Clean kitchen premises and equipment SECTION 1: CLEAN AND SANITISE KITCHEN EQUIPMENT Q1: List the two main reasons you should follow kitchen cleaning regimes. Q2: What cleaning agent or chemical would...

Clean kitchen premises and equipment

SECTION 1: CLEAN AND SANITISE KITCHEN EQUIPMENT

Q1: List the two main reasons you should follow kitchen cleaning regimes.

Q2: What cleaning agent or chemical would you select to complete the following cleaning tasks?

· Clean the rubbish bin

· Wash cooking utensils

· Descale the dishwasher

· Remove carbon build-up from grill plates

Q3: List five things you should do to safely prepare and use a hazardous caustic/chlorine cleaner.

Q4: You’re preparing a bleach solution for cleaning. The product instructions state that you add 12.5 ml bleach to 10 L of water. There are five litres of water in the bucket. How much bleach should you add to it?

Q5: Describe how to clean and sanitise mechanical food preparation equipment (such as a food processor) to ensure the safety of food prepared and served to customers.

Q6: Describe how to clean and sanitise thermometers, measures and scales to ensure the safety of food prepared and served to customers.

Q7: Where should you store equipment once you’ve finished cleaning it?

Q8: Identify five actions you should take when storing hazardous cleaning chemicals and sanitising products.

SECTION 2: Clean serviceware and utensils

Q1: You need to be able to sort serviceware and utensils so you can load the dishwasher with appropriate items and handwash items that can’t go in the dishwasher.

Which four items cannot go in the dishwasher? Tick the correct four items.

Q2: List three points in the washing process where you could identify broken or chipped serviceware.

Q3: Identify five ways you can ensure that sufficient supplies of clean, undamaged crockery are available at all times during the service period.

Q4: Briefly describe the steps to safely dispose of unsafe broken serviceware such as glass, dishes and crockery.

Q5: Who should you report broken serviceware or a pest infestation to?

Q6: List three reasons to promptly sort and dispose of kitchen waste.

SECTION 3: Clean and Sanitise kitchen premises

Q1: What information is contained in a cleaning schedule? (List 4 information)

Q2: Briefly describe the steps how to clean walls in food preparation areas.

Q3: Describe how to clean and sanitise stainless steel benches and working surfaces.

Q4: What are two techniques you can use to keep a dry storage area clean and tidy?

Q5: Describe the 11 steps for cleaning up animal or pest waste.

Q6: Define a chemical accident. Identify two safety procedures you should follow to avoid cross-contamination with food stocks.

Q7: Your SDS or MSDS should always be close at hand in case there’s a chemical accident. List the contents of these important documents.

Q8: Explain how you would sort and remove soiled linen according to enterprise procedures.

SECTION 4: work safely and reduce negative environmental impacts

Q1: What information is contained in a chemical Safety Data Sheet (SDS)? (List 4 information)

Q2: Describe the essential features and safe operational practices of a dishwasher.

Q3: What are two examples of cleaning actions or tasks where you must use safe manual handling techniques?

Q4: What is the purpose of personal protective equipment, such as gloves and goggles, when cleaning a stove using alkaline chemicals?

Q5: Identify four ways you can use energy more efficiently in your restaurant to reduce negative environmental impacts.

Q6: Identify six ways you can use water more efficiently in your restaurant to reduce negative environmental impacts.

Q7: You need to sort general waste, food waste, recyclables and hazardous waste into designated bins to minimise negative environmental impacts. Place the following waste items into the correct bins below.

General waste________________________________________

Compost bin _________________________________________

Recyclable glass ______________________________________

Recyclable plastic _____________________________________

Recyclable metal ______________________________________

Recyclable paper/cardboard _____________________________

Hazardous waste ______________________________________

Q8: List three actions you should take to safely dispose of general kitchen waste.

Coach others in job skills

SECTION 1: PREPARE FOR ON-THE-JOB COACHING

Q1: You are the supervisor of a team. How could you identify the coaching needs of your team members?

Q2: Other than your direct observation, how else can the need for coaching be identified?

Q3: Jen works at the front desk in a large resort. Read her discussion with her new colleague, Mary. Identify Mary’s specific coaching needs.

Jen: ‘Morning, Mary. How you going? You finding everything OK?’

Mary: ‘Mostly. I’ve got the registration system down and know how to process payments, but a guest just told me that one of the ladies’ toilets is blocked. Who am I supposed to tell about that? Is there a form I need to fill out or something?’

Q4: Read Jen and Mary’s discussion again. What questioning technique did Jen use to confirm Mary’s understanding of job tasks?

Q5: Identify four actions to take when using active listening techniques to build rapport, show sensitivity, confirm understanding of job tasks, identify deficiencies and resolve them.

