Quality Control and I m plem enting HACCP Culinary Skills W - - PDF document

1 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 1

Developed by:

Quality Control and I m plem enting HACCP

Culinary Skills W orkshop June 2 0 1 3

Slide 2

2

Objectives



Explore quality standards in delivering fresh, appealing foods to students.



Review HACCP principles and tools to docum ent and verify your district’s HACCP plan.

2 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 3

3

Objectives



Discuss the m anager’s role to ensure that safe, quality m eals are provided to students.

Slide 4

4

Manager’s Role

 Oversee Program  I dentify Training Needs  Monitor Com pliance  Evaluate  Maintain Docum entation

Students identify Responsibilities and Actions on Chart under “Food Quality” and HACCP Implementation” on page 1 of workbook. Table brainstorm then share, students take notes in workbook.

3 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 5

5

W hat does “quality” m ean to you?

Ask question on slide then - OPTIONAL - Scenario: Imagine you have just had lunch at a school in your district and your lasting impression was “Wow, that was really a quality meal.” Now, in a minute I am going to ask you to close your eyes, and remembering that you have just eaten a really good school meal, let me walk you through your selection. I want you to visualize what the cafeteria and line looked like and your impression of the environment. Lead them through entering the cafeteria, arriving at the line, looking at the selections, paying for the meal, sitting down at a table and eating your meal. What do you see, what do you smell, what do you taste. After the visualization ask members at each table to share their thoughts and come up with 3 statements that described their quality meal. Groups share – instructor records “What quality means” on flip chart and record on page 2 of their workbook. REFER TO Workbook page 2 – Read “All food…” Then talk about Quality scorecard – refer to handouts – NFSMI, Healthy Cuisine. All food products have standards that are used to measure quality. Then ask question in their workbook, “So what’s a Quality Score Card?” A quality score card tells what the quality standards of a food should be during preparation and what the finished product should look and taste like. Samples – Fruits and Vegetables Galore section Healthy Cuisine – NFSMI website. To consistently achieve quality products, a Quality Score Card should be established for each recipe produced. It tells what the quality standards of a food should be during preparation and what the finished product should look and taste like. Refer to Quality Score Card handouts.

4 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 6

6

EVALUATI ON FACTORS

Appearance How the food should look Texture or Consistency How the food should feel in the m outh and how it cuts Flavor How the food tastes Service Tem perature The ideal tem perature for serving the food

What are evaluation factors to determine quality food? Participants record on page 2 in workbook. Aroma - The way food smells before we taste it. Also important factor to customers. Other ways to find out what is important to customers – Student and Staff surveys.

5 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 7

7

Product Quality Factors During Production

 Standardized recipes  Production equipm ent  Production schedules  Sanitation practices  Food production handling

techniques

What factors influence food quality during production? Ask question then show slide. This is printed on page 3 in the workbook. Then ask “What does food quality have to do with HACCP?” Talk about food temperatures for safety, how does that affect food quality if Mfg. instructions or recipes are not followed. Will talk more about this when we take a look at SOPs.

6 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 8

 Purchasing  Receiving and Storage  Proper Handling  Preparation and Cooking

Eight Keys to Success

Page 3 - 4

Slide 9

 Serving  Line Presentation  Proper Handling  Marketing

Eight Keys to Success

Page 4 - 5

7 Quality, Presentation, & HACCP Instructor Slides 2013

8 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 10

Purchasing

 Com m odity dollars

– W hat to process – W ho to process w ith

 Frozen vs. canned

vegetables

 Purchase from HACCP

certified vendors

Page 3 in workbook.

Slide 11

Receiving and Storage

 Check tem peratures

im m ediately

 Check dating  Check for any signs of

dam age

Page 3 in workbook.

9 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 12

Receiving and Storage

 Store products

appropriately

 Practice FI FO

Page 3 in workbook.

