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

• 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
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