Q6: What are three things you should communicate about and confirm with your colleague when organising their coaching session.

Q7: Max is training a new worker on the telephone system in their office.

He needs ten minutes to coach on their answering procedures, 15 minutes for message taking and distribution, 20 minutes for transferring calls and putting people on hold and 30 minutes to practise. He’d also like to allow 15 minutes to give feedback and answer questions.

How much time should he allow for the coaching to make sure his colleague can complete the required tasks?

Q8: List the five steps followed when planning a coaching session.

SECTION 2: Coach Colleagues on the job

Q1: You can break your coaching session down into six simple steps which incorporate the key principles of training. List these steps in order.

Q2: Prior to commencing a coaching session, you need to explain the overall purpose and objectives of the coaching to your colleague. What are two things you have to explain to them?

Q3: You need to communicate required knowledge to your colleague during the coaching session. State five items of information your colleague will need to know prior to doing tasks.

Q4: What are three types of required knowledge you might need to communicate to a trainee prior to, or during, a coaching session?

Q5: How can organisational procedures help a trainee understand the tasks they are being coached on?

Q6: List four kinds of skillsyou might explain and demonstrate when working in the tourism, hospitality and events industry.

Q7: What are five techniques you should use while demonstrating and explaining skills to your colleague during the coaching session.

Q8: Describe four methods you can use to review what the trainee has learned and check their understanding of knowledge and skills.

Q9: List three things you should do while your colleague is demonstrating and practising the skill.

Q10: It’s important to give colleagues feedback in a constructive and supportive manner. Describe a ‘feedback sandwich’.

Q11: Identify six ways you can evaluate and assess a trainee’s demonstration or performance.

SECTION 3: Follow-up COACHING

Q1: What is the purpose of monitoring a trainee’s progress after a coaching session?

Q2: How can you evaluate a trainee’s level of progress towards successful application of new workplace skills?

Q3: Describe three ways you can provide your colleagues with supportive assistance at the follow-up stage of coaching.

Q4: List four ways you can provide meaningful recognition when a trainee performs particularly well.

Q5: Who do you report coaching session progress to?

Q6: List three reasons you report coaching progress.

Q7: What are six potential causes of performance problems or difficulties you or your trainee may experience?

Q8: What are five techniques you can use to rectify a breakdown of communication with a trainee.

Q9: List six things you can do to help overcome a trainee’s shyness or lack of confidence.

Maintain the quality of perishable items

SECTION 1: store supplies in appropriate conditions

Q1: Why is maintaining the quality of perishable supplies important? List two reasons.

Q2: How does the Food Standards Code define ‘contamination’?

Q3: How does the Food Standards Code define a ‘contaminant’ and how does chemical contamination occur?

Q4: List three examples of items that can cause physical contamination of food.

Q5: Briefly describe how bacteria can get into food.

Q6: Briefly describe how to take a temperature reading using a probe thermometer.

Q7: What document can you use to record the results of temperature checks you complete on your deliveries?

Q8: When should you reject a delivered item? List five instances.

Q9: What should you do if you think a delivered item is potentially contaminated and you have rejected it?

Q10: What is the correct storage location and environmental conditions for perishable supplies?

· Strawberry yoghurt

· Carton of fresh orange juice

· Frozen fish in batter

· White gutted and cleaned fresh fish

· Whole unripened pineapple

· Case of lemons

· Case of lettuce

Q11: What date codes are often already provided on perishable food packaging by the manufacturer?

Q12: List four pieces of information you might record on a label for items to be frozen, which will assist with easier identification later?

Q13: How can you avoid cross-contamination when storing perishable supplies?

SECTION 2: Maintain perishable supplies at optimum quality

Q1: Briefly describe five techniques you can use to protect your supplies from cross-contamination while being stored.

Q2: What are two cleaning and/or sanitising processes you should apply in storage areas?

Q3: A: Where should personal clothing and personal items be stored in the workplace?

B: What is this process called and why is it important to follow it?

Q4: Describe three techniques you can use to prevent pests from damaging or contaminating food in your storage areas.

Q5: Food safety regulations require regular temperature checks to be completed on refrigerated and frozen storage units. How often should the checks be completed and where is the temperature reading recorded?

Q6: What other environmental conditions should be checked on a regular basis to maintain the quality of perishable supplies? List three.

Q7: How do these environmental conditions affect the quality of perishable supplies?

Q8: What is one of the simplest methods of maintaining quality and reducing spoilage in perishable supplies?

Q9: Briefly explain the FIFO method of stock rotation.

SECTION 3: Check perishable supplies and dispose of spoilt stock

Q1: What are two quality checks you can complete on perishable supplies?

Q2: What is enzymic browning and how does it affect the quality of a food item?