Slide 13

Proper Handling

 Practice proper techniques

for thaw ing according to Serve Safe

– I n refrigeration at or below

4 1 °

– Running w ater at or below

7 0 ° Page 3 in workbook.

10 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 14

Preparation and Cooking

 For all raw item s follow

guideline set forth by Serve Safe

 Processed item s follow the

m anufacturer’s instructions

Page 4 in workbook.

Slide 15

Preparation and Cooking

 Develop standards for

batch cooking

 Ensure ovens are properly

calibrated

 Enforce use of recipes

– Standardized recipes

Page 4 in workbook.

11 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 16

Proper Holding

 Serve hot foods hot

– Minim um tem perature of 1 4 0 ° – Hot w ells controls – Holding cabinets

 Serve cold foods cold

– Maxim um tem perature 4 1°

Page 4 in workbook.

Slide 17

Serving

 Proper serving utensils

– Storage and food – Heat resistant handles – Minim ize bare hand

contact Page 4 in workbook.

12 Quality, Presentation, & HACCP Instructor Slides 2013

13 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 18

Serving

 Proper personal

hygiene

– No dangle earrings, fake

fingernails, polish, rings

– Proper hand w ashing

 Polite and courteous

service

Page 4 in workbook.

Slide 19

Line Presentation

 Signage

– All item s should be labeled – Clean easy to read m enu

boards w ith pricing Page 4 in workbook.

14 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 20

Line Presentation

 Use garnishes w hen

possible

– elevators – risers

 Keep serving line clean and

free from debris

Page 4 in workbook.

Slide 21

Marketing

 Utilize prom otions

– To create excitem ent – To boost participation w hen

needed

– Enhance aw areness of the

Child Nutrition Departm ent Page 5 in workbook.

15 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 22

Marketing

 Solicit involvem ent from

brokers and m anufacturers

 Com m unicate upcom ing

special events

Page 5 in workbook.

Slide 23

23

Actions to Ensure Quality

 Plan food production for just-in-

tim e service.

 Review the recipe and organize

equipm ent and ingredients before beginning production.

 Alw ays use the correct culinary

technique.

 Deliver only the products that m eet

quality standards.

Review - This is referred to on page 2 of the workbook.

16 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 24

Food Presentation

24

We have been talking about how to have quality food and now it’s time to turn our focus

• nto how to present the quality food that has been produced in our cafeteria.

The presentation of the food plays an important role in getting our customers to buy and consume the quality and nutritious foods that we serve.

17 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 25

Objectives

 I dentify key elem ents of

food presentation.

 Evaluate the atm osphere of

the cafeteria serving line.

25

Page 5 in workbook. Lets turn our focus onto the entire serving line and the atmosphere in the cafeteria. The serving line to creates an impression on our customers. The atmosphere of the serving line and cafeteria influences participation.

18 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 26

The Serving Line

 How does the line look?  The entire serving area

should look nice and appealing, not just the food.

26

Presenting food creatively can turn a dull looking foodservice line into a bountiful marketplace of healthful and appetizing eating opportunities. Students have the same impressions as most of us when deciding what they will select and eat as they come through the school meals serving line. It isn’t enough to have some items on the serving line dressed; the entire line should look good. When you go to church or to a wedding, do you put on a fancy dress or suit but leave your hair undone and wear just any shoes? The same should be done with the serving line. Remember, we eat with our eyes so the serving line needs to create the right impression! If food doesn’t look good a customer may not select it!

19 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 27

The Serving Line

 Use pans that fit properly

into steam table w ells.

 Use appropriate serving

tools and utensils

27

Refer to Basics at a Glance Poster handout. Wearing gloves is part of using the appropriate serving utensil. Wearing gloves on the serving line demonstrates to our customers that we are presenting safe foods. That may influence their choices. If a customer sees a server touching foods without gloves they probably will not want to eat those foods.

