SOFE022 – MEAL PLANNING AND MANAGEMENT
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FACULTY OF SCIENCE AND AGRICULTURE
DEPARTMENT OF CONSUMER SCIENCES
COURSE OUTLINE
|Module Title |Menu Planning and Meal Management |
| | |
|Module Code |SCFD211 |
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|Programme in which the module is |B Consumer Science (Hospitality and Tourism) |
|offered |B Consumer Science (Extension and Rural Development) |
|Year of offering |Second year |
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|SAQA Credits |15 |
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|NQF level |6 |
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|Name of Lecturer / Lecturers |Dr BM Selepe |
Date: January 2016
Dear Student
Welcome to the module Meal Planning and Management. This module entails both theory and practical and you need to apply the knowledge gained in first year modules especially basic food preparation or culinary studies, food safety and hygiene and introduction to Food Science.
This is an applied module that uses acquired knowledge on basic principles of food cookery and handling as well as applying the systems approach to foodservice.
In the first year the students are introduced to catering and hospitality and this module is a continuation to a more advanced stage.
The prerequisite/s is SCFD112 or SCFS112
Lecturer’s expectations
You are expected to work independently as well as in a team. To simulate an industrial team approach together with your team mates or class mates. You are expected to independently access information, seek out specific resources and materials especially when it comes to practical and writing the final manager’s report.
Lecturer’s contact details:
Dr BM Selepe Office 128 Natural Science Building t: +27359026371
f: +27865693490 e: SelepeB@unizulu.ac.za
TABLE OF CONTENTS
Page
1. DEFINITION OF TERMS 4
2. MODULE PURPOSE 5
3. GENERIC OUTCOMES 5
4. MODULE OUTCOMES 5
5. TOPICS WITH SCHEDULING 5-6
6. NOTIONAL HOURS 6
7. CONSULTATION TIMES 6
8. MODE OF DELIVERY 6
7.1 Practicals
7.2 Tutorials 6
9. ASSESSMENT PROCEDURES 6-7
10. ASSESSMENT CRITERIA 7
11. PRESCRIBED READINGS, AND ADDITIONAL (RECOMMENDED) READINGS 7
12. MATERIALS NEEDED FOR THE MODULE 7
1. DEFINITION OF TERMS
COURSE OUTLINE/SCHEME OF WORK/MODULE OUTLINE: Course/Module outline/Schemes of work represent a contract between the lecturer and student stipulating the requirements for each course: its aims, learning outcomes, course requirements and assessment.
LEARNER/STUDY GUIDE: A learner/study guide helps in organising lecture notes and textbook material so that students can increase their comprehension and memory of large amounts of information. Specific outcomes on topics covered, the summary of content, as well as revision questions are included.
TUTORIAL: A tutorial is an interactive method of transferring knowledge in the learning process. A tutorial seeks to teach by example and supply the information to complete a certain task.
PRACTICAL: A practical is a lesson in which theories and procedures learned are applied to the actual making or doing of something.
FORMATIVE ASSESSMENT: The goal of formative assessment is develop and monitor student learning to provide ongoing feedback that can be used by lecturers to improve their teaching and by students to improve their learning.
SUMMATIVE ASSESSMENT: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
GENERIC OUTCOMES: These are critical cross-field outcomes that inform all teaching and learning as stipulated by SAQA Regulations.
Each module should enable students to:
• Work effectively as individuals and with others as members of a team;
• Organise and manage themselves and their activities responsibly and effectively;
• Identify and solve problems and make decisions using critical and creative thinking;
• Collect, analyse, organise and critically evaluate information;
• Communicate effectively using visual, symbolic and/or language skills in various modes;
• Use science and technology effectively and critically showing responsibility towards the environment and the health of others; and
• Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
SPECIFIC/MODULE OUTCOMES:
• Compile and plan diets and meals by applying the goals of meal management for families or institutions.
• Identify the food needs of different groups and plan menus accordingly
• Classify the different types of menus that can be found
• Describe and plan the various styles of service depending on the situation
• Plan special meals for different functions with a diverse group of people
• Apply the systems concept to the functioning of the foodservice unit.
2. MODULE PURPOSE
This module is offered to provide students with the ability and skills to plan, manage and evaluate nutritious meals for different groups of people who have differing needs and requirements.
3. MODULE OUTCOMES
• Compile menus and meals according to the needs of the different people
• Write the menus according to the set format
• Demonstrate the skills of management of available resources and their working environment during meal preparation
• Food production in teams
• Menu planning, recipe standardisation, planning of purchasing, food preparation and service.
4. TOPICS WITH SCHEDULING
Table 1: Work schedule
|WEEK |THEORY AND ASSESSMENTS |PRACTICAL |
|1 |Introduction |Introduction |
|2-3 |The practical manual. |Starters + Main meal |
|4 |Menu planning |Starters + Main meal |
|5 |Menu planning |Starters + Main meal |
|6 |Assessment |Main meal + dessert |
|7 |The Systems Approach |Main meal + dessert |
|8 |Food Safety and HACCP |Main meal + dessert |
| |Assessment |Baking |
|9 and 10 | | |
|11 |Cleaning, Sanitation and safety |Baking |
|12 |Purchasing |Baking |
|13 |Assessment |Hygiene |
|14 |Revision |Practical assessment |
|15 |Revision | |
5. NOTIONAL HOURS
150 hours
Table 2: Notional hours
|Contact Study |Notional Hours |Self-Study |Notional Hours |
|Lectures |40 |Lecture related | 30 |
|Practical |30 |Practical related | 10 |
|Fieldwork | |Assignments | 20 |
|Tutorials | |Revision | 10 |
|Guided Revision |5 |Assessments | 5 |
|Total |75 |Total | 75 |
6. CONSULTATION TIMES
Refer to the timetable on the office door
7. ASSESSMENT PROCEDURES
Table 3: Assessment Procedure
|Assessments |% |
|Assessment 1 |20 |
|Assessment 2 |10 |
|Assessment 3 |10 |
|Practical |60 |
|Total |100 |
|DP |40 |
|Exam |60 |
1. Practical
• Plan nutritious appealing food combinations and menus that are customer based within a defined budget.
• Plan and execute a 3 course menu
• Standardize recipes for a pre-determined number of clients without compromising on quality and safety.
• Work within a team of foodservice workers.
• Manage a team of fellow students who are foodservice workers.
• Write a report as a foodservice manager
2. Tutorials
Not applicable
8. ASSESSMENT CRITERIA
• A demonstrable ability to work as a team.
• Application of theory to practical by planning a foodservice layout which prevents collisions and backtracking and to plan nutritious meals that display measure creativity and cost effectiveness.
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9. GUIDELINES FOR PRESENTING ASSIGNMENTS
Arial is the official font chosen by the university. Use 12 Point font, 1.5 line spacing unless stated otherwise by the lecture. Sizes of pages and margins can be communicated to the student by the lecturer. Use the university approved assignment cover page.
10. REFERENCING STYLE
Both Harvard and APA referencing styles can be used in the writing of tasks. Visit and
11. ASSIGNMENT COVER SHEET
Use University approved assignment cover sheet to submit your assignments
12. PRESCRIBED READINGS, AND ADDITIONAL (RECOMMENED) READINGS
• Payne-Palacio, J. & Theis M. (2005). Introduction to Foodservice. New Jersey, Prentice Hall.
• Lisa Gordon-Davis and Lientjie van Rensburg (2012). The hospitality industry handbook on Nutrition and Menu Planning for South African students and practitioners.
13. MATERIALS NEEDED FOR THE MODULE
• Recipe books (not internet printouts)
|Learning outcomes |Assessment criteria |Assessment methods |
|Menu planning |Plan a three course meal and adapt it for |Assignment |
| |special diets | |
|The Systems Approach |Compare different food service institutions |Presentation |
|Food Safety and HACCP |Obtain recent documents on food safety from |Group presentation |
| |relevant departments | |
|Cleaning, Sanitation and safety |Obtain recent documents on food safety from |Group assignment |
| |relevant departments | |
|Purchasing |Visit two different food service institution|Assignment |
| |and obtain information on the differences | |
| |and similarities of their purchasing process| |
• Calculator
• Chefs Uniform
• Professional Uniform (black and white)
Table 4: Assessment Criteria Template
Table 5: Assignment Cover Sheet
|FINAL % |
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FACULTY OF SCIENCE AND AGRICULTURE
DEPARTMENT OFCONSUMER SCIENCES
ASSIGNMENT COVER SHEET
|Student Name | |
|Student Number | |
|Module Title | |
|Module Code | |
|Assignment Topic | |
|Due Date | |
|Name of Lecturer | |
|Lecturer’s Remarks | |
APPENDICES
1. Teaching and Learning Policy, 2004. (Due for revision)
2. Bloom’s Taxonomy learning/bloomtax.htm
3. Assessment Policy, 2002. (Due for revision)
SCFD 211: MEAL PLANNING AND MANAGEMENT PRACTICAL MANUAL
PRACTICAL MANUAL, SCFD211 - MEAL PLANNING AND MANAGEMENT
Introduction
This course will form the basis of the Quantity Catering modules you will be completing during the course of the year. During this module you will be involved in 3 activities: 1. lectures in which this practical manual will be discussed so that you will be prepared for the practical, 2. Practical, the principles leant during the initial lectures will be put into practice, 3. Lectures expanding on ideas already discussed and introducing new information still within the realm of meal planning and management.