Q3: Other than enzymic browning, what are three other quality issues that could adversely affect the quality of perishable supplies?

Q4: What steps should be taken if a packet of flour has been infested by weevils?

Q5: Who would you report the infestation to?

Q6: How should you safely dispose of contaminated food?

Plan and cost basic menus

SECTION 1: identify customer preferences

Q1: List three sources where you might obtain information on your organisation’s customer profile and food preferences.

Q2: What is the profileof customers in your workplace or training environment? Include the following in your response: age, gender, income range, social and cultural background.

Q3: Analyse last month’s entrée sales data from this inner city restaurant.

Use the sales data to calculate the popularity index for each of the entrées. Round your answer up or down to the closest two decimal places.

Seared scallops-

Deep-fried calamari-

Grilled prawns-

Ceviche-

Q4: Based on your sales data analysis of customers’ food preferences in Q3, which of the restaurant’s entrées would you replace?

Q5: Based on the types of entrées offered on the menu in Q3, what is the restaurant’s organisational service style and cuisine.

Q6: This is the customer profile for the inner city restaurant: ‘Our customers are health-conscious female executives between 25 and 35 years of age who work in the inner city on an income of over $100,000 per year.’

Which entrée would you add to adjust the entrée selections to better meet your customers’ needs?

(a) Beer-battered fish fingers smothered in tartare sauce and garnished with onion rings.

(b) Gumbo of fresh prawns, spicy sausage and succulent chicken breast smothered in rich Cajun sauce on a bed of steamed rice.

(c) Gravlax of Atlantic salmon on a bed of fresh mesclun leaves drizzled with pomegranate balsamic dressing.

Q7: Which of the following main courses would deliver the highest yield while at the same time meeting your customers’ preferences?

(a) Surf and turf

Sirloin steak cooked to order accompanied by beer-battered prawns and potato wedges.

(b) Vegie delight

Goat cheese tortellini, date purée, brown butter almonds and broccolini (V).

(c) King prawn butterflies

Off-the-shell king prawns lightly spiced, battered and deep fried to a crispy finish accompanied by steamed cauliflower and broccoli smothered in rich cheese sauce.

SECTION 2: plan menus

Q1: What type of menu would suit a wedding reception?

Q2: What type of menu would suit a prison?

Q3: What type of menu would you prepare for a fast food restaurant that serves Mexican cuisine?

Q4: You’ve generated a range of ideas for menus for dishes or food production ranges. Explain the six steps you would take next to coordinate the menu development process.

Q5: You must ensure there aren’t any organisational constraints or other factors that could stop you from producing the dishes profitably and to a high standard.

Identify six factors to consider when assessing the merits of your dishes.

Q6: List the four factors you can vary to achieve culinary balance in your dishes or food production items.

Q7: Identify four ways you can achieve nutritional balance in your dishes or food production items.

Q8: Identify three people you can consult with at different stages of menu planning.

SECTION 3: COST MENUS

Q1: Identify eight components you’d need to itemise to cost dishes or food production items.

Q2: What documents can you use to identify the purchase price or cost per unit of each ingredient?

Q3: List the three standard measurements you would use when itemising ingredients and calculating portion yields and/or costs from raw ingredients. Provide an example of each

Q4: You buy 10 kg carrots. After washing, peeling and trimming you have 9 kg left.

Calculate the yield % of the carrots. State the formula you used. Show how you arrived at this figure.

Q5: You have obtained the following butcher’s yield information about whole raw chickens.

Calculate the yield % of the chicken. State the formula you used. Show how you arrived at this figure.

Q.6: Calculate the usable trim % of the chicken. State the formula you used. Show how you arrived at this figure.

Q.7: Calculate the waste % of the chicken. State the formula you used. Show how you arrived at this figure.

Q.8: Use the information below to calculate the actual cost of the asparagus.

State the three formulas you used and the steps you took to arrive at this cost.

Formula 1

Formula 2

Formula 3

Q9: Calculate the profitable selling price of a dish with a food cost per portion of $7.22 and a standard food cost percentage of 28%.

State the formula you used. Show how you arrived at this price. Round your answer up to two decimal places.

Q10: Use the information provided to assess the cost-effectiveness of these dishes.

· Which dish provides the highest yield, is marked up the most and is the most profitable?

· What is the least profitable menu item?

SECTION 4: write menu content

Q1: Use your creativity to promote sales.

Rewrite this dish description using words that better appeal to well-travelled baby boomers with high buying power in a fine dining restaurant.

Be sure to include geographical descriptors and a style of cuisine.

Grilled fillet of snapper with lemon butter sauce and seasonal vegetables

Q2: You’re promoting the sale of a new spinach and ricotta lasagne. List seven dish characteristics you could use in the menu description to promote sales. Provide an example of each one.