20 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 28

5 Key Elem ents of Presentation

 COLOR  Shape

28

Page 5 in workbook. Great food presentation includes several key principles. First, presentation must follow the basic rules of menu planning. Good menus have a variety of colors, textures, shapes, and heights. And don’t forget that simplicity plays a role. In the next few slides, you will see ways that the school nutrition service can present food to increase eye appeal and stimulate appetite. As you view the slides, you may think

• We don’t have the materials, tools, or ingredients.
• We can’t afford this.
• We don’t have staff with the talent; after all, we do not employ professional chefs.

You are right about the challenges, but think about this: Could your program partner with a local chef? Could you establish standards so your staff could do some of these things? Can you modify ideas to use in the cafeteria? For example, you can decorate the serving line or arrange the food in a more colorful and pleasing manner.

21 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 29

Colorful Serving Line

29

Second, there must be an organized and well decorated display or serving line. Fill the serving line with bright colors and have the food bountifully and attractively displayed.

22 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 30

Colorful Serving Line

30

Color is always important in presentation. Color reinforces freshness, quality, and proper cooking. Show a variety of color without a circus effect. Usually foods that taste good together will harmonize in color.

23 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 31

Colorful Serving Line

31

24 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 32

Color

32

Using color to increase eye appeal is one of the basic principles of menu planning. ASK: How often do you observe the finished plates in the cafeteria line? Are you always pleased with the color? (Allow a few comments.) SAY: Sometimes color in food is changed based on how it’s prepared.

25 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 33

Color: Preparation Techniques

33

SAY: You can see from this slide how overcooking can change the color and appearance of food. ASK: Have you ever had this happen in one of the schools in your district? What can directors do to help the food preparation staff understand why overcooked food diminishes the appetite?

26 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 34

Texture

34

SAY: Did you know that texture is one of the most important attributes used by consumers to assess food quality? Think about how eating a taco gives your mouth a sensation of different textures. By combining crisp with soft foods, or vice versa, we get great presentation and it is a party in your mouth! Of course, you don’t have to combine the two textures in the same dish, but both should exist on the menu. When we go into a restaurant and order a green salad to go with our entrée, it’s often because we want a mixture of textures, though that particular thought may be more subconscious than conscious.

27 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 35

Texture Nam es

 Grilled Chicken Strips  Mild Mozzarella

Cheese

 Crisp Mixed Greens  Hearty Red Kidney

Beans

 Creamy Dressing  Crunchy Baby Carrots  Tender Corn  Ripe Green Tip

Banana

 Crusty Whole Wheat

Roll

 Cold Chocolate Milk

35

ASK: How many of you use descriptive terms to describe the menu items when you publish the district menus? (Ask participants that answer yes if they would like to share some of their favorite descriptive terms with the group. Ask participants to make notes in their workbook if they hear descriptive terms they want to use.) SAY: The next presentation principle involves shapes in food. Have you ever thought about how combining shapes makes food more appealing? We can add eye appeal by combining natural shapes or creating new shapes.

28 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 36

Shapes: Food Variety

36

What shapes look appealing in this tray?

Slide 37

Shapes: Food Variety

37

29 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 38

Shapes: Food Variety

38

30 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 39

Sim plicity

39

SAY: Simple, clean lines and shapes are most pleasing to the eye. Too much food on a plate or a tray that is too small causes the food to look messy and unappetizing. Notice the clean-cut lines of the food and how the soup is merchandized to make it whet the appetite.

31 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 40

Height

40

SAY: A variety of heights is important for food presentation. Look at this slide and ask yourself “How can I apply this concept in my schools?” ASK: Do any of you have techniques that you would like to share about how you add height on the serving line to make the food presentation more appealing?

32 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 41

Self-Serve Packaging

41

SAY: Pre-prepared or prepackaged salads are a great merchandising option for

• schools. Healthy, tasty, and attractive prepackaged salads offer students variety and
• choices. Presentation makes a big difference in selling prepackaged meals. Part of the

challenge is to showcase the food products in an appealing way. This slide shows a relatively simple way to make a variety of salads and display them in an appealing manner.