The information required for these practical sessions has been divided into 3 sections, according to the 3 tasks each student will be required to perform.
❖ Section A - Kitchen staff
❖ Section B - The manager
❖ Section C - The Report
Please note the information discussed in the practical manual is sufficient to enable the student to complete the practical. The same theory may be discussed in more detail during later lectures.
It is imperative that the student attend all lectures dealing with the practical as this manual is by no means complete and it will be necessary for students to add other information discussed in class.
This manual has been designed to complement the study guide for the course, and must not be neglected when studying for tests and exams.
These practical require a lot of hard work and planning, but they will also prove to be an invaluable learning experience and a lot of fun.
Aim:
The student will have the opportunity to plan, manage, prepare and evaluate meals for both small and large groups.
Objectives:
Each student will be given this opportunity during the 8 week module.
• Compiling a three course menu according to the needs of the customer, the skills of the catering team, time constraints and equipment available in the lab.
• Application of menu planning guidelines.
• Writing the menu according to a set format.
• Planning a meal according to the demographic characteristics of the customer.
• Meeting the limitations of a budget, and completing a costing after the event.
• The selection and standardisation of recipes
• The formulation of a shopping list.
• The planning of nutritious, balanced meals.
• The hygienic preparation of meals
• Preparing meals that retain maximum nutrition quality
• The planning and implementation of a time schedule.
• Plate presentation and table settings.
• Basic management functions namely: planning, organising, staffing, directing, co-ordinating, reporting, budgeting and evaluating.
• Each management team will be responsible for the sale of their meals.
• Evaluation of the lunch according to a food satisfaction survey
• Compiling a report to be handed in for marking.
• Meeting deadlines set for the completion of each phase.
A. As a member of the preparation team (staff member).
Each student will have an opportunity to be part of the management team. During all the meal planning and management practical the student will be part of the Preparation team (staff) and will be supervised by their peers. As a member of the preparation team the student contributes to the success or failure of a meal and therefore will be evaluated at each practical and an overall mark will be given at the end of each practical.
What is expected of a member of the preparation team?
• Punctuality and presence throughout the practical
• Obeying the instructions given by the manager
• Questioning instructions if not understood
• Reporting difficulties to the manager as soon as they occur
• Reporting movements to the manager
• Taking note of the time schedule and abiding by the schedule
• Assisting other members of the preparation team, with the permission of the manager.
• Hygienic handling of food
• Ensuring the highest standards of personal hygiene and safety are adhered to at all times.
• Handling food in such a way that it will retain maximum nutrient content
• Remain dedicated and mindful of the task at hand until the end of the session
• Leaving the lab and the equipment clean, all equipment used by the student must be accounted for
• Taking the task at hand seriously
1. Standards for personal hygiene
• Clean lab coats are to be worn at all times
• All bags etc. must be left outside of the lab and lab coats must be put on before entering the lab
• Nails must be clean and trimmed, no nail varnish to be worn
• All open wounds must be covered
• Do not sneeze or cough over the food
• Hair must be securely tied back
• It is expected that you will be clean on arrival
• Wash hands frequently at the hand washing basin only, especially after using the toilet and before handling food. Use hot water, soap and a scrubbing brush, wash up to elbows and both sides of hands paying special attention to nails. Dry hands using paper towels, which are thrown away after each use, never use a kitchen cloth.
• Hands must be washed: after using the toilet, before beginning work or returning to work after a break; after coughing or sneezing; after smoking, eating or drinking; after handling soiled equipment or utensils, immediately after food preparation or when switching to raw food.
• Wear minimal jewellery
• Never taste food with your finger or eat it off tour hand. Always use a clean teaspoon for this purpose (only once).
• Report any illness to the manager.
2. Standards for kitchen hygiene
• Clean utensils must be used for food preparation
• Pick up knives and forks by the handles and plates by the edges to avoid passing germs from the workers' hands to the equipment
• Cover all food
• Prepared good must be kept at safe temperatures
• Do not re-use disposable dishes
• Clean all work surfaces
• Do not allow raw and cooked food to come into contact or any apparatus that is used to prepare raw food to come into contact with cooked food.
3. Safety in the lab
• Do not use equipment with exposed wires
• Turn stove plates off immediately after use
• Spills must be cleaned up immediately
• Wear sensible shoes i.e. Closed and flat with non-slip soles.
4. Nutrient preservation during food preparation
• If vegetables must be peeled, peel as thinly as possible
• Chop, slice, grate, shred, puree, and juice fresh vegetables as close to eating/preparation time as possible/
• Keep raw foods that are prepared before time covered and cold.
• Avoid soaking foods in water or other liquids that will not be consumed.
• Do not wash foods that do not need to be washed e.g. Packaged rice.
• Use the least amount of water possible during cooking. Vegetables - 1 to 1.5 cups of water per 4 cups vegetables. Rice must adsorb all water
• Consider all cooking methods available and select the method which will retain the most nutrients and add the least fat.
• Use the least amount of fat possible during cooking.
• Cook fresh and frozen vegetables as quickly as possible.
• Reuse all water used during the cooking process.
• Avoid holding cooked foods at serving temperatures for long periods of time, i.e. serve food as soon after preparation as possible.
• Do no overheat fats when cooking.
Mark sheet
Member of preparation team
|Category |1 |2 |
|Ground chicken breast |18kg |Brown chicken. Drain off fat. |
|Onions chopped |2,25kg |Add onions to chicken and cook until tender |
|Margarine |1,2kg |Melt margarine and stir in flour |
|Flour, all purpose |1,2kg |Cook for 5 minutes. |
|Beef stock cubes |94 |Add stock dissolved in water and seasonings |
|Water |24L | Stirring constantly. Cook until mixture boils |
|Salt |5 Tbsps. | And thickens. |
|Pepper, black |3½ tsp. |Add chicken and onions |
|Carrots, fresh, diced |1,70kg |Cook vegetables until barely tender. Drain. |
|Celery, sliced |1,4kg | (Vegetables should be crunchy). |
|Mixed vegetables. | |Cook mixed vegetables until partially done. |
|Frozen |9kg |Add, with other vegetables, to the soup. |
| | | Stir |
|Tomatoes, diced, |4,7kg |11. Add tomatoes |
|Canned | |12. Heat to serving temperature, 160ºC. |
Equipment: Food processor, stove top.
1. Forecasting and Portion control
1.3.1 Forecasting is a prediction of food needs.
Forecasting serves the following functions:
➢ Purchasing representative knows how much food to order
➢ Staff know how many servings of each menu item is needed
➢ Facilitates efficient scheduling of labour, use of equipment and space.
➢ Less chance of over/under production
Accurate forecasting can be achieved by:
➢ Correct recipe conversion
➢ Known yield of original recipe.
2. Portion control
A method needs to be devised to ensure that each client receives an equal portion of each food served.
To do this:
➢ Use standard serving equipment
➢ Each food type must be dished up by one person, this person must b the same throughout.
➢ Accurate forecasting.
➢ Portion size must be indicated on recipe
2. The Shopping List
A detailed, neat shopping list must be given to the lab technician, including all the ingredients in the correct quantities.
