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cooking for the

new generation

2nd edition

2007 breakfast lunch training

National Food Service Management Institute

The University of Mississippi

Item number ET 75–08

2008

ii

This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through an agreement with the National Food Service Management Institute at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.

The University of Mississippi is an EEO/TitleVI/TitleIX/Section 504/ADA/ADEA Employer.

© 2008, National Food Service Management Institute, The University of Mississippi

Except as provided below, you may freely use the text and information contained in this document for nonprofit or educational use providing the following credit is included:

Suggested Reference Citation:

National Food Service Management Institute. (2008). Cooking for the New Generation, 2nd Edition. University, MS: Author.

The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images. For more information, please contact [email protected].

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National Food Service Management InstituteThe University of Mississippi

Building the Future Through Child Nutrition

The National Food Service Management Institute (NFSMI) was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service.

PURPOSE

The purpose of the NFSMI is to improve the operation of Child Nutrition Programs through research, education and training, and information dissemination. The Administrative Offices and Divisions of Education and Training and Technology Transfer are located in Oxford. The Division of Applied Research is located at The University of Southern Mississippi in Hattiesburg.

MISSION

The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs.

VISION

The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs.

CONTACT INFORMATION

Administrative OfficeThe University of Mississippi

Phone: 800-321-3054 Fax: 800-321-3061

www.nfsmi.org

Education and Training DivisionTechnology Transfer DivisionThe University of Mississippi

6 Jeanette Phillips DriveP. O. Drawer 188

University, MS 38677-0188

Applied Research DivisionThe University of Southern Mississippi

118 College Drive #10077Hattiesburg, MS 39406-0001

Phone: 601-266-5773Fax: 888-262-9631

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Acknowledgments

WRITTEN AND DEVELOPED BYBetty Campbell, MS, RD

bjcampbell DesignFort Worth, Texas

GRAPHIC DESIGN BYBetty Campbell, MS, RD

bjcampbell DesignFort Worth, Texas

VIDEO PRODUCTION BYPennebaker

Susan M. Pennebaker Houston, Texas

NFSMI PROJECT CONSULTANT/REVIEWERJosephine Martin, PhD, RD, LD

NFSMI PROJECT COORDINATORCharlotte B. Oakley, PhD, RD, FADA

NFSMI EXECUTIVE DIRECTORCharlotte B. Oakley, PhD, RD, FADA

• In Memory •Marlene Gunn, a pioneer in the establishment of professional purchasing practices in schools, assumed a leadership role in providing tools and training to those operating child nutrition programs across the nation. Ms. Gunn was the author of Cooking for the New Generation: Storing, Cooking, and Holding the New Generation Foods, 1997 BLT. This second edition continues to reflect Marlene’s philosophy and teachings. Marlene dedicated her professional life to serving children by supporting the men and women employed in school kitchens. Additional publications by Ms. Gunn include First Choice: A Purchasing Systems Manual for School Food Service, 2nd Edition and Choice Plus: A Reference Guide for Foods and Ingredients. Those of us who were fortunate enough to have known and worked with her appreciate the deep commitment she had to the welfare of children and excellence in child nutrition program operations, as well as ethical procurement practices and high quality food preparation as the basis for quality school food and nutrition operations.

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2007 Breakfast Lunch Training Module

Cooking for the New Generation, 2nd Edition

Table of Contents

Introducing Cooking for the New Generation, 2nd Edition . . . . . . . . . . . . . . . . 1

Lesson 1: New Generation Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Lesson 2: New Generation Foods—Receiving . . . . . . . . . . . . . . . . . . . . . . . . . 48

Lesson 3: New Generation Foods—Storing . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Lesson 4: New Generation Foods—Preparing . . . . . . . . . . . . . . . . . . . . . . . . 150

Lesson 5: New Generation Foods—Holding . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Lesson 6: New Generation Foods—Serving . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304

Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

Certificate of Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312

Introduction

1Cooking for the New Generation, 2nd Edition

Course RationaleThe new generation of school nutrition program student customers is different in many ways from generations past. Their unique family and life experiences have given these student customers a desire to present their own individual appearance to others. In addition, they have market sophistication, specific meal preferences, and high expectations for service and quality of food.

