module 4 food production topics...dry graduated measures •graduated measures for dry ingredients...

MODULE 4Food Production Topics

• HACCP, Food Safety and Sanitation

• Weights and Measures

• Food Biosecurity

• Standardized Recipes

• Portion Control

• Production Planning and Scheduling

• Required Planning and Production Record

• Accountability

1

Hazard Analysis Critical Control Point

(HACCP)

Objective: Understand procedures used in

a HACCP-based food safety program.

2

HACCP

• A prevention-based food safety program

designed to identify and prevent microbial

and other hazards in food production.

• Widely recognized as the most effective

and appropriate approach for child nutrition

programs.

3

Two Types of Hazards

Hazard #1

1. Hazards specific to the preparation of food.

An example would be improper cooking for the type

of food. These hazards are controlled by identifying

Critical Control Points (CCPs) and implementing

measures to control the occurrence of these hazards

(time and temperature controls).

4

Hazard #2

Nonspecific hazards are ones that affect all

foods.

An example would be poor personal

hygiene. Nonspecific hazards are controlled

by developing and implementing Standard

Operating Procedures (SOPs)

5

The Seven Principles of HACCP

1. Hazard analysis

2. Critical control points (CCPs)

3. Critical limits for each CCP

4. CCP monitoring requirements

5. Corrective actions

6. Record keeping procedures

7. Verification

6

The Manager’s Responsibilities

Ensure the following criteria are met:

• Keep food preparation areas are clean and sanitary, such

as workers’ hands, utensils, and food contact surfaces.

Avoid cross-contamination.

• Use temperature control to keep cold foods cold and hot

foods hot. Cook to the proper temperature and hold at

the proper temperature. Record these temperatures.

• Use Standard Operating Procedures both for sanitation

and to verify that proper temperatures are being

observed.

7

Standard Operating Procedures (SOPs)

• SOPs are step-by-step written instructions for

routine food service tasks that affect the safety of

food (non-specific hazards) such as proper

dishwashing or for tasks that are a part of the

HACCP-based plan (specific hazards), such as

proper cooking procedures

• Each SOP should include instructions on

monitoring, documenting, and corrective actions

with periodic review of the procedures they cover.

8

SOP Categories

• General safety

considerations

• Personnel

• Product procurement

• Receiving

• Storing

• Transporting

• Holding

• Preparing

• Cleaning/sanitizing

• Cooking and

documenting

temperatures

• Reheating

• Cooling

• You can access the

SOPs at

http://theicn.org.

9

Biosecurity

Objective: Become aware of the threat to

foods by bioterrorism.

10

Food Biosecurity

11

Food Safety or Food Biosecurity?

• Prevents product tampering

• Limits cross contamination

• Prevents growth of organisms caused by

time/temperature abuse

• Limits opportunity for intentional food

contamination

• Prevents acts to cause harm or death

• Limits presence of naturally occurring food

contaminants

12

Standardized Recipes

Objective: Understand the importance

of standardized recipes and their uses.

13

Definition of Standardized Recipes

A standardized recipe is one that has been tested and

adapted for use in a specific kitchen so that it will provide

the same results every time.

14

Why Use Standardized Recipes?To:

• produce accurate and valid nutrient analysis.

• ensure that planned serving sizes of food items

are provided to students.

• ensure the same quantity of food each time the

recipe is used.

• help to ensure consistent quality and quantity.

• minimize waste and costs.

15

Following A Recipe Exactly

16

Steps to Standardize a Recipe

• Begin with a tested recipe

• Review the ingredients and directions

• Prepare the recipe in a 25 portion amount

• Taste the product and judge it for quality

17

Steps continued………..

• Taste-test the product with a small number

of students.

• Write simple changes on the recipe card.

• Review the recipe with the employee who

will prepare it.

• As manager, you should always taste all

food before it is placed on the serving

line.

18

Benefits of Cycle Menus

Cycle menus offer many benefits to school nutrition

programs. Some benefits are:

• Reduces menu planning time

• Streamlines purchasing procedures

• Helps standardize food production

• Helps school nutrition program become more efficient.

• Serves as a training tool

• Aids in evaluating school nutrition programs

19

Weights and Measures

Objective: Understand procedures and techniques for

correct measuring and weighing.