The following format must be used. (The same format will be used for the costing for the final report).
|Ingredients |Quantity |
| | |
|Fish | |
|Hake fillets |500g |
|Milk / eggs/ butter | |
|Milk |1l |
|Eggs |1 dozen |
|Margarine |125g |
|Fresh vegetables | |
|Onions |10 units |
|Cauliflower |1 unit |
|Fresh fruit | |
|Lemons |8 units |
|Grapefruit |2 units |
|Herbs/spices/vinegar/oil | |
|Fresh ginger |1 piece |
|Curry powder |20 ml |
|Tumeric |8ml |
|Oil |100ml |
|Sugar / Flour | |
|Brown sugar |200g |
|White sugar |4 kg |
|Castor Sugar |250g |
|Cake flour |100g |
|Dried fruit | |
|Dates |125g |
|Cans | |
|Crushed pineapple |200g |
|Pineapple pieces |1 tin |
|Pie apples |1 tin |
| | |
1. Organising
As a manager you have now planned what is to be served, one now needs to go about organising the function. Organising involves ensuring that each team member has instructions (recipe) and has a function.
.
The questions to be asked:
• Are all the resources available?
• Who will prepare the food? (Staff selection)
• When will the food be prepared? (work schedule)
• Who will buy the food? (sales)
1. Resource
It is the manager's responsibility to ensure that all the ingredients and equipment are available in the correct quantities. It is impossible to carry a task to completion if the necessary resources are not available.
2. Staff selection
The manager needs to determine which staff member will perform what task.
3. Keeping track of time
1. Staff allocation
Draw up a list of staff members whereby you allocate each staff member to various tasks. No staff member must have too much or too little work. The task allocation must be appropriate to the skills of the staff.
2. Production (work) schedule (page 387 – 388).
A production schedule is an outline of work to be performed by an individual with stated procedures and time requirements for his or her duties. This schedule should include menu items, amounts to prepare, cooking times, directions, special instructions and the workers name. The schedule must include pre-preparation, preparation, and serving and clean up.
Careful consideration must be given to timing and sequence of operations. A work schedule ensures that each staff member knows what is expected of him/her and that time is used wisely.
The schedule must be clear, neat and large enough to be easily read. It must be displayed in the kitchen.
4. Table settings
There are many different types of table settings depending on the occasion and the menu. For the purpose of these practical the student will need to do a place setting for the 3 course menu which has been planned. Make sure your menu is displayed.
BASIC TABLE SETTING
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For a basic table setting, here are two great tricks to help you – or your kids – remember the order of plates and utensils:
1. Picture the word “FORKS.” The order, left to right is: F for Fork, O for Plate (the shape!), and K for Knives and S for Spoons. (– you have to forget the r, but you get the idea!)
2. Holding your hands in front of you, touch the tips of your thumbs to the tips of your fore fingers to make a lower case ‘b’ with your left hand and a lower case ‘d’ with your right hand. This reminds you that ‘bread and butter’ go to the left of the place setting and ‘drinks’ go on the right. Some other things to know:
• Knife blades always face the plate
• The napkin goes to the left of the fork, or on the plate
• The bread and butter plate and knife are optional.
AN INFORMAL PLACE SETTING
When an informal three-course dinner is served, the typical place setting includes these utensils and dishes:
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Our illustration shows how a table would be set for the following menu:
Soup course
Salad or first course
Entrée
Dessert
a. Dinner plate: This is the ‘hub of the wheel’ and is usually the first thing to be set on the table. In our illustration, the dinner plate would be placed where the napkin is, with the napkin on top of the plate.
b. Two Forks: The forks are placed to the left of the plate. The dinner fork, the larger of the two forks, is used for the main course; the smaller fork is used for a salad or appetizer. The forks are arranged according to when you need to use them, following an ‘outside-in’ order. If the small fork is needed for an appetizer or a salad served before the main course, then it is placed on the left (outside) of the dinner fork; if the salad is served after the main course, then the small fork is placed to the right (inside) of the dinner fork, next to the plate.
c. Napkin: The napkin is folded or put in a napkin ring and placed either to the left of the forks or on the centre of the dinner plate. Sometimes, a folded napkin is placed under the forks.
d. Dinner knife: The dinner knife is set immediately to the right of the plate, cutting edge facing inward. (If the main course is meat, a steak knife can take the place of the dinner knife.) At an informal meal, the dinner knife may be used for all courses, but a dirty knife should never be placed on the table, placemat or tablecloth.
e. Spoons: Spoons go to the right of the knife. In our illustration, soup is being served first, so the soupspoon goes to the far (outside) right of the dinner knife; the teaspoon or dessert spoon, which will be used last, goes to the left (inside) of the soupspoon, next to the dinner knife.
f. Glasses: Drinking glasses of any kind – water, wine, juice, ice tea – are placed at the top right of the dinner plate, above the knives and spoons.
Other dishes and utensils are optional, depending on what is being served, but may include:
g. Salad plate: This is placed to the left of the forks. If salad is to be eaten with the meal, you can forgo the salad plate and serve it directly on the dinner plate. However, if the entrée contains gravy or anything runny, it is better to serve the salad on a separate plate to keep things neater.
h. Bread plate with butter knife: If used, the bread plate goes above the forks, with the butter knife placed diagonally across the edge of plate, handle on the right side and blade facing down.
i. Dessert spoon and fork: These can be placed either horizontally above the dinner plate (the spoon on top with its handle facing to the right; the fork below with its handle facing left); or beside the plate. If placed beside the plate, the fork goes on the left side, closest to the plate (because it will be the last fork used) and the spoon goes on the right side of the plate, to the right of the dinner knife and to the left of the soupspoon.
j. Coffee cup and saucer: Our illustration shows a table setting that would be common in a restaurant serving a large number of people at once, with coffee being served during the meal. The coffee cup and saucer are placed above and to the right of the knife and spoons. At home, most people serve coffee after the meal. In that case the cups and saucers are brought to the table and placed above and to the right of the knife and spoons.
k. FORMAL PLACE SETTING
The one rule for a formal table is for everything to be geometrically spaced: the centrepiece at the exact centre; the place settings at equal distances; and the utensils balanced. Beyond these placements, you can vary flower arrangements and decorations as you like.
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The placement of utensils is guided by the menu, the idea being that you use utensils in an “outside in” order. For the illustrated place setting here, the order of the menu is:
Appetizer: Shellfish
First Course: Soup or fruit
Fish Course
Entrée
Salad
a. Service Plate: This large plate, also called a charger, serves as an under plate for the plate holding the first course, which will be brought to the table. When the first course is cleared, the service plate remains until the plate holding the entrée is served, at which point the two plates are exchanged. The charger may serve as the under plate for several courses which precede the entrée.
b. Butter plate: The small butter plate is placed above the forks at the left of the place setting.
c. Dinner fork: The largest of the forks, also called the place fork, it is placed on the left of the plate. Other smaller forks for other courses are arranged to the left or right of the dinner fork, according to when they will be used.
d. Fish fork: If there is a fish course, this small fork is placed farthest to the left of the dinner fork because it is the first fork used.
e. Salad fork: If salad is served after the entrée, the small salad fork is placed to the right of the dinner fork, next to the plate. If the salad is to be served first, and fish second, then the forks would be arranged (left to right): salad fork, fish fork, dinner fork.
f. Dinner knife: The large dinner knife is placed to the right of the dinner plate.
g. Fish knife: The specially shaped fish knife goes to the right of the dinner knife.
h. Salad knife: (Note: there is no salad knife in the illustration.) If used, according to the above menu, it would be placed to the left of the dinner knife, next to the dinner plate. If the salad is to be served first, and fish second, then the knives would be arranged (left to right):dinner knife, fish knife, salad knife.
i. Soup spoon or fruit spoon: If soup or fruit is served as a first course, then the accompanying spoon goes to the right of the knives.
j. Oyster fork: If shellfish are to be served, the oyster fork is set to the right of the spoons. Note: It is the only fork ever placed on the right of the plate.
k. Butter knife: This small spreader is paced diagonally on top of the butter plate; handle on the right and blade down.
l. Glasses: These can number up to five and are placed so that the smaller ones are in front. The water goblet (la) is placed directly above the knives. Just to the right goes a champagne flute (lb); In front of these are placed a red (lc) and/or white (ld) wine glass and a sherry glass (le)
m. Napkin: The napkin is placed on top of the charger (if one is used) or in the space for the plate.
In general:
Knife blades are always placed with the cutting edge toward the plate.
No more than three of any implement is ever placed on the table, except when an oyster fork is used in addition to three other forks. If more than three courses are served before dessert, then the utensil for the fourth course is brought in with the food; likewise the salad fork and knife may be brought in when the salad course is served.
Dessert spoons and forks are brought in on the dessert plate just before dessert is served
5. Sales
Often a manager will be expected to be involved in the sale of meals. This will largely depend on the function and the purpose of the function.