Along with the new generation, the array of value-added products available to school nutrition program managers and directors has undergone its own transformation—and continues to change. It is expanding from a somewhat limited selection of basic foods to a much wider range of meats, poultry, fish, fruits, vegetables, grains, and dairy foods. The 2007 Breakfast Lunch Training (BLT) Module, Cooking for the New Generation, 2nd Edition, focuses on the skills needed to use value-added foods to meet the nutritional needs and expectations of our new generation customers.

During the 1970s, food manufacturers began introducing products into the marketplace which had undergone processing to make them more convenient for use in school nutrition programs. Directors and managers tested those products in their operations, recognized their labor-saving benefits, increased their purchases, and asked for more.

Student customers became accustomed to consuming many of these value-added foods through family purchases and dining out experiences. In present times students hear and see constant media marketing messages throughout their day and are further exposed to popular foods through their friends. They want the image, taste, convenience, nutritional advantages, and low cost these processed foods provide.

The National Food Service Management Institute (NFSMI) recognized the growing popularity of these value-added foods and the need for clear information to guide their proper use. The 1997 BLT module, entitled Cooking for the New Generation: Storing, Cooking, and Holding the New Generation Foods was designed to meet this need.

Since the publication of Cooking for the New Generation in 1997, manufacturers have expanded their product lines of value-added foods far beyond their initial meat and pizza offerings to include a wide variety of meats, poultry, fish, meal kits, fruits, vegetables, breads, and dairy products. The resulting new generation products often require different cooking techniques than traditional meals in order to ensure that the correct amount of food at the peak of freshness is offered on the serving line.

Food service assistants play a vital role in ensuring that student nutrition needs and preferences are met within the requirements of school nutrition programs. They are in the kitchen area

2007 Breakfast Lunch Training ModuleCooking for the New Generation, 2nd Edition

introducing

Introduction


ensuring that these value-added products are received and stored properly, prepared correctly, held to provide optimal appeal and safety, and served with hospitality. They are the key to effective use of these foods.

Achieving program goals requires a personal and team commitment that must be shared by all who work in the operation of the program. Food service assistants carry out their responsibilities to ensure that this new generation of value-added foods is prepared as was intended in the writing of recipes, production records, and manufacturer’s instructions. As a result, they can look forward to serving these menu items with confidence and satisfaction.

Goals and PurposeThe goals of this course are to help food service assistants

• respond to current student customer preferences with meals offering value-added foods that meet student expectations for appearance, taste, quality, convenience, and safety.

• follow instructions, directions, and/or recipes for receiving, storing, preparing, holding, presenting, and serving value-added products.

The purpose of this course is to provide opportunities for food service assistants to develop practical knowledge of effective principles and practices to apply when using value-added products to satisfy student customer expectations.

The six lessons in this course are designed to help food service assistants

• understand the expectations and preferences of new generation student customers.

• follow correct receiving procedures to ensure overall quality and safety of new generation foods.

• select the correct storage equipment and store value-added foods in a way that safeguards their quality and safety.

• choose appropriate preparation techniques and equipment to ensure overall food quality and safety.

• use food holding procedures and equipment that maintain optimal food freshness and safety.

• present and serve new generation foods in a way that highlights their appeal to student customers.

Role of the Manager–LeaderA critical factor in achieving the desired goals of this BLT rests with how managers perceive their role. Offering healthy, delicious meals to a rapidly-evolving customer using an equally rapidly-evolving array of products is like trying to hit a moving target. In this setting, managers do well who see themselves as manager-leaders. They ask, listen, and learn from students; innovate with foods; gather feedback; and revise menus as a result. They guide, inspire, and teach food service assistants as they prepare foods for this new generation.

Introduction


Food service assistants who observe their managers learning and leading alongside them will likely view them as role models and see themselves as important members of the team. They will perform their duties at their highest level, easing the load on the manager.

The manager-leader, therefore, must

• demonstrate superior customer service skills by asking students about their food preferences and satisfaction.

• encourage food service assistants to greet students and ask for feedback on meals.

• try new recipes using value-added foods to keep menus fresh and appealing.

• follow the same operating procedures expected from food service assistants while producing appealing, high quality, safe meals.

• model learning by acknowledging when they do not have an answer to a situation and then obtaining the answer and providing feedback to the food service assistants.

• work with and through food service assistants, recognizing them as valued, respected members of the team.

• recognize and reward desired behavior when using value-added foods.

