Food-Service-Manual-for-Health-Care-Institutions

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Food Service Manual for Health Care Institutions 222 Figure 8.2. Example of a Task Analysis for a Food Service Department Training Session Task Analysis Positions: Dining room cashier Task: Cash transactions Frequency: For each cash customer Equipment: 190 Cash register cash drawer Contact: Café manager or head cashier Important Steps in Job Key Points 1. Tally each food item on the tray. Tally each item under the proper food category. 2. Push subtotal button. — 3. Push the tax button. — 4. Push total button. Be sure the tax has been added. 5. Check the amount on the indicator. Be sure it agrees with the amount of sale. 6. Tell the customer the amount. Speak clearly. 7. Take the money from the customer. Hold the palm of your hand upward. 8. Punch value received. Be sure to punch value in correctly. 9. Place the money in drawer. Be sure to place in appropriate value category. 10. Punch the change indicator button. Check the indicator for the amount of change to be returned to the customer. 11. Count bills back to customer. Start with ones, fives, tens, and so on. Tell the customer to pick up change from counter. 12. Close cash drawer. Do not lock cash drawer. 13. Give receipt to customer. Do not drop it. 14. Say thank you. Smile. If the session’s instructor is from outside the department or the organization, a department representative must contact him or her well in advance to explain what skills or concepts are to be taught. The representative also should offer help in setting up demonstrations or obtaining audiovisual equipment. Identifying In-Service Training Topics and Resources As a result of the employee needs analysis for in-service training, a number of issues or themes may surface. Some possible topics for a continuing education program for the food service staff include • Standards for personal hygiene, infection control, AIDS [acquired immunodeficiency syndrome] training • Advances in food-handling procedures, hazard analysis critical control points • Changes in cleaning techniques and procedures • Operation and maintenance of new equipment • Current fire safety, disaster and emergency preparedness procedures • Injury or accident prevention • Risk management
• Future operational changes in the department and in the organization • Basic concepts of nutrition • Procedures for preparing and serving foods for modified diets • Changes in personnel policies, sexual harassment • Meeting the needs of special patient populations (for example, the elderly and the physically or mentally challenged) • Safety precautions related to equipment, hazardous chemicals, cuts, burns, falls, and right to know • Customer satisfaction It may be useful to maintain a list of people who demonstrate interest in teaching in-service training sessions in their areas of expertise. Speakers and instructors from the community and employees of state and local public health agencies, universities, and technical colleges may be helpful in training employees in specific skills and knowledge. Possible speakers also may be identified at meetings of professional organizations serving the food service and health care fields or through national speakers’ bureaus. Staff members from other departments in the organization and from nearby health care organizations are additional resources. Training materials are available from a number of sources and in varying formats, including videotapes, filmstrips, slides, and printed materials. Employees from colleges, universities, vocational schools, and extension programs may be asked to present an in-service training session on a specific topic. Other groups such as sales representatives, equipment manufacturers, special counseling services, community service organizations, outside consultants, and government agencies have trainers or speakers who will present special training programs. Trainers should prescreen all materials before renting or purchasing them to ensure their appropriateness for the training planned. Screening further ensures that the department’s training dollars are being put to good use. Program Implementation The instructor for a particular in-service training session should prepare a detailed instruction plan based on the objectives previously identified. A lesson plan, a written blueprint of how a lesson is to be conducted, describes key points to be covered and how they are to be taught (for example, by demonstration or discussion) and lists all materials needed to conduct the lesson. Lesson materials may include printed handouts, wall charts, audiovisual materials, equipment, and supplies, among others. The lesson plan also should include written questions to be discussed with the group. The instructor should be sure that the elements in the lesson plan can be covered adequately in the amount of time scheduled. Well before the session is scheduled to begin, the instructor should check whether all audiovisual equipment needed is available and in good working order. Similarly, he or she should have any posters, charts, handouts, and other printed materials prepared in advance. Such materials should be well organized and neatly prepared. Posters and charts should be large enough to be seen from all areas of the training room. The session should start on schedule. At the beginning of the session, the instructor should introduce himself or herself to the group, if necessary. Next, other members of the group should introduce themselves in the event they are not known by name to all present. The session should begin with an overview of the topics to be discussed or demonstrated. Any supplementary teaching aids should be set up or passed out when appropriate. The instructor should involve members of the group in as many demonstrations and role-playing activities as possible, asking questions all along so as to encourage further discussion and involvement. At the end of the session, the subject should be summarized, with time allowed for any additional questions to further ensure that all key points have been covered adequately and are understood by all participants. Finally, the group should be asked to give specific examples of Human Resource Management 223
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Food Service Manual for Health Care
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Contents Figures, Tables, and Exhib
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Figures Figures, Tables, and Exhibi
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8.3. Excerpt from a Performance Eva
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19.1. Flow of Products in Food Serv
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6.2. Sample Job Description and Job
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Foreword It is truly an honor for m
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Preface The health care environment
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Acknowledgments The following indiv
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Introduction This edition of Food S
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Chapter 14 explains safety, securit
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Part One Management of the Food Ser
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Chapter 2 Leadership: Managing for
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oriented or people oriented and tha
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in an orderly manner, to manage the
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so as to anticipate and plan for fu
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Planning Through planning, the futu
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Reward or punitive power is the str
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• Building a team mind-set • Co
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of these three factors jeopardizes
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McClelland claims that “in some b
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• Define limits of what situation
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who have seen programs, processes,
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Leebov, W., and Scott, G. Health Ca
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Chapter 4 Quality Management A prim
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Figure 4.2. Deming’s PDCA Cycle A
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Move to CQI in Health Care The term
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care. Often these choices conflict.