An advert will be placed on the e – mail going out to all staff, at the start of the practical. Each management team will need to produce a number of posters reflecting the menu, date, cost, venue, extension number for bookings – all attractively presented.
For the purpose of these lunches tickets will be made and once your shopping list has been handed in you will be given the tickets you need to sell.
The managers will be responsible for the overseeing of the sale of these tickets (class members will assist in the sale) as well as the money paid. DO NOT GIVE A CLIENT A TICKET UNTIL THEY HAVE PRODUCED THE CASH!!!
A rate will be set for individual meals, bulk meals and delivered meals.
2. Staffing
Staffing is the personnel function of employing and training people and maintaining favourable work conditions. The basic purpose of the staffing function is to obtain the best available people for the organisation and to foster development of their skills and abilities.
For these practical the manager's duties in this regard will be:
➢ Briefing and explaining the functions of each staff member.
➢ Ensuring that each staff member (team) has a clear set of instructions (recipe).
➢ Staff rotation.
➢ Allocation of each staff member (team) to a suitable place in the kitchen.
3. Directing
Directing requires the continuous process of making decisions, conveying them to subordinates, and ensuring appropriate action.
To be a effective director each management team, must
➢ be present
➢ be approachable
➢ familiar with the tasks at hand
➢ be flexible
➢ be calm
5. Co-ordinating
Co-ordinating is the functional activity of interrelating the various parts of work so they flow smoothly. The manager must recognise the need of all the parties and make decisions based on the overall effect on the organisation as a whole and its objectives. Good co-ordination ensures that the preparation and serving of the meal is done on time.
Co-ordination depends on:
➢ Time schedule
➢ Staff
➢ Design
➢ Equipment usage
It will also be the responsibility of the manager to keep a list of all the people tickets have been sold to as well as the client’s phone number. As the clients collect their lunches they will be ticked off. This will help to contact the owners of any "left over" meals.
The meal must be co-ordinated from the pre-preparation stages through to plating, serving (or in this case boxing and giving the meal to the client in return for a pre-purchased meal ticket).
6. Reporting
Reporting involves keeping supervisors, managers, and subordinates informed concerning responsibility through records, research, reports, inspections, and other methods.
For the purpose of this practical a report will be handed in 2 weeks after the lunch in which the practical will be examined and recommendations made.
This report will be discussed in detail in Section C.
Each group will learn from the previous group, and should try to learn by their predecessors mistakes and make improvements.
7. Budgeting
Budgeting is not only concerned with finance but also with the effective use of workers' time.
For the purpose of this practical the management team, need not draw up a physical budget before hand, the lab technician will approve the menu to ensure that it is with in budget. It is however expected of the managers to use their common sense, we do not have a vast amount of money at our disposal therefore the managers must select economical meals.
It will however be necessary for the team to cost the event, after the lunch has been completed. In the budget it must be indicated how much the meal cost.
8. Evaluation
The ultimate test of a successfully planned meal is to determine the degree of satisfaction of the part of the customer.
It will be the responsibility of each management team to design an evaluation form and ask each client to complete this form during the week following the lunch. Each management team may choose the categories which will be evaluated as well as the design of the form.
The results of this form and the conclusions drawn must be included in the final report.
The client need no give their name but it is important to get certain basic information from the client such as their gender, race, age etc.. This will enable you can draw certain conclusions from your evaluation form. For example did all the clients feel that the portion sizes were too small or only the men. Remember these clients are not trained in food and so will not understand some terminology you may use e.g. flavour.
It is best to give the clients the evaluation when they collect their lunches and collect these forms later. (Keep a list of you clients as well as their room numbers). It is not necessary to give each client an evaluation form, choose 10 clients who you feel you will be able to easily collect the forms from – a mixture of races; genders and ages must be represented. Do not just copy the evaluation forms used previously.
DELIVERING MEALS TO CLIENTS – one manager must remain to hand out meals in exchange for a card to clients coming to collect in person. The other manager, the lecturer and 2 team members will deliver meals that have been packed into boxes in an organised fashion.
9. Summary of managerial team's duties
1. Before the start of the practical
• All management teams will have selected recipes (keep scenario in mind).
• All meals will have been approved.
2. 1 - 2 weeks before the preparation of the meal
• Recipes to be standardised and checked
• Shopping list handed in
• Production schedule drawn up
• Recipes in correct format for preparation team
• Menu compiled (3 courses - only main course to be prepared).
• Evaluation form designed
• Tickets sold
• List of clients names numbers location compiled and extension numbers.
3. On the day
❖ Before arrival of staff
• Production schedule prominently displayed
• Each staff member allocated to station and task
• Each staff member has a recipe at station
• All ingredients an equipment checked
• Ingredients placed in sensible positions
• Copy of cash slip from lab technician
• Hand in all money
❖ Arrival of staff
• All members briefed
• Preparation begins, continuous supervision
• Table setting
❖ Preparation complete
• Dish up supervised
• Handing out and delivery of meals and evaluation forms
• Follow up on meals not collected
• List of clients handed in
• Marking of meal
• supervision of clean up
❖ Once practical is complete
• Collection of evaluation forms
• Compiling the report
Mark Schedule - Manager
Name: ___________________________ Student No.:_____________ Date of practical_____________________
Meal: ____________________________________
|Category |Maximum mark |Mark |Comment |
| | | | |
|Briefing |10 | | |
|Work schedule and allocation of tasks | | | |
| |15 | | |
| | | | |
|Recipes |12 | | |
| | | | |
|Shopping List |12 | | |
| | | | |
|Supervision of preparation and dishing up |10 | | |
| | | | |
|Table Setting |5 | | |
| | | | |
|Application of menu planning principles |11 | | |
| | | | |
|Nutritional considerations |10 | | |
| | | | |
|Professionalism and initiative |10 | | |
| | | | |
|Managerial skills |5 | | |
| | | | |
|TOTAL |100 | | |
B. Report
Each management team must hand in an individual and group report 1 week after their practical. If the report is late it will NOT be marked. All material relating to the practical must be contained within this report.
Components of reports (use this order and these headings)
Group report
1. Copy of 3 course menu – Group report
2. Recipes
Include copies of the recipes you used. A copy must be included of the original – unconverted recipe and the converted recipes.
3. Work schedule
Include a copy of the work schedule.
4. Shopping list
Include a copy of the shopping list.
5. Costing
The costing sheet must be completed. This is done by using the copy of the cash slip obtained from the lab assistant on the day of the practical.
6. Evaluation forms
Include the 10 evaluation forms you have collected.
Individual report
This is your chance to be heard! The only way these practical can be improved is through your input.
1. Suitability of menu to client – individual report
Write out the scenario in class and motivate why this menu was chosen for these clients and suits these circumstances. Included in this section should be a comment on the evaluation forms.
2. Allocation of work
Also explain the order of work. Evaluate your work schedule do you feel it was sensible were people able to adhere to the schedule or was too much time allocated to certain tasks and too little time to other tasks.
3. Description of the practical
Run through the entire practical as if I was not present. Make recommendations as to what you would do differently next time. What aspects of the practical do you feel went well and what did not go to well? Explain why.
Mark Schedule - Report
Name:
Meal:
|Category |Maximum mark |mark |Comment |
| | | | |
|Completeness and neatness |5 | | |
| | | | |
|Suitability to client |5 | | |
| | | | |
|Menu format |5 | | |
| | | | |
|Comment on work schedule |5 | | |
| | | | |
|Costing |10 | | |
| | | | |
|Description of practical |15 | | |
| | | | |
|Evaluation of meal |15 | | |
| | | | |
|TOTAL |60 | | |
|Item |Unit |Unit Cost |Amt used |Cost of used amount |
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DEPARTMENT OF CONSUMER SCIENCES
ORDER LIST
Student name:
Student number:
Course:
Date:
Day:
Name of the dish:
Lecturer:
|Grocer |Amount |Grocer |
| EQUIPMENT: |PORTION SIZE | |
| UTENSILS: |TEMPERATURE | |
| |COOKING TIME | |
|4/6 PORTION |50 PORTIONS |INGREDIENTS |PROCEDURE/ METHOD |
|Given Mass |Mass | | |
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SCFD 211: MEAL PLANNING AND MANAGEMENT THEORY GUIDE
Introduction
1. Goals in meal management
Nutrition considerations
Meeting the budget
Making the best use of available time
Pleasurable eating
2. Different types of meals
Factors determining type of menu
Single use menu
The cycle menu
Classification according to pricing
3. Menu planning procedures
Key points in menu planning
Planning meals for the family or an institution
Diet plans and meals
The food and nutrition needs for different age groups
Planning meals for institutions
4. Planning special meals and receptions
Planning responsibilities
Receptions and teas
Breakfast or brunch
Buffet dinners and luncheons
The formal lunch /dinner
1. GOALS IN MEAL PLANNING
Irrespective of the type of meal a manager will be managing, or the institution in which the meal is being managed, the goals remain the same.