33 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 42

Balance

 Presentation m ust be balanced

through the selection of food by choosing com plem entary flavors, seasonings, and food groups.

 Food should be prepared using

different but com plem entary cooking m ethods and arranging it in an appetizing presentation.

42

Page 6 in workbook. These principles need to be considered in menu planning.

• Avoid using the same herbs and spices to provide flavor. Flavors should be

complementary.

• Rich with lean.
• Spicy with bland.
• Smoky (salt) with sweet.
• Sweet with sour (acid).
• Sweet with spicy
• A variety of cooking techniques will automatically add a variety of textures to the

presentation.

34 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 43

Flow

 The focal point is the necessary

starting point from w hich the flow should begin.

 The sense of flow w ill be stronger

w ith an interesting set up.

 The custom er should be led dow n

the line by pleasant displays of food choices.

43

Page 6 in workbook.

35 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 44

Atm osphere

 The atm osphere of the serving area

and dining area influence custom er participation.

44

Page 6 in workbook. The atmosphere of your school cafeteria serving and dining area can have a negative or positive effect. Atmosphere can make or break the success of your school cafeteria.

36 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 45

Take a Look at the Cafeteria

 I s it w ell lit?  I s the food inviting?  I s there adequate room to sit?  Do you have a sm ile on your face?  Are the decorations cheerful?  Do you show attention to detail?  Are custom ers happy w hen they

enter the cafeteria?

45

Say: Ask yourself these questions about your cafeteria. Tell participants to make notes in their workbook on page 6 about how their cafeteria looks and what needs to change.

37 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 46

Take a Look Cont’d.

 I s signage posted at or near the

beginning of the serving line identify com ponents of the reim bursable m eal?

 Does the serving line m ove quickly

and continuously?

 I s the tem perature of the room

com fortable?

 Does your cafeteria convey a positive

atm osphere?

46

New USDA regulations requires that we post information to help identify the components of the reimbursable meal a or near the beginning of the serving line. Show sign examples available through Region 4 Print Center. Review: Our role as child nutrition professionals is to encourage healthy eating by preparing healthy foods and presenting them in a clean, fresh, pleasing atmosphere. Encourage healthy eating Prepare healthy, tasty foods Enhance the line and cafeteria atmosphere Create an inviting environment Share your ideas with fellow workers in your cafeteria

38 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 47

47

W hy I m plem ent HACCP?

 To ensure that the food

served to children is as safe as possible.

 Federal regulations

require schools to have a HACCP Plan.

Page 7 in workbook. Explain that the Child Nutrition programs are reviewed by legislators and USDA every 5 years to update and revise guidelines. The latest revision was in 2004 and included food safety program requirements. This plan was to be in place by school year 05-06.

39 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 48

48

W hat is HACCP?

 A food safety system

that focuses on food.

Page 7 in workbook. HACCP is a food safety system that focuses on food (participants should record this in their workbook). The program must be developed by the district with a HACCP team. Sanitation programs focus on equipment and facilities; making sure they are sanitized and functioning properly. Personal hygiene programs focus on employees. Handwashing and personal hygiene.

40 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 49

49

W hat is HACCP?

H hazard A analysis C critical C control P points

HACCP stands for hazard analysis and critical control points. Two main concepts. Page 7 in student workbook. What is the goal of HACCP? To prevent food safety problems from happening.

41 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 50

50

Hazard Analysis

 I dentification of hazards

than can contam inate food.

HACCP isn’t just about taking temperatures and recording them. It’s about the identification of the hazards that can contaminate food as it flows through a facility. This is called a hazard analysis.

42 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 51

51

Hazards

 Physical  Chem ical  Biological

There are 3 categories of hazards. Page 7 in student workbook.

43 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 52

52

Critical Control Points

 Control hazards through

critical control points.