Role of the Food Service AssistantFood service assistants, like students, are stakeholders in the program. The manager purchases their time, not necessarily their commitment. Research shows that people are more committed to tasks they feel competent in performing. Their commitment is proportional to their ability to make a difference and to the level of appreciation shown them. The topic chosen for this BLT demonstrates the value that is placed on the service provided by committed food service assistants.

The role of the food service assistant is sometimes viewed as a passive one—do what is assigned, do not suggest ideas. This course suggests that food service assistants can, when trained and consistently encouraged, play a larger role. They can learn from day-to-day work processes, capture feedback from students, and propose improvements that help achieve program objectives. When food service assistants commit to the program mission and see themselves as helping to improve the lives of students, wonderful things can happen. This training program invites food service assistants to engage in the program purpose. It helps them see their daily work as more than making a living through their paycheck; instead, they will make a life by the service they give to students.

Course InstructorCooking for the New Generation, 2nd Edition is designed to be presented by school nutrition managers or other trainers who know and understand the vital role of food service assistants. The instructor is a facilitator in the learning process and sets the stage by carefully planning each lesson to encourage participation, involvement, and learning. The instructor/facilitator’s role is to help participants expand their knowledge, master new skills, and grasp the importance of their role in the school nutrition program.

Introduction


BLT FrameworkCooking for the New Generation, 2nd Edition consists of six lessons to be delivered in a face-to-face setting.

Lesson 1: New Generation StudentsLesson 2: New Generation Foods—ReceivingLesson 3: New Generation Foods—StoringLesson 4: New Generation Foods—PreparingLesson 5: New Generation Foods—HoldingLesson 6: New Generation Foods—Serving

The lessons are self-contained and designed to be taught in 30 minutes. The time for each lesson may be increased by allowing more time for

• completion and follow-up of the activities in each lesson.

• discussion of the content presented by the instructor or shown in the video clips.

• participants to answer and discuss questions asked by the instructor.

Scheduling the TrainingThe instructor may choose to extend each lesson to a total time of 45 minutes to an hour in order for participants to earn certification credit.

The course design is flexible. The lessons may be taught in sequence or individually as needed to address specific situations. Lessons may be used as just-in-time training or grouped and taught all at once in a longer session.

The manager/instructor may choose among several alternatives when deciding on the framework for presenting the lesson(s).

Here are some suggestions.

• The six lessons may be presented together as a 3-hour or longer workshop for food service assistants from a large school, several schools, a district, or multi-school in-service training event.

• The manager/instructor may use the individual lessons for just-in-time training. For example, the manager may see a need to work on preparation and choose to present Lesson 4, New Generation Foods—Preparing in a 30-minute training session before or after the work day.

• One lesson may be presented for each of the in-service training days during the school year.

• The entire course may be taught as part of summer training in the district or as a breakout session during a professional association conference.

Factors to ConsiderWhen deciding how to schedule presentation of the individual lessons, consider the advantages and potential concerns.

Introduction


If lessons are taught individually,

• the time between lessons will allow participants to apply the lessons learned and to discuss their progress at the next class meeting. It will give them time to reflect on the material presented in the lesson and get clarification or reinforcement as well.

• the instructor has more time and flexibility to prepare for presenting each lesson.

• the instructor has more opportunity to gather information regarding questions or suggestions that arise before the next lesson rather than immediately moving forward.

If all the lessons are presented in a single training session,

• the amount of set-up time is reduced.

• attendance may be better since participants are committing to one specific learning event.

• participants may stay better focused on content and develop more team spirit when working together in longer sessions.

• distractions and interruptions are less likely.

The instructor may choose to use the lesson pre-training assessment and post-training assessment at the beginning and end of each lesson, throughout the day in a one-session workshop, or individually when lessons are taught over a period of time.

Instructional DesignThe instructional design overall is consistent for each lesson with three learning objectives and a variety of learning strategies to support varied learning styles. The instructional design includes

• a short video clip that presents content related to the three lesson objectives combined with a video listening guide activity that reinforces the key points of the video. The video clip presents information essential for class participants to have as the instructor continues with lesson activities.

• talking points for the instructor to use in presenting an overview of the lesson topic, preparing students for viewing the video clips, introduction and follow-up of activities, and summarizing the lesson.

• an optional slide presentation that reinforces information presented by the instructor and assists the instructor in presenting lesson concepts.

• one or two additional hands-on activities that provide food service assistants opportunities to practice a skill or reinforce learning.

• a short pre-training assessment and post-training assessment to help participants measure their learning.