There are 4 basic goals, namely:
• Nutritional considerations
• Meeting the budget
• Making the best use of available time
• Pleasurable eating.
Nutritional considerations
There are many different ways that nutritional recommendations are communicated to the general public, to mention a few:
• Food Guide Pyramid
• The Five Food Groups
• The mixed meal guide
• The South African Food Based Dietary Guidelines.
[pic]
Figure 1: THE FOOD GUIDE PYRAMID
The Pyramid can be used to plan better meals every day...the Dietary Guidelines way. Start with plenty of breads, cereals, rice, pasta, vegetables, and fruits. Add 2-3 servings from the milk group and 2-3 servings from the meat group. Remember to go easy on fats, oils, and sweets, the foods in the small tip of the Pyramid.
No specific serving size is given for the fats, oils, and sweets group because the message is USE SPARINGLY.
A SERVING CONSISTS OF:
|Milk, Yogurt, and Cheese |
|1 cup of milk or yogurt |1 1/2 ounces of natural cheese |2 ounces of process cheese |
|Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts |
|60-90g of cooked lean meat, poultry, or |1/2 cup of cooked dry beans, 1 egg, or 2 tablespoons of peanut butter count as 30g |
|fish |of lean meat |
|Vegetable |
|1 cup of raw leafy vegetables |1/2 cup of other vegetables, cooked or chopped raw |3/4 cup of vegetable juice |
|Fruit |
|1 medium apple, banana, orange |1/2 cup of chopped, cooked, or canned fruit |3/4 cup of fruit juice |
|Bread, Cereal, Rice, and Pasta |
|1 slice of bread |30g of ready-to-eat cereal |1/2 cup of cooked cereal, rice, or pasta |
[pic]
Figure 2: THE FIVE FOOD GROUPS
In South Africa food based dietary guidelines were developed for persons from age 7 onwards. The reason was to ensure that individuals are able to select food according to their needs and affordability. The dietary guidelines can satisfy the needs of a variety of people irrespective of their wealth.
The South African Food Based Dietary Guidelines
For adults and children over the age of seven years
• Enjoy a variety of foods
• Be active
• Make starchy foods the basis of most meals
• Eat dry beans, split peas, lentils and soya regularly
• Chicken, fish, milk, meat or eggs can be eaten daily
• Drink lots of clean, safe water
• Eat plenty of vegetables and fruits every day
• Eat fats sparingly
• Use salt sparingly
• Use food and drinks containing sugar sparingly and not
between meals
• If you drink alcohol, drink sensibly
All the tools mentioned above have one common goal, i.e. to provide the general public with sound nutritional information to promote good nutrition and prevent diseases of lifestyle.
The basic essential message one gathers from all these tools is as follows:
• Eat a variety of foods
• Choose a diet low in fat and cholesterol in order to prevent cardiovascular disorders–
Reduce total fat to 30% of the total energy of the diet per day
10% saturated fats
10% polyunsaturated fats
10% monounsaturated fats.
AN IMPORTANT NOTE ABOUT UNSATURATED FATS!!
Omega-3 and Omega-6 Essential fatty Acids (EFA)
1. Omega-3 fatty acids are a form of polyunsaturated fats, one of four basic types of fat that the body derives from food. (Cholesterol, saturated fat, and monounsaturated fat are the others.)
2. All polyunsaturated fats, including the omega-3 fatty acids, are increasingly recognized as important to human health.
3. Eating too many foods rich in saturated fats has been associated with the development of degenerative diseases, including heart disease and even cancer.
4. Polyunsaturated fatty acids, however, are regarded as healthy. Omega-3 fatty acids (found primarily in cold-water fish) fall into this category, along with omega-6 fatty acids, another type of polyunsaturated fatty acids found in grains, most plant-based oils, poultry, and eggs.
5. Omega-3 and omega-6 fatty acids are termed essential fatty acids (EFAs) because they are critical for good health and the body cannot make them on its own.
6. For this reason, omega-3 fatty acids must be obtained from food, thus making outside sources of these fats "essential."
7. Although the body needs both omega-3 and omega-6 fatty acids to thrive, most people consume far more omega-6 fatty acids than omega 3 fatty acids. 8. Ongoing research is consistently reporting new health benefits for the omega-3 fatty acids.
9. Many experts now recommend consuming a better balance of these two EFAs. An ideal balance is believed to be a (1:1) one-to-one ratio of Omega-6 efa's to Omega-3 efa's.
10. With the emphasis of vegetable cooking oils high in Omega-6 oils, most individuals are getting a ratio of about (26:1) rather than (1:1).
Different Types of Essential Fatty Acids
Types of omega 3 fatty acids:
- Alpha linolenic acid (ALA),
- Eicosapentaenoic acid (EPA),
- Docosahexaenoic acid (DHA) and others.
The human body cannot synthesize omega-3 fatty acids but can convert alpha linolenic acid into the other omega-3 oils.
Alpha linolenic acid is therefore a nutrient essential for life.and is found in: dark green leafy vegetables,
Flax seed oil and
Certain vegetable oils.
Omega-3 rich foods include:
Atlantic salmon and other fatty, cold-water fish, such as herring, sardines, Atlantic halibut, bluefish, tuna, and Atlantic mackerel. Another good source of Omega-3 fats is wild game, including venison and buffalo.
ALA from flaxseed oil is converted in the body to EPA and then DHA at an efficiency of (5%-10%), and (2%-5%) respectively.
Additional sources of ALA with a high omega-3 to omega-6 ratio include:
rapeseed (canola)
soybeans
walnuts
flaxseed (linseed oil)
sea buckthorn and
hemp seed oil.
The human body may be able to convert more ALA to EPA and DHA if the ratio of omega-6 oils to omega-3 oils in the diet is near (1:1).
Sources of eicosapentaenoic acid (EPA) and docosahexanoic acid (DHA):
Oily cold-water fish such as tuna, salmon, and mackerel.
Among plants only fresh seaweed has EPA or DHA
Health Benefits of Omega-3 Fatty Acids
Omega-3 Fatty Acids Improve Heart Health
Omega-3 Fatty Acids Help Reduce Hypertension
Omega-3 Fatty Acids Improve Autoimmune Diseases
Omega-3 Fatty Acids Improve Depression
Omega-3 Fatty Acids Aid Cancer Prevention and Support
.
The Dangers of Saturated Fats and Trans Fats
Without a sufficient supply of polyunsaturated omega-3 fatty acids, the body will use saturated fat to construct cell membranes.
The resulting cell membranes are less elastic, a situation that makes the heart muscle stiffer and less able to return to a resting state.
Trans fats are of particular concern from a health perspective.
Trans fats are fats, usually polyunsaturated oils, that have been chemically hydrogenated to convert them into saturated fats and they are found in margarine and in "hydrogenated or partially hydrogenated" oils.
Tran’s fats displace healthy fats and are believed to contribute to high cholesterol, hardening of the arteries and other health problems.
Balancing the Ratio of Omega-3 and Omega-6 Fats
Nutritionists recognize the importance of balancing omega-3 fatty acids with omega-6 fatty acids in the diet. Because most people on a typical Western diet consume far more omega-6-rich foods, the ratio is out of balance for almost everyone. For most people the emphasis now needs to be on increasing omega-3 fats and reducing omega-6 fats to make the ratio more even.
Omega-6 oils are derived from Safflower, Sunflower, Corn, Soya, Pumpkin seeds, and Wheat germ. These are the oils that we generally need less of. Remember, however, that some Omega-6 oils are essential for optimum health.
Recommended Intake of Omega-3 Fatty Acids
There is no established recommended daily intake for omega-3 fats. However, it is clear that a healthy diet containing significant amounts of foods rich in omega-3 fats is necessary for optimum health. Increasing the intake of omega-3 fatty acids will naturally bring the ratio of omega-3 and omega-6 fatty acids back into a healthier, 2:1 or (optimally) a 1:1 balance.
This is best achieved by reducing the consumption of omega-6-rich foods and simultaneously increasing consumption of omega-3-rich foods.
• Increase the intake of carbohydrates especially whole grain products.