 Essential step in the food

flow to prevent, elim inate

• r reduce a food safety

hazard.

Control points are those steps in the flow of food where a chemical, physical, or biological hazard can be controlled. A critical control point is an essential step to prevent, eliminate, or reduce a food safety

• hazard. Page 7 in student workbook.

44 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 53

53

Exam ple

 Ham burger m ight have

harm ful bacteria E.Coli.

 Cooking to a hot enough

tem perature w ill kill the bacteria.

 CCP is the cooking step.

Slide 54

54

Seven Principles

1 . I dentify Hazards 2 . I dentify Critical Control Points 3 . Establish Critical Lim its 4 . Establish Monitoring Procedures

Refer to poster on wall. Students record on page 8 in workbook.

45 Quality, Presentation, & HACCP Instructor Slides 2013

46 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 55

55

Seven Principles

5 . Establish Corrective Actions 6 . Establish Verification Procedures 7 . Establish Record-Keeping Procedures

Page 8 in workbook.

Slide 56

56

Advantages of HACCP

 I m prove control of food

processes.

 Help com ply w ith

governm ent regulations.

Page 8 in student workbook.

47 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 57

57

Advantages of HACCP

 Provide continuous self-

inspection and self im provem ent.

 Help w ith com plaints and legal

action. Page 8 in workbook.

Slide 58

58

Foodborne illness occurs w hen a person becom es ill from eating food that contains a biological, chem ical, or physical hazard.

W hy do you need to know about food safety?

Students should record in their workbook on page 9.

48 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 59

59

Foodborne outbreak occurs w hen 2 or m ore people experience the sam e illness after eating the sam e food.

W hy do you need to know about food safety?

Page 9 in workbook.

Slide 60

Developed by:

W hy Risk I t?

49 Quality, Presentation, & HACCP Instructor Slides 2013

50 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 61

61

Law suits Financial loss Sick custom ers Reputation

The Costs to Your District are Great

Video presentation (DVD) – Food Safe Schools. After the video, talk about what a powerful tool this is to support a HACCP program. Show participants the Food Safe Schools kit, if available. All materials and the video segment are available to download at http://www.foodsafeschools.org/ Page 9 in workbook.

51 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 62

62

Actions Contributing to Foodborne I llnesses

 Holding food too long in

tem perature zone ( 4 1 oF to 1 3 5 oF) .

 Not heating or cooking to proper

tem perature.

 Not cooling properly ( to 7 0 oF or

low er w ithin 2 hours, and from 7 0 oF to 4 1 oF w ithin 4 hours) .

Page 9 in workbook.

Slide 63

63

Actions Contributing to Foodborne I llnesses

 Not reheating properly ( to at

least 1 6 5 oF for 1 5 seconds w ithin 2 hours) .

 Poor personal hygiene.  Cross-contam inating

food. Page 9 in workbook.

52 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 64

64

The Process Approach

 HACCP principles are built

into the Process Approach.

Page 9 in student workbook.

53 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 65

65

Food Process Categories

1 . No Cook Process 2 . Sam e Day Service Process 3 . Com plex Food Process

Page 10 in student workbook. Students should record. Using the process approach, the team reviewed all food items and determined which category they belonged in. Each year the menu items needed to be reviewed so that any new items can be placed in the right process. There are 3 food process categories –

• 1. No Cook 2. Same Day 3. Complex

54 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 66

66

Tem perature Danger Zone

 I dentify the num ber of tim es

each m enu item goes up ( heating) or com es dow n ( cooling) through the danger zone ( 4 1 º F to 1 3 5 º F)

Menu items were identified by the number of times each menu item went through the TDZ.

55 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 67

67

Control Point

 W here a hazard can be

controlled in the flow of food

 CP

KEY TERMS TO KNOW - Page 10 in student workbook. After identifying hazards the steps in the food flow where these hazards can be prevented, eliminated, or reduced to an acceptable level is call a Control Point (CP). All of these are important but some are critical.