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Supplier Partnerships A customer or
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analysis. Key benefits to having a
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Exhibit 4.1. Team Documentation For
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Figure 4.3. CQI Flowchart Quality c
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Exhibit 4.2. Inspection Criteria fo
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Once the departmental strategy is w
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Before hiring a consultant, managem
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selected for the issue in question.
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Figure 4.6. Cause-and-Effect Diagra
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not identical. CMS standards vary i
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the concurrent stay using critical
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Garvin, D. A. Managing Quality: The
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Chapter 6 Organization and Time Man
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Figure 6.1. Functional Organization
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Process departmentalization allows
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Characteristics of High-Performance
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outcome. Team building should conce
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necessary to assure that food servi
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Figure 6.4. Organization of a Small
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Figure 6.9. Organization of a Food
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skilled-nursing unit in the hospita
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service operations other than the c
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Distributing Authority Authority, t
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• What types of service does the
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Exhibit 6.1. (continued) Why? Which
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Exhibit 6.2. Sample Job Description
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equires, and the best means of moti
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Calculating FTE Needs Full-time equ
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Exhibit 6.3. Sample Productivity Fo
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Figure 6.10. Example of a Daily Sch
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Figure 6.12. Example of a Work Sche
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Figure 6.13. Example of a Manager
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• Assessment: what the data mean
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• Gives patients greater protecti
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Chapter 10 Management Information S
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Elements of an MIS In addition to t
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automatically to report all vending
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Usually, systems investigation is t
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Function Function refers to the spe
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located in a relatively clean envir
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Figure 10.2. Sample Purchase Order
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Figure 10.3. (continued) Inventory
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Figure 10.5. Beef Barley Soup, Scra
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Patients’ tray cards can be print
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een entered into the menu, each ite
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Bibliography Alexander, J. Selectin
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Excerpt from Annual Food Service De
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Sample Monthly Operating Statement
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Labor Cost Analysis 334 Figure 11.5
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336 Exhibit 11.6. Example of a Mont
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Part Two Operation of the Food Serv
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352 Exhibit 12.2. Selection of Wast
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354 Exhibit 12.4. Selection of Wast
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Figure 13.6. HACCPs for Cook-and-Ch
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Restaurant-Style Health Care Menu f
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Chapter 16 Product Selection Produc
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Figure 16.2. Procurement Subsystem
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The USDA organic seal appears on fo
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Figure 16.5. Grade Stamps and Inspe
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A carcass of good grade is blocky a
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e accomplished by scalping, which p
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Table 16.1. (continued) Meat Descri
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harvesting and processing. This tas
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Poultry Poultry products or domesti
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Weight and Size of Shell Eggs Shell
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Table 16.3. Manufacturing and Inspe
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Eggnog Eggnog contains milk product
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Natural, Processed, and Imitation C
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Table 16.4. Common Cheeses Cheese D
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• Bamboo shoots • Bean sprouts
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Celery Celery, mainly the Pascal va
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Size is another factor that affects
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Fruit and Vegetable Specifications
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Corn, , sunflower, and safflower oi
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Organic Flour Organic flour is from
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Relatively small quantities of wild
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Herbal Tea Herbal teas do not come
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alloy, the result is stainless stee
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Summary Food service purchasers mus
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U.S. Department of Agriculture, Agr
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Chapter 18 Receiving, Storage, and
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Figure 18.1. Receiving System Items
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Merchandise Receipt Receiving, Stor
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Receiving, Storage, and Inventory C
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disposed of promptly. The storeroom
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Issuing of Food and Supplies Receiv
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A perpetual inventory record alone
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Inventory Turnover Slow inventory t
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Figure 18.2. Comparison of Par Stoc
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Receiving procedures must ensure th
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Appendix 19.1 A Culinary Glossary
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Hors d’oeuvre Side dish or relish
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Chapter 20 Distribution and Service
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• What is the best type of servic
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Figure 20.1. Typical Tray Makeup Li
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Tray Delivery Because the point of
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quality. In recent years, food serv
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carrying their filled trays to thei
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plate is not used. Place coffee or
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minimized. The type of meal service
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Standards that should be monitored
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Exhibit 20.2. Sensory Assessment fo
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Herz, M. L. Analysis of Alternative
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Index A ABC method, 603 Absenteeism
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CDC (Centers for Disease Control an
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Delivery of products, 575-576 Deman
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Exit interviews, 239, 240e Exotic v
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described, 461; developing, 461-463
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Horizontal communication tract, 194
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Main-dish salads, 652 Maintenance-m
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Nutrient analysis, 296 Nutrition aw
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PERT (program evaluation and review
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(1993), 4, 203; Federal Employee Po
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Standing operational planning. See
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Waste audit, 349 Waste-handling equ
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