• Maintain moderate protein intake
• Limit alcohol consumption
• Limit salt intake
• Drink 6-8 glasses of water
• Eat at least 5 portions of fruit and vegetables per day.
These guidelines must be applied to all meals, whether they are served in a institution or in the home, irrespective of whether it is a normal day or a special occasion.
Different groups of people have different nutritional requirements. This will be discussed at a later stage.
Meeting the budget
Any institution or home in which meals are prepared runs according to a budget. The budget is the amount of money that can be spent by the home or institution on food and related costs during a period of time.
Factors affecting the budget
• Number of individuals needing to be fed
• Needs of individuals in the home / institution
• Income of home / institution
• Suppliers / shops
• Available time and human energy (who will prepare the food)
• Goals for the future
• Unforeseen expenses
How to match food choices to a budget
A budget should be physically written down for both home and institution. An example will be given for a home, but the same principles apply to an institution.
• Establish the income of the household i.e. how much the family earns.
• List the monthly expenses, e.g., shelter (includes utilities – electricity etc.), food, school fees, transportation, health care. Insurance entertainment, clothing.
• Once the budget has been determined, establish the daily food allowance per day or per shopping trip.
• Divide the appropriate funds between different food types.
Maximising the money allocated to food
• Take time to plan the meals you will be serving. Then compile a shopping list and decide where you will be shopping.
• Shop as infrequently as storage facilities and money allow; buy in bulk. Shop less times and store more.
• Carefully choose where you will shop. To make the best use of your money you will probably have to visit more than one shop.
• Know how many portions you are able to obtain from pre-packaged goods and compare equivalent package sizes, e.g. price of meat and cheese per kg.
• Buying fruits and vegetables that are in season, they will not only be cheaper, but more nutritious and fresher.
• Make optimal use of specials and coupons.
• Read labels.
• Compare prices between different brands of similar products, e.g. in-house brands vs. other brands of the same product.
• Take note of different packaging as expensive packaging pushes up the price of the product.
• Pre-prepared and convenience foods are more expensive than the constituent ingredients but time saving.
• Plan wisely to avoid waste.
1.3 Making the best use of available time
Tasks that are needed to perform during the management of a meal which will demand your time: Note: Not all these tasks will be performed at each meal.
• Planning the menu for the meal.
• Planning shopping.
• Shopping.
• Care and storage of newly purchased food as well as existing stock.
• Meal preparation
• Setting the table
• Waiting at the table
• Cleaning up.
• Care of the kitchen and its furnishings
• Care of the dining area and its furnishings.
How to save time
• Purchase of ready prepared or semi prepared foods. This will also depend o money available.
• Making the kitchen a more efficient place to work. In the home this comes with practice, the more often a dish is prepared the easier it will become. In a food service institution it is important to train staff to enable them to be more efficient.
• Analyse your use of time so that you are able to improve in the future.
• Drawing up a time schedule (see practical manual).
1.4 Pleasurable eating
This is the most difficult goal for a meal manager to achieve whether it is in the home or an institution. Each individual has a different opinion and will evaluate a meal differently depending on their age, culture, different likes and dislikes.
2. MENU DEVELOPMENT
The word “menu” comes from French and it means :” a detailed list”
1. Purpose of the menu.
• Informs guests of items available and price where necessary.
• Informs employees of items to prepare and purchase.
• It is the primary control tool for the operation.
• it is critical to communicating and selling items to the consumer.
• It is a mission statement; it defines an operation’s concept and communicates concepts to guests.
• It is one of the single biggest influences on an operation and of a loyal guest base and positive return on its investment.
2. Menu planning factors
• Menu planning is the initial control point of the operation and the most important part of the restaurant concept.
• Guests visit the restaurant for a pleasurable dining experience and the menu is the most important ingredient in this experience.
• Restaurant patrons consider food quality the most important factor when choosing a restaurant.
• Menu affects and is affected by, the operation’s design and layout, equipment requirements and labour needs.
• The success of menu planning determines the success of other basic operating activities.
• Major challenges for the restaurant operator are:
- Providing tastier presentations
- Offering healthier food options
- Pleasing savvy customers.
- Creating flavours that are nothing short of the extraordinary.
3. Menu planning objectives
• The menu must meet or exceed guest’s expectations
- must reflect tastes and preferences of guests
• Menu must attain marketing objectives
- What guests want, location, prices, times
- Must bring guests back for more visits.
• Menu must meet quality standards
- Quality and nutrition go hand in hand.
- Flavour, shapes, textures, palatability, flair.
• Must be cost effective
• Must be accurate
- truth in menu
- Adhere to conventional terminology.
• Menu should blend old with the new
- Balance between traditional and innovative.
- Give new menu items to give guests fresh perspective.
• Staff must be able to produce and serve items on the menu
• Menu must be based on amounts and types of production and service equipment available.
• Must be appropriate for operation’s facilities.
2.4 Types of menus
❖ Fixed menu
- Does not change from day to day.
❖ Cycle menu
- Covers a number of days ( a cycle) Generally 8 0r 12 day cycle to avoid repetition on the same day. Length of the cycle is largely determined by the type of institution, i.e. the hospital may have a cycle of 7 days as the average hospital stay is 3 days, whereas a nursing home may have a three week cycle as residents are there for a longer
period.
Advantages:
- Once initial planning is completed the planner is free to review and revise the menu.
- Repetition of the same aids in standardising preparation procedures and in efficient use of equipment.
- Forecasting and purchasing are simplified and with repeated use of the menu, employees become familiar with the procedures and workloads are evenly distributed.
Disadvantages
- May become monotonous if cycle is too short.
- Not always very flexible.
❖ Selective menu
- Full selective menu: offers at least two choices in every category. It is very labour intensive and a large stock is needed.
- Semi-selective (limited) menu: offers one or more selections in some of the menu categories.
- Non-selective (pre-selective) menu: offers no choice.
❖ Single use menu
Menu is planned for a certain day and is not repeated in exactly the same way.
❖ Classification according to pricing
- A’ la carte: food items are priced individually
- Table d’horte: Offers entire meal with several courses at one fixed price.
- Du jour menu: refers to the menu of the day.
2.5 Factors determining type of menu
There are many different types of menu’s from which to choose. The decision as to what menu to use is dependent on a number of factors, viz.
• Type of institution
• Budget
• Style of service
• Needs of the customer
• Type of food service system.
• Space, equipment and skills of staff.
• Number of customers to be fed.
More than one type of menu can exist in one institution.
2.6 Factors influencing menu planning
There are two main factors of importance, namely:
Customer satisfaction
Management decisions.
1. Customer satisfaction
• Plan for variety and good nutrition
- Include a wide variety of foods from day to day. Unless choice is provided, avoid the same for of food on the same day or consecutive days. e. g. you cannot offer spaghetti bolognaise on one day and macaroni cheese on the next day as these are both pasta.
- Keep the nutritional guidelines in mind.
- If drawing up a long term menu for an institution (cycle menu), do not repeat the same food on the same day of the week.
- Vary the methods of preparation, e.g. vegetables can be served raw, cooked, seasoned, stir fried, marinated or with a sauce.
- Introduce new foods regularly, this prevents boredom. To increase the acceptance of a new dish, pair the new food with a familiar well liked food.
• Food preferences
- Include food combinations most acceptable to the client
- The menu must contain a predominance of familiar and well known accepted foods.
-The client should be able to complete a food evaluation survey and the clients’ preferences taken into account.
• Plan for a contrast in texture and flavour
- Offer crisp foods with soft foods
- Use strong and mild flavoured foods together
- Balance light and heavy foods.
• Plan for eye appeal (aesthetic factors)
- Try to visualise the appearance of the food on a plate.
- Use at least one or two colourful foods on each menu
- Use colourful foods in combination with foods of little colour
• Socioeconomic factors
Plan meals that are affordable by the target market.
2. Management decisions
• Food cost
• Menu pricing
• Production capacity
• Type of service
• Food availability
• Menu rationalization – simplified menu for operational efficiency (using same food items for multiple items) to streamline purchasing, receiving and storage.
• Capability /Consistency
- Chefs or cooks capability to produce quantity and quality of food items is a basic consideration.
- Use of standardized recipes helps ensure consistency
• Equipment
-Proper equipment must be installed in an efficient layout to produce menu items
- Menu items are selected to avoid overuse of one piece of equipment
• Availability
- Ingredient items must be readily available
- A constant, reliable source of supply must be maintained.