56 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 68

68

Critical Control Point

 Essential step to prevent,

elim inate, or reduce a hazard to an acceptable level.

 CCP

Page 10 in student workbook. A CCP is the last step at which an operation can intervene to control, prevent or eliminate a food safety hazard. Although every step in the flow of food may not necessarily be a CCP, there is a CCP in at least one or more steps.

57 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 69

69

Control Points

CPs include:

Receiving Storing Preparing Cooking Holding Cooling Serving Reheating Receiving, storing, preparing, cooking, holding, serving, cooling, and reheating. Critical control points generally focus on time and temperature controls. Activity – Group “Keeping Food Safe From Start to Finish” HANDOUT. Ask groups to take about 5 minutes and examine a hamburger patty as it is handled in their kitchen. The patty is a raw frozen product that will be panned, prepared, and served on the same day. Where do CCPs apply in this process? Decision tree is on the back of the activity handout.

58 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 70

70

CCPs – Exam ple

CCPs for raw ham burger patties in a full-service kitchen ( hazard is harm ful bacteria)

 Receiving- not CCP  Storing- not CCP  Preparing- not CCP  Cooking- CCP  Holding – CCP  Serving – not CCP

Participants may have selected more stages where they think a CCP should occur. Explain the definition again of a CCP – refer to wall poster. The CCP is the last step to prevent or eliminate a hazard before consumption.

59 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 71

71

Process # 1 No Cook Preparation

Measure to assure safety of foods:

 Em ployee health policy  Proper receiving and

storage procedures

The no cook process flow has no actual cooking step.

Slide 72

72

Process # 1 No Cook Preparation

Measure to assure safety of foods continued:

 Tem perature control  Handw ashing

We still apply all those things that we’ve done before (pre-requisites) to ensure safe food.

60 Quality, Presentation, & HACCP Instructor Slides 2013

61 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 73

73

NO COOK Process Flow

Canned ------Liquid/Dry---------Receive----------Fresh Vegetables Beans Ingredients Dry (on shelf)-----------------------Store-----------Refrigerator Refrigerator (day before prep) Drain beans---Mix liquid/dry----Prepare-------Chop and add Hold (in refrigerator) Serve (cold)

Three-Bean Salad, Full-Service Kitchen

Slide 74

74

Process # 2 Sam e Day Service Preparation Measure to assure safety of foods:

 Tem perature control  Cooking foods  Handw ashing

62 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 75

75

Process # 2 Sam e Day Service Preparation Measure to assure safety of foods continued:

 Em ployee health policy  Proper receiving and

storage procedures

Slide 76

76

SAME DAY SERVI CE Process Flow - Exam ple

Oven Fried Chicken, Full-Service Kitchen

Frozen Chicken------------Receive---------Dry/Liquid Ingredients Freezer----------------------Store----------------------Dry (on shelf) Thaw in refrigerator-----Prepare------1. Drizzle oil over chicken

• 2. Dip chicken in seasoning bread

Cook Hold (hot) Serve (hot)

63 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 77

77

Process # 3 Com plex Food Preparation

Measure to assure safety of foods:

 Tem perature control  Cooking foods  Cooling foods  Reheating foods

Slide 78

78

Process # 3 Com plex Food Preparation

Measure to assure safety of foods continued:

 Handw ashing  Em ployee health policy  Proper receiving and

storage procedures

64 Quality, Presentation, & HACCP Instructor Slides 2013

65 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 79

79

COMPLEX Process Flow

Chili Con Carne, Full Service Kitchen

Raw Ground Beef--------Receive------Fresh---------Canned-----------Dry Vegetables Vegetables Ingredients Freezer--------------------Store------Refrigerator---------Dry (on shelf)

• 1. Thaw in Refrigerator-----Prepare---------Chop------Add to Ground Beef
• 2. Brown Ground Beef and Drain

