISTANTS, PART I..

A NationaL SateIlite Seminar ApriI 29, I998

NationaL Food Service Management Institute The University of Mississippi

AMERICAN SCHOOL FOOD SERVICE ASSOCIATION

CONTINUING EDUCATION CREDIT REQUEST

DATE

SITE -

SITE FACILITATOR

ASFSA MEMBERSHIP NUMBER

NAME

CITY STATE ZIP

TELEPHONE

NUMBER HOURS CREDIT EARNED

Please complete form and hold until re-ce@ktion is due. Submit this form along with re- certification application and other documentation to your state School Food Service Associution processor or to the ASFSA Certijkation Department at the address below:

Certification American School Food Service Association 1600 Duke Street, 7th Floor Alexandria, VA 223143436

National Food Strvicc Maaagemed Institute, P-0. Drawer 188, University, m 38677 1-80-321-3054 FAX 1400-321-3061 38

first day.. . every day: basics for food ... day...every day: basics for food service assistants,...

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