- Must take advantage of items that are in season to help keep costs low.
• Nutritional value
- Customers are becoming more concerned about nutritional value of foods
- They are concerned about total fat content, cholesterol, sodium and energy of foods.
- Should offer meatless main dishes or vegetarian selections.
• Accuracy in menu
- Must be accurate and truthful when describing dishes on the menu
- Butter must be butter, and fresh cream must be fresh cream.
3. The planning sequence
The menu consists of food categories depending on the meal period. e. g. lunch or dinner will have appetisers and soups, Salads, entrees with sides such as vegetables and breads, desserts and beverages.
The sequence of planning should be as follows:
• Begin with the main dish (entree)
- Keep in mind types of entrees offered and their cost.
- Consider production methods (baked, broiled, sautéed, fried, grilled, poached).
- Consider adherence to concept
- Determine complementary items for the remaining categories.
- Select appetizers
- Follow with starch and vegetables.
- Finalize with salad
- Then desserts (can boost average check and profit of operation, include selection of fruits, pies, cakes, ices and pastries.
2. Planning meals for the family or institution
1. Diet plans and meal plans
A diet plan and a meal plan are set guidelines for a particular home or institution, this helps the planner to ensure that variety is provided as well as balanced meals.
The menu pattern is an outline of the menu item category offered at each meal and the extent of selection. A diet plan specifies the food group which the food item on the menu pattern is from. This provides a quick method to evaluate the menu and determine if it nutritionally balanced.
Each menu has its own diet plan depending on the needs of the client. For example, a meal and diet plan for a private hospital which serves mainly white people who eat a mixed diet will be very different from that of an old age home that serves mainly Indian vegetarians which will once again differ from the menu of a rural crèche feeding mainly black children.
Table 1 is an example of a standard meal and diet plan for a Westernised menu consisting of 3 meals and snacks in between
|MEAL |MEAL PLAN |EXAMPLE / DIET PLAN |
|Breakfast |Fruit |Fruit and vegetable group |
| | |Cereal group |
| |Breakfast cereal | |
| | |Milk group |
| |Milk/sugar | |
| | |Meat Group |
| |Protein dish | |
| | |Cereal wheat group |
| |Bread | |
| | |Fats and oils |
| |Shortening / spread | |
| | | |
| |Beverage | |
|Mid morning |Beverage | |
| |Snack | |
|Lunch/supper |Protein dish |Meat group |
| | | |
| |Salad |Fruit and vegetable group. |
| | |Cereal group |
| |Bread | |
| | |Fats and oils |
| |Shortening / spread | |
| | |Fruit and vegetable group |
| |Fruit | |
| | | |
| |Beverage | |
|Mid afternoon |Beverage | |
| |Snack | |
|Main meal |Protein dish |Meat group |
| | | |
| |Starch (potato or cereal) |Cereal group |
| | | |
| |Vegetables |Vegetable group |
| | | |
| |Dessert | |
| | | |
| |Beverage | |
|Bed time |Beverage | |
| |Snack | |
• Breakfast
Breakfast is the most important meal of the day as the stomach is empty after a long night without food. Adults and children should start the day with a good breakfast. Research indicates that individuals that eat a good breakfast concentrate better and are able to perform better during the day..
Although it is wise to have foods from all five food groups, carbohydrates are more important.
How to ensure that family members eat breakfast.
• Make breakfast part of a family routine
• Give each family member a task in preparing breakfast so the responsibility is shared and does not take one person a long period of time.
• Make sure all family members get up in time.
• Plan in advance, can even cook some items the night before.
• Adults must set a good example and eat breakfast themselves.
A sample of a typical breakfast menu:
| |
|Menu |
| |
|Breakfast |
| |
|Fresh orange juice |
|********* |
|Oats porridge |
|******** |
|Scrambled eggs |
|********* |
|Toast and jam |
|********* |
|Coffee |
Note: No individual in the family should eat more than 3 eggs a week.
➢ The main meal
The main meal could be the afternoon of evening meal depending on the family or institution.
The composition of this meal will depend on the menu for the rest of the day.
A main meal could contain:
- A thin soup (portion 200-250ml)
- A protein dish, a starch dish and 2 vegetables or a salad
- A dessert.
It is important to consider the main meal not only in the context of a day but also in a weekly context, i.e. red meat should not be eaten more than 3 times a week due to the high proportion of saturated fat. A protein dish could be meat, chicken, fish or a vegetable protein for example beans. A pudding should not be eaten for dessert each day, alternatives include yoghurt and fruit.
Example of a dinner menu:
[pic]
➢ Light meal
The composition of the light meal would once again depend on the composition of the other meals. The composition of a light meal will depend on the time of year as well as if this meal is eaten at home or away from home i.e. a lunch box.
Examples of light meals
- Sandwiches and fruit
- Soup
- Toast
- Baked potato with filling
[pic]
➢ Snacks
A snack is something small that is eaten between meals. Often people interpret a snack food to be a high fat food such as a packet of chips of a chocolate. If this is not the case, a snack can be a piece of fruit. Research indicates that eating 5 small meals rather than 3 large meals is healthier bur then one must ensure that these are healthy snacks.
The following groups of people will benefit from regular snacking:
- Children: they have a small capacity for food and small appetites
- Active teenagers: they are growing rapidly and are active they need extra energy
- Older people: they have smaller appetites
- Dieters: can prevent hunger
2. The food and nutrition needs for different age groups
As an individual grows from an infant into old age their food and nutritional needs change. The specific needs of each of the individual as they pass through lifecycle will be discussed in detail during lifecycle nutrition. It is necessary that the student has a basic understanding of the needs of each group as this will be needed to plan appropriate meals for different individuals.
3. Planning meals for institutions
➢ Different types of food service institutions
A food service manager could be involved in the meal planning and management of a number of different kinds of institutions.
Different types of food service organizations:
➢ Restaurants
➢ Colleges and universities
➢ Schools
➢ Clubs and other social occasions
➢ Hospitals
➢ Nursing homes skilled nursing facilities or Intermediate Care facilities
➢ Day care centres
➢ Senior citizen centres
➢ Retirement residences and adult communities
➢ Industrial and business foodservice
➢ Transportation companies
❖ Considerations when planning meals for different institutions
❖ The customer, demographics, sociocultural influences, nutritional requirements, food consumption trends, habits and preferences.
❖ Budgetary guidelines
❖ Production and service capabilities: equipment and physical facilities, personnel
❖ Availability of food
❖ Style of service
❖ Type of menu
4 Planning special meals and receptions
During this course we have explored and discussed how one goes about planning different meals and menus for the family or an institution of a daily basis. Often it will be expected of an individual whether they are involved in the foodservice industry or not to plan a special meal. All the considerations already discussed are needed to plan a special meal but there are other considerations.
4.1 Planning responsibilities (as a caterer)
➢ Meet with the clients (the people who are hiring you to make the meal). From this meeting you must establish the type of function or theme, date time, place, number of people to be served, service desired, event’s agenda, special dietary needs of guests, budget. For off-premise events visit the venue to establish electricity, water sources, catering access, and kitchen availability to you.
➢ Plan the menu. Keeping in mind the needs of the client, guests and facilities available to you.
➢ Determine food quantities and estimate cost of food to be served. Courses appearing on a menu. When planning quantities consider the age of the guest, gender of guests, any pre-event function, length of event, type of service.
➢ Place food orders
➢ Prepare the dish and equipment list and make arrangements to obtain additional items. The list must include linen, dishes, silverware, and glassware, serving utensils and tables and chairs.
➢ Prepare work schedule. Include time to set up.
➢ Supervise the set-up of the room and the preparation and service of food.
➢ Supervise dish up and serving
➢ Supervise the dishwashing and clean-up of preparation
➢ Follow-up with client
Many different courses can appear on a menu and each is listed separately on the menu. Not all courses need to be included at a meal but the order in which they are served is important i.e. one would not serve dessert before the main meal.
4.2 Receptions and teas
Receptions and teas vary greatly. The menu should be planned according to the type of event, time of day, the number, age and gender of guests to be served and the money and labour available.
The following may be served:
➢ Beverages: tea, coffee, cold drink
➢ Savoury foods: sandwiches, savoury scones of muffins, chips and dips, cheese and biscuits etc.
➢ Sweet foods: cakes, muffins, scones, meringues etc.
4.3 Breakfast or Brunch
Breakfast is the first meal of the day. Brunch is a combination of breakfast and lunch.