Cook

66 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 80

80

COMPLEX Process Flow

Cool/store Reheat Hold (hot)

Chili Con Carne, Full Service Kitchen (con’t)

Serve (hot)

Idea for training - Tell managers they can do this activity with their own menu and staff. Review Menu Items Activity with staff in each kitchen. Ask participants (individually or in a group) to review a lunch and identify which items are:

• 1. Kept cold from prep. through service. (Process 1)
• 2. Prepared hot and served the same day. (Process 2)
• 3. Prepared hot and served cooled, or possibly reheated. (Process 3)

Give them about 5 minutes to review then discuss. Tell managers they can do this activity with their own menu and staff.

67 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 81

81

Critical Lim its

 Upper boundary of safety.  Tim e and tem perature.  Ex.- baked chicken cooked

to internal 1 6 5 ° for at least 1 5 seconds.

Page 10 in student workbook. Now that we know and understand CCPs for PHF we serve, it’s time to set the “critical limits”. (Point or line beyond which something cannot or may not proceed.) In foodservice operations, critical limits are minimum and maximum times and temperatures that must be met in order to keep a food safe. Remember FATTOM? Most bacteria causing disease can grow within the temperature range of 41°and 135°, the Temperature Danger Zone (TDZ). Bacteria need about 4 hours to multiply sufficiently to cause illness and this includes all the time the food is held from 41° to 135°, from delivery through service.

68 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 82

82

Standard Operating Procedures ( SOP)

 SOPs w ill describe how to

handle foods identified by each process.

 SOPs w ill instruct personnel on

proper food safety procedures at every stage of food preparation and service. Page 11 in student workbook. Standard Operating Systems (SOPs) for food service

• perations are those practices and procedures in the food production process

(receiving, storing, preparing, cooking, holding, serving, reheating, cleaning, sanitizing, etc.) that are basic to producing safe food in a facility.

• SOPs must be written
• SOPs must be available in the facility for all employees
• Employees must receive training on SOPs, they must know where SOPs are located to

use them. Ask participants if they have received training on their district HACCP Plan SOPs. Common SOPs were written by the National Food Service Management Institute (NFSMI) as samples for school food service. District SOPs should contain the same categories of information that the NFSMI samples contain. Refer to SOP example HANDOUT and review each part. Foodservice staff need to know where their HACCP SOPs are located and should be trained on using them. Suggested training for kitchen staff - SOP Activity Assign #1, #2, and #3 Processes to tables. Provide samples of all SOPs to each table. Ask them to identify which SOPs must be used for each process and list on chart paper. Ask them to select a scribe and a presenter for their group (dice, birthdays, cards, etc.) Give participants about 10 minutes to identify the SOPs needed then about 10-12 minutes for tables to share. If this is a manager training, explain that this is an activity they can conduct with kitchen personnel. As each group shares what SOPs they identified, emphasize why certain SOPs are used in complex but not in same day. When all have presented, ask what SOPs were common to all processes and emphasize why these are so important (Handwashing, cross contamination, personal hygiene, etc.)

69 Quality, Presentation, & HACCP Instructor Slides 2013

70 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 83

83

Monitoring

 Monitor to m ake sure food

safety practices are done properly.

– W ho w ill m onitor – How – W hen

Page 11 in student workbook. Monitoring procedures help a CNP determine if the critical limits are being met. Monitoring means measuring or observing time and/or temperature to assess whether a CCP is under control and to produce an accurate

• record. Monitoring procedures can also alert you to problems with equipment. Daily

monitoring logs will be written proof that your operation is meeting the critical limits. These can be very important if any problems should occur. Once completed, these logs are considered legal documents and should be completed in ink, not pencil.

71 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 84

84

Corrective Action

 Recognize w hen there is a

problem .

 Have a plan for corrections.  Train em ployees.  Docum ent.