Q3: Describe the difference in formatting between a three-course table d’hote menu listed by title only and an à la carte style listed by title and description.

Q4: Identify the typical characteristics of menus you need to keep in mind when writing menu content and formatting your menu.

Q5: Seasonal products and commodities influence menu content. Explain how to deal with this.

Q6: Identify two ways you can use technology to help you calculate yield and costs, and to write menu content.

SECTION 5: evaluate menu success

Q1: What are four ways you can get ongoing feedback from customers and others to improve menu performance.

Q2: List three ways you can assess the success and popularity of menu items.

Q3: What is a customer survey and how can it help you?

Q4: Describe three ways you could adjust menus based on feedback and profitability.

Q1: How has the client’s requests and customer preferences influenced your menu planning decisions?

Q2: What changes did you have to make to your draft menu and recipes to ensure you met the conference centre’s SFC% for buffet menus?

Q3 What items in your initial draft menu did you have to replace or modify to meet the budgetary restrictions of the aged-care facility?

Prepare appetisers and salads

SECTION 1: select ingredients

Q1: List three factors you must consider when confirming food production requirements.

Q2: You need to prepare 50 mini quiches for a cocktail function. Based on the recipe below, calculate the amounts required for each ingredient.

Q3: List three quality checks you should make when selecting lettuces and other leafy greens for appetisers or salads.

Q4: You are making a caesar salad and must locate the cos lettuce in the refrigerator. What is a key characteristic of this lettuce that will help you identify it?

Q5: You are about to prepare fresh prawns for canapés. What are two signs of spoilage or contamination you should look for before commencing preparation?

SECTION 2: Select, prepare and use equipment

Q1: What is the purpose of a spinner? How does it work?

Q2: When making mini curried vegetable filo parcels as a hot appetiser, what are six items of equipment you need to prepare them?

Q3: One of the main items of equipment you use to prepare dressings and sauces for salads and appetisers is the food processor. What should you check before you start preparing your next recipe.

Q4: You are preparing roast beef and wasabi cream cold canapés. Your preparation tasks include finely slicing the pre-cooked beef using the mechanical slicer, baking bread bases and making a wasabi-flavoured mayonnaise using the mixer. What are four safety and hygiene practices you should follow when assembling and using equipment to prepare these items?

SECTION 3: portion and prepare ingredient

Q1: Match the required tasks to the preparation sequence for the caramelised onion, olive and goat cheese tart, using an arrow as indicated below.

Q2: The tart recipe requires 150 g puff pastry, 60 g olives and 1 tbsp brown sugar. What equipment do you use to accurately weigh or measure these ingredients?

Q3: Why is it important to thoroughly wash vegetables and leafy greens before preparing salads and appetisers? List two reasons.

Q4: If your recipe requires vegetables to be cut into a julienne. Explain and give details of the shape and size the cut.

Q5: You are cutting potatoes into a 6 mm dice. What is this cut called?

Q6: Salads and appetisers are highly perishable, and surplus prepared dishes are often disposed of after service as they don’t maintain their quality if stored for long periods of time. How can you minimise this form of wastage?

SECTION 4: Prepare appetisers and salads

Q1: What method of cookery is used to make caramelised onions for the caramelised onion, olive and goat cheese tart mentioned in (Section 3 Q.1)?

Q2: What method of cookery would you use to cook crumbed prawns and chicken?

Q3: What is the oil to vinegar ratio for vinaigrette dressing?

Q4: List the steps to make mayonnaise.

Q5: What are three examples of modern salad dressings?

Q6: What are four examples of classical salads?

Q7: What are the five components of a cold canapé?

Q8: List the five miseen place tasks you should complete when preparing large quantities of canapés.

Q9: List four checks you should complete during preparation of salads and appetisers.

Q10: What food quality adjustments should you makeif the mayonnaise (or mayonnaise-based dressing)is very thin and looks curdled.

Q11: What food quality adjustments should you makeif the base of the canapé is no longer firm and crunchy?

SECTION 5: present and store appetisers and salads

Q1: What serviceware should be used to present the following dishes?

· Green salad served as a side salad to accompany a main meal

· Antipasto appetiser for six seated guests to share

· Potato salad to be placed on a buffet table

Q2: List five dips or sauces which could be served with appetisers.

Q3: What adjustments to presentation should you make in these situations?

· Incorrect sauce has been placed on a platter of hot appetisers.

· The salad is not visually appealing as it looks bland and colourless.

Q4: List three food safety or environmental requirements when storing salad and appetisers.

Q5: What information should you put on a date label attached to surplus food being stored for service at another time or day?

Q6: What are three common tasks you complete when cleaning your work area at the end of service?