The following may be served:
➢ Fruit and fruit juices; pieces of fruit salad can be served and juice or champagne and orange juice
➢ Cereal : breakfast cereal or porridge
➢ Yoghurt :Plain or flavoured
➢ Eggs ( any form), sausages, mushrooms, grilled tomato
➢ Muffins, banana bread, pastries.
The meal can be served to the guests or the guests can help themselves
4.4 buffet dinners and luncheons
Food is displayed on tables and guests move around the table to help themselves to foods of their choice. A buffet meal can be one course or a number of courses (normally not more than 3) Plates and often utensils can be found on the buffet table. Once the food has been dished up the guests may sit down at tables or eat off their laps or stand while eating.
➢ Advantages
- Large groups of people can be served with the minimal amount of service personnel.
- People can decide what type of dishes they enjoy and are not forced to eat a set menu.
- A lot of variety can be offered to the guest.
Factors to consider when creating a buffet style table setting.
• Make sure traffic flow is smooth.
• The main thing with a buffet is that you want to keep traffic flowing.
• The buffet style table setting must encourage the flow and not hinder it.
Consider these ideas for improving traffic flow:
• Round tables instead of long rectangular ones positioned close together but with space in between to navigate.
• Keeping table setting essentials such as silverware easy to access and in more than one spot. There is nothing worse than having to butt in front of angry hungry people just to get a fork.
• Include serving people at the buffet table so others put food on your plate and give you what you want. This eliminates picking and long pauses among some people who take too long to figure out what they want to eat or going backwards.
(To spare expense, instead of having every dish served by someone else, create a couple of stations (like a carving station) with servers so traffic ebbs and flows.)
Buffet style table setting
As you can see from the top pictures, a buffet table is part design and part functionality. The function is truly important. But so is the design (if not fun!)
Use accessories to promote the functionality of the buffet. French bicycles with birdcages and toile' lined baskets can hold food, napkins, silverware, and French bread. Make sure you vary heights to give it depth.
How to Set Up a Buffet Table
justforyoucatering.co.uk, , , k-
[pic]There is a rhyme and a reason for correctly setting up a buffet table. If the buffet table is set improperly, you run the risk of long lines of hungry party goers waiting for their meal and thereby interrupting the flow of the entire event. Whether your event is entertaining guests of 10 or 200 or more, the domino effect of a poorly set up buffet table leads most certainly to frustration for all revellers and party planners involved. Use the following tips to set up a buffet table correctly and secure your place in the "Hostest-with-the-Mostest" hall of fame.
Instructions
Things you’ll need:
• Guest list
• Menu plan
• Linens
• Flatware
• Silverware
• Chafing dishes
• Serving utensils
• Sterno lamps and lighter
1. Step 1
Once the number of guests has been confirmed, the buffet table set-up is determined by the number of total food items served. A simple buffet menu plan includes five items (bread, salad[pic] [pic], starch, vegetable, and protein) and utilizes 8 foot tables placed end-to-end to maximize traffic flow. One 8 foot table services 20 to 30 people. Space permitting, always allow serving lines to form down both sides of the buffet table.
2. Step 2
Set your 8 foot buffet tables end-to-end and drape them so they nearly touch the floor with the appropriate sized table cloth. For an 8 foot table use a 60"x120". Your local linen supply will have the sizes you need.
3. Step 3
[pic]
[pic]Stacked Plates on Buffet Table
Locate plates at one end of the buffet table, one stack for each side of the serving line. Remember to consider how you would like the traffic to flow around the buffet table.
4. Step 4
[pic]
[pic]Basket 'o Bread
Next, place the bread with butter service on each side of the buffet table to accommodate both lines.
5. Step 5
[pic]
[pic]Buffet Chafer with Sterno lamps
Following the bread in this order place the pre-dressed salad, then the starch, the vegetables and the protein. If serving a vegetarian main item position it after the protein dish. Use chafing dishes with Sterno lamps to keep the main entree items heated.
6. Step 6
[pic]
[pic]A Saucer for Each Serving Spoon
To keep the buffet table setup looking neat, set out small saucers on both sides of the table in front of each serving dish. This is where the serving spoons are placed so the table cloth stays clean.
7. Step 7
[pic]
[pic]Table Setting
It's always a good idea to preset the dining tables with silverware and napkins to avoid a traffic jam at the buffet table. However, if that is not an option, display the silverware at the very end of the buffet table setup so both lines can easily access their cutlery before heading to the dining area.
Types of buffet service
• Table arrangement for buffet service, single line. Suitable for small number of people
• Table arrangement for buffet service, double line. Suitable for small numbers.
• A double straight- line buffet service for a large number of guests.
The type of meals – Dinner informal dinner, lunch, buffet, tea/coffee party, patio, picnic braai, office party, org party.
4.5 The formal dinner/ lunch
The courses for a formal dinner could be as follows
Starters 1 - 4
1. hors d’ oeuvre
2. soup
3. fish
4. entrée
5. main course
6. salad
7. dessert
8. cheese
9. coffee
Hors d’ oeuvres
These are served before the meal. In order to stimulate appetite. This course should be very small, dainty and attractively served, and easy to eat. If this course is included be careful of repetition.
Table 2: Example of hors d’ oeuvres
| | | |
|Snack platter |Cheese and biscuits |Cocktail Sausages |
| | | |
|Fresh vegetables and dips(Crudité’) |Chicken wings |Devilled eggs |
|Fruit chunks |Marinated mushrooms |Meatballs in barbecue sauce |
| | | |
|Mixed nuts |shrimps | |
➢ Soup
A clear soup or consommé is usually served when the meal has many courses. Soup must complement the main meal and must be served piping hot.
Table 4: Examples of soups
|Beef noodle |Broccoli cheese |Vegetable |
|French onion |Cream of asparagus |Cream of broccoli |
|Mexican beef |Potato and leek |Celery |
|Minestrone |Butternut |Spinach |
|Vegetable |Lentil |Split pea |
|Chicken |Shrimp | |
|Tomato |Seafood | |
➢ Entrée
This includes any meat course, or protein dish that can take the place of meat. The helpings are not large but are larger that the hors d’ oeuvres.
This is not a very popular course.
Table 5: Example of entrees
|Baked cheese grits |Stuffed butternut |Herbed fettuccine |
|Cauliflower au gratin |Stuffed calamari tubes | |
|Stuffed potatoes |Rissoles | |
|Baked sweet potatoes |Beef olives | |
➢ Main course
This is almost always a meat dish, accompanied by well- prepared and cooked vegetables.
➢ Salad
Should not be served with cooked vegetables but after the main meal on a side plate. This does not happen very often and most people eat their salad with the main meal.
➢ Dessert
This course is served at the end of the meal. It is sweet and can be hot or cold. Often served with a sauce.
➢ Cheese and biscuits
Hard as well as soft cheese can be served with biscuits.
Lemon sorbet can be served between courses to clear ones palate.
➢ Coffee
Example of a formal menu:
|MENU |
| |
|DINNER |
| |
|Fruit cocktail |
|*** |
|Consommé a’ la Julienne |
|*** |
|Grilled Sole |
| |
|Sauce Tartare |
|*** |
|Sweet corn soufflé |
|*** |
|Chicken a’ la King |
| |
|Rice |
| |
|Fried Mushrooms |
| |
|Glazed carrots Buttered peas |
|Or |
|Roast Beef |
| |
|Thin brown gravy |
| |
|Yorkshire pudding |
| |
|Horseradish sauce |
| |
|Boiled pumpkin buttered green beans |
|*** |
|French salad |
|*** |
|Ice cream with chocolate sauce |
|Or |
|Steamed Fruit pudding with wine sauce |
|*** |
|Cheese and biscuits |
|*** |
|Coffee |
| |
EQUATION FOR THE CALCULATION OF RECIPE COST:
1. Take the number of units in g from the conversion table and divide by the conversion factor in millilitres.
Therefore: Number of units in g x The applicable amount in recipe in ml
250 ml 1
= ______________ g
Example:
You used 500 ml flour to bake a cake. Use equation 1 to convert ml to g. 125g = 250 ml.
This is for flour as given in the conversion table.
Amount of flour used in your recipe + 500 ml.
125g x 500 ml
250 ml 1
= 250 g ……………(1)
2. To determine the cost of the number of units in equation 1.
Therefore: Amount in price list (R0.00) x Number of units in equation 1 (g)
1kg 1
Amount in price list (R0.00) x Number of units in equation 1 (g)
1000 g 1
= R_____________________ …………………….(2)
Cost of flour is R2.05 per kg.
Therefore