20

Importance of Weighing and Measuring

• Ensure a quality product every time.

• Help control costs.

• Ensure that food served meets menu

pattern requirements.

21

AbbreviationsMeasures Counts/Packages

t. or tsp. = teaspoon wt. = weight

T. or tbsp. = tablespoon no. = number

c. = cup cyl. = cylinder

pt. = pint pkg. = package

qt. =quart A.P. = as purchased

gal. = gallon E.P. = edible portion

fl. oz. = fluid ounce

Weights

oz. = ounce

lb. or # = pound

22

Common Measures

• To save time and reduce the margin of error,

always use the largest appropriate weight or

measure. The fewer times an ingredient is

measured, the less chance for error.

• Tables of Common Measures help convert

fractions to decimals or parts of tablespoons,

cups, quarts, gallons, and pounds to accurate

measures, weights, or metric units.

23

Largest Possible Measure: Fluid Ounces

Amount to

Measure

Common

Measure

Information

Largest

Possible

Measure

16 c. 4 c. = 1 qt.

4 qt. = 1 gal 1 gal. = 16 c.

24

Equivalents

A fluid ounce or fl. oz. it is a measure.

An ounce or oz. is a weight.

It is important to realize that one fluid ounce

may not weigh one ounce

25

Measuring Spoons

• A standard set of measuring spoons

consists of ¼ t (tsp), ½ t (tsp), 1 t (tsp),

and 1 T (Tbsp).

• Measuring spoons measure small

amounts of ingredients such as spices,

salt, and flavorings.

• Each spoon holds an accurate amount when the

ingredient is leveled.

26

Measuring Cups• A nested measuring cup set consists of

1/4 cup, 1/3 cup, 1/2 cup, and 1 cup.

• These cups measure small amounts of

dry and solid ingredients, such as salt,

yeast, brown sugar, and solid shortening.

• Each cup holds an accurate amount

when the ingredient is leveled.

27

Dry Graduated Measures

• Graduated measures for dry ingredients are sized from

one cup to one gallon.

• Dry ingredients are usually not purchased in sizes larger

than one quart because it is more accurate to weigh large

quantities of dry ingredients.

• Rings on the graduated measures indicate 1/4, 1/2, and

3/4 of the total volume of the container. They should be

counted from the bottom up.

28

Liquid Measures• Institutional size liquid measures are

designed to measure large amounts of

liquids such as water, milk, or juice.

• Measures come in 1 pint, 1 quart, 1/2

gallon, and 1 gallon sizes and have a lip to

prevent spills.

• Rings on the graduated liquid measure

indicate 1/4, 1/2, and 3/4 of the total

volume of the container and are counted

from the bottom up.

29

General Instructions for Weighing and

Measuring• Use standard measuring equipment

• Make measurements level

• Use the largest appropriate measure to save time

and reduce margin of error

• Always use the fewest possible steps when

measuring (i.e., for 15 T., measure 1 cup and

remove 1 T.

30

Instructions continued…

• Lightly oil the inside of the measuring utensil

when measuring peanut butter, solid shortening,

or syrup so the ingredient can be removed easily.

• Use product directly packed for some ingredients

(i.e., pound of margarine, #10 can, etc.)

• Caution! A #10 can only holds 3 quarts or 12-13

cups. It is NOT a gallon.

31

Scales

• Scales should never be lifted by the platform.

• Materials should not be stored on the platform,

• Scales should not be moved frequently.

• Scales should not be handled roughly.

32

Portion Control

Objective: Understand the importance of portion

control to the nutritional requirements of school

meals.

33

Importance of Portion Control

Correct portion control assists in:

• meeting the USDA meal pattern requirements

• providing consistent portion sizes for customers

• guiding the ordering and preparing of food

• ensuring the correct serving size to meet the nutritional

needs of students

• ensuring standardized recipe yields will be accurate

• minimizing waste

• controlling cost

34

Production Planning and Scheduling

Objective: Identify key elements in scheduling and

managing time.

35

Advantages of Production Planning

Some specific objectives of production planning are to:

• Effectively utilize resources

• Ensure optimum inventory

• Coordinate activities of the department

• Minimize waste of resources

• Improve productivity

• Facilitate quality improvement

• Increase customer satisfaction

• Reduce production costs

36

Work Scheduling

• School food service program work tends to occur in peaks and

valleys.