The talking points in the lesson plan are written in conversational style. The instructor is encouraged to study the lesson plan and provide content in his/her own words. However, the lesson plan is written in a way that allows the instructor to read the lesson word-for-word if this approach is chosen.

Introduction


Lessons are designed to encourage maximum participant involvement. Group work is used to provide support to all learners. The use of a similar framework for each lesson provides continuity for ease of instruction and comfortable learning. The following instructional elements are included in the same order in each lesson to support the lesson content.

Lesson Plan

Lesson Opening and IntroductionBecause lessons may be used as just-in-time or stand alone lessons, the identical introduction wording is included in each lesson. It is modified only to include a statement about the topic of that particular lesson. Each lesson

• stresses the importance of keeping the goal of customer satisfaction in mind.

• emphasizes the concept of following standard procedures when using value-added foods—from receiving through serving.

• weaves the threads of ensuring food quality, safety, taste, and appeal through each stage.

Pre-Training AssessmentA short exercise containing four to six true/false or multiple choice questions related to the lesson content.

OverviewThe overview presents the lesson objectives and introduces the lesson content.

Lesson ContentEach lesson is organized in three segments, one for each objective. Each lesson contains

• a brief presentation and discussion of content related to the lesson objectives.

• a video clip with video listening guide activity.

• hands-on activities related to lesson content.

Summary, Post-Training Assessment, and CloseThe summary and close of each lesson will include

• a brief bring-it-home activity that summarizes major points of the lesson and encourages application to the unique situation at each school nutrition program. This bring-it-home approach may be integrated into other activities rather than being presented as a separate activity.

• time to address remaining questions.

• a short post-training assessment.

• a motivational ending statement.

Introduction


Lesson MaterialsThe following materials are provided for each of the six lessons and are found in the online manual as labeled. All materials are delivered through the NFSMI Web site at http://www.nfsmi.org. You may refer to Lesson 1 to see an example of the materials as you review the list below.

Lesson Directory—A table of contents showing the lesson content and page numbers.

Lesson Background—A quick overview of the lesson topic including background information the manager/instructor may want to review before presenting the lesson and a list of additional resources available from the NFSMI on the lesson topic.

Lesson-at-a-Glance—A one-page summary of the lesson including the time frame for each part of the 30-minute lesson.

Preparation Checklist—A list of tasks that must be completed prior to teaching the lesson. The checklist includes a list of equipment and supplies needed and handout materials required for the specific lesson.

Lesson Plan—A step-by-step guide for lesson instruction including all elements used. Each instructional support item—printed material to distribute or display, slides to be displayed, video clip—is represented visually. The lesson detail uses the following bolded terms to guide the instructor during presentation:

Say—A brief informational statement by the instructor, who may choose to directly read or to paraphrase the text. The instructor may provide additional information.

Read—Indicates to the instructor that key points should be read directly from the lesson plan.

Ask—Encourages participant input and exchange to develop ideas. Note: This is one area in the lesson where time could be expanded to allow for more discussion.

Do—An action to be taken by the instructor such as handing out activity materials.

Note to Instructor—A lesson-related message to the instructor from the course writer.

Supplemental Materials—The following materials are included:

Pre- and Post-Training Assessments and Answer Keys—Tests designed to measure the knowledge gained by class participants.

Lesson Activities—Learner activity handouts and answer keys (when required)

Summary Activity—Bring it home summary activity handout (when required)

Slide Presentation—An optional lesson-related slide presentation is provided. The lesson design of this course utilizes an active learning process with no slide presentation required.

Introduction


However, the use of slides may add graphic interest and assist the instructor in pacing the lesson. Note: Slides may contain images of name brand food items taken from the USDA Online Photography Center. Use of these images does not constitute endorsement of products shown.

Lesson Slides Master—A spreadsheet showing graphic representations of all lesson slides.

In addition, the instructor manual provides the following items in the Appendix:

Certificate of Completion—A certificate template in PDF is provided in the Appendix. It may be copied and information filled in as needed for each participant and may be printed in either black and white or color.

Words to Know—A glossary of words specific to each lesson is provided. Words are defined relative to the context of the lesson rather than based strictly on a standard dictionary. The instructor should become familiar with definitions prior to teaching the lessons and be prepared to define the words as needed. This document may also be used as a handout to be placed in the participant’s New Generation binder.

Prepare to Teach the Lesson1. Read through the lesson beginning with the Lesson-at-a-Glance to gain an overview of the

lesson.