Page 11 in workbook. What should you do if you determine by your monitoring procedures that a critical limit is not being met? Example: Recipe says cook at 350 degrees for 20 minutes, should reach 165 degrees. If it does not, what should you do? What do you record? Recipe/Mfg. instructions/SOP comparison activity. Activity: Temperature log handout. Review and respond. You need to take immediate corrective action. Review HANDOUTS– Examples of Corrective Actions in packet and Summary handouts. Who will be responsible for the corrective action? Who will document the corrective action? This should be identified in your district’s HACCP Plan.

72 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 85

85

Verification

 Procedures  Frequency  Docum entation  W eekly checklist

Verification procedures confirm that your HACCP Plan is working. It includes confirming that the CCPs and Critical limits are correct, that monitoring procedures are identifying potential hazards, corrective actions are adequate, and employees are following

• procedures. The Manager’s Weekly Checklist is a verification tool. Verification can be

done daily, weekly, and annually as well. Each year your district’s HACCP Plan needs to be reviewed and revised. Review Manager’s Checklist HANDOUT.

73 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 86

86

Recordkeeping

 Com pliance  Actions taken  Docum ents that you are

serving safe food each day

Page 12 in workbook.

• USDA and your local health department require that you keep accurate records of your

HACCP program.

• Records show critical limits at each CCP were met or appropriate corrective actions

were taken when not met.

• Helps you identify areas where food safety problems occur so you know what to do to

correct these problems.

• Good records document that you are conscientiously preparing and serving safe food

each day.

74 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 87

87

I f it has not been docum ented, it has not been done! REMEMBER

It takes each one of us, every day, to serve safe food. When service is done well and documented, it is clear that food safety is a priority in our school foodservice operation.

75 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 88

88

Records

 District HACCP Plan  Em ployee training logs  SOPs  Monitoring logs  Corrective actions  Calibration logs  Receiving logs

Page 12 in student workbook. The HACCP Plan needs to be available in each kitchen. Ask – “What HACCP records need to be maintained in your kitchen?” Give them a few minutes to discuss in groups and record in workbook, then show slide. Employee training logs and monitoring logs must be maintained and available at each

• site. Temperatures need to be recorded in ink because logs are legal records.

76 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 89

89

Health I nspections

 HACCP Plan review  Monitoring logs  Calibration logs  W eekly checklists

The Child Nutrition Reauthorization Act of 2004 requires all districts to be inspected twice during the school year by your local health department. Health Inspection reports must be posted in public view.

Slide 90

90

Success of Your Food Safety Program

 Provide on-going training.  Review food safety

principles including SOPs

• n a regular basis.

 Require em ployees to

attend food safety training.

77 Quality, Presentation, & HACCP Instructor Slides 2013 Slide 91

91

Success of Your Food Safety Program , continued

 Maintain training and

attendance records.

 Hold school nutrition

m anagers responsible for m aintaining em ployee training standards.

Page 13 in student workbook. Ask participants to take a few minutes to record their thoughts to the question on the last page of their workbook. What steps will you take to ensure

• the best quality food is prepared and served in your kitchen
• a successful food safety program in each kitchen

Slide 92

“I n accordance w ith Federal law and U.S.

Departm ent of Agriculture policy, this institution is prohibited from discrim inating on the basis or race, color, national origin, sex, age, or disability. To file a com plaint of discrim ination, w rite USDA, Director, Office of Civil Rights, 1 4 0 0 I ndependence Avenue, SW , W ashington, D.C. 2 0 2 5 0 -9 4 1 0 or call ( 8 0 0 ) 7 9 5 -3 2 72 or ( 2 0 2 ) 7 2 0 -6 3 8 2 ( TTY) . USDA is an equal opportunity provider and em ployer.” Our services are provided through the Texas Departm ent of Agriculture’s Food and Nutrition program s funded by the U.S. Departm ent of Agriculture, Food & Nutrition Service

92

78 Quality, Presentation, & HACCP Instructor Slides 2013