• The manager is often faced with uneven demands regarding the

number of employees needed.

• Different days of the week may require different levels of

staffing.

• There may be differences in seasonal demands for staffing.

• School activities may impact scheduling needs.

37

Techniques for Employee Scheduling

• Assign pre-preparation

• Assign special activities as needed

• Make assignments for the serving period

• Assign daily cleaning duties

38

Time ManagementTime Management refers to the way we

organize and plan the time we will spend on

specific activities.

39

Time Management

Important activities are ones which

have an outcome that aid in the

achievement of your goals.

Urgent activities demand immediate

attention and are often associated with

the achievement of someone else’s

goals.

40

How to Schedule Your Time

•Step 1: Identify available time

•Step 2: Schedule essential actions

•Step 3: Schedule high-priority

activities

•Step 4: Schedule contingency time

•Step 5: Schedule discretionary time

•Step 6: Analyze your activities

41

Section 7: Food ProductionObjective:

Complete daily Required Planning and Production

Record to document that reimbursable meals are

served to students participating in the school

nutrition program.

Why Keep Food Records?

1. Document menus meet meal pattern and

nutrient standard requirements

2. Document the amount of food prepared for the

number servings planned meets contribution

requirements

3. Record the actual number of meals served

4. Inform the menu maker which items are

most/least popular

5. Serve as a planning tool to prevent

underproduction or overproduction of food items

Production Record Timeline

Before Meals:

Write the menu for each meal service offered,

planned number of portions for each menu item

served, and food items planned according to

contribution size for age/grade group.

Production Record Timeline

During meals:

Record the actual number of prepared portions

served to students, faculty, and inkind. In addition,

list all extra portion sales for each menu offered.

Production Record Timeline

After meal:

Record the leftover portions stored, leftover

portions discarded, and comments to clarify any

action that is not self-explanatory, such as special

events or weather.

Required Food Planning and

Production Record

48Columns 1-8

Breakfast: Meat/Meat Alternate

There is no Meat\Meat Alternate component in the

Breakfast Meal Pattern. After 1 oz. eq. of “True

Grain” has been offered, any meat/meat alternate

that is offered may be credited towards the grain

component. Any meat or meat alternate offered

that will not contribute towards the grain

component will be listed as an additional item.

49

Lunch Meal PatternLunch Meal Pattern

Grades K-5 Grades 6-8 Grades 9-12

Meal Pattern Amount of Fooda Per Week (Minimum Per Day)

Fruits (cups)b

2.5 (0.5) 2.5 (0.5) 5 (1)Vegetables (cups)b

3.75 (0.75) 3.75 (0.75) 5 (1)Dark greenc

0.5 0.5 0.5 Red/Orangec

0.75 0.75 1.25 Beans and peas

(legumes)c 0.5 0.5 0.5

Starchyc

0.5 0.5 0.5 Otherc,d

0.5 0.5 0.75 Additional Veg to Reach Totale

1 1 1.5

Grains (oz eq) f

8-9 (1) 8-10 (1) 10-12 (2)Meats/Meat Alternates (oz eq)

8-10 (1) 9-10 (1) 10-12 (2)

Fluid milk (cups) g

5 (1) 5 (1) 5 (1)Other Specifications: Daily Amount Based on the Average for a 5-Day Week

Min-max calories (kcal)h

550-650 600-700 750-850

Saturated fat

(% of total calories)h < 10 < 10 < 10

Sodium (mg)h,i < 640 < 710 < 740

Trans fath Nutrition label or manufacturer specifications must indicate zero grams of trans fat per serving.

50

51Columns 9-15

FormulaA x B x C = D

Steps Purchase

Unit for 50

Servings

Number

servings

needed

÷

Number

portions

in recipe

Serving

size

needed

÷ Servings

size in

FBG

=

Quantity

(Purchase

Units)

Lists 8 lbs. +

10 oz. 310 50 2 oz. 2 oz.

Change

to

Decimal 2 ÷ 2

Compute

A x B x C

= D

8.625 x 6.2 (factor) x 1=

53.475

lbs.

or 53.5

lbs.