2. Read the Lesson Background.

3. Read the Lesson Plan and note the instructional design of the lesson. Become familiar with the purpose of and instructions for activities within the lesson. Add your own notes to the Lesson Plan regarding additional points that you wish to make during the lesson. Be aware of the projected time for each segment in order to complete the lesson in the allotted time.

4. Preview the video.

5. Practice presenting the lesson—practice using the slide show (if used), showing the video clips, giving instructions for participant activities, and following up.

6. Keep the Lesson-at-a-Glance in view throughout the lesson as a quick reference for managing time.

Tips for Training Success

Adult LearnerKeep in mind the needs of the adult learner. Adult learners

• want to be involved in the learning process.

• want to be challenged in learning.

• need to know what is expected of them and what they can expect of the instructor.

Introduction


• want to learn practical information and skills they can use in their jobs.

• want to see the value of each lesson as it relates to their jobs.

• need to be able to see and hear the instructor, as well as team members, during the discussion period.

• may need to be coached during practice activities.

• expect feedback on their activities.

• want to have fun in the learning process.

The classroom setup will vary depending on whether the instructor chooses to use the slide presentation. The diagram in the introduction which follows illustrates a desirable setup when all instructional aids and equipment are being used.

Tips for TrainingArrange seating for no more than five persons at a table. This allows participants to work in teams on lesson activities while still allowing space for handouts to be placed on the table.

1. Select a room with tables and chairs appropriate for adults. Tables must be large enough for activities that involve group work and completing forms.

2. Maintain an attendance record.

3. Ask participants to compare their own scores on the BLT Pre-Training Assessment and BLT Post-Training Assessment as a measure of learning.

4. Maintain a comfortable and non-threatening class environment.

5. Begin and end each lesson on time.

6. Ask participants to select a learning partner for themselves. The partners may be from the same or different schools. Learning partners provide support to each other in completing assignments, understanding concepts, and making the most of the learning experience.

7. Provide each participant a participant binder entitled Cooking for the New Generation, 2nd Edition. Ask them to bring their binder to each training session and to keep their handouts and activities in it. A copy of the BLT title page may be printed and used as the first page in the participant binder.

Continuing Education Credit• A certificate of completion will be given upon completion of the six lessons, each with a pre-

training assessment and post-training assessment.

• If the instructor chooses to extend each lesson to a total time of 45 minutes to an hour, the participants may earn one hour of School Nutrition Association certification credit for each lesson.

Introduction


• If the course is taught as a series of 30-minute lessons in a workshop setting, the participants would earn a total of three certification hours for all six lessons.

Participant EvaluationA pre-training assessment and a post-training assessment are provided. These should be given prior to beginning each of the six lessons and upon completion of each lesson. The time to conduct these assessments is not included in the 30-minute per lesson time frame. Emphasize to the participants that the pre-training assessment and the post-training assessment are used by the instructor and the participants to evaluate and reinforce learning progress.

BLT Package Materials

1. BLT Course Manual

Contents:

• Introducing Cooking for the New Generation, 2nd Edition

• Lessons 1 through 6

– Lesson Background

– Lesson-at-a-Glance

– Preparing to Teach Checklist

– Lesson Plan

• Lessons 1 through 6 Supplemental Materials

– Pre and Post-Training Assessments with answer keys

– Activity handouts as needed

• Appendix

– Glossary

– References

– Certificate of Completion

2. BLT Course Video Clips on DVD

Cooking for the New Generation, 2nd Edition is a video containing six parts related to the lesson topics. Each part provides content essential to achieving the objectives of each lesson. A video clip is provided as one option to support the content of each lesson. Although the video is formatted in segments to be used in each lesson, it may also be used independent of the lessons to provide a quick presentation of the important role of food service assistants in using the new generation of foods.

3. Course DeliveryThe 2007 BLT is available at www.nfsmi.org. Copies of the video on DVD may be obtained by contacting the National Food Service Management Institute at (800) 321-3054.

Suggested Classroom Setup forCooking for the New Generation, 2nd Edition

room front wall

room back wall

screen to display slide

presentation

table

podium with notesc

om

pute

r

(if u

sin

g

pow

erpoin

t

sli

des

)

projector for slide presentation (attached

to computer)

participant table

participant table

participant table

participant table

participant table

participant table

moveable video display: tv and dvd

player setup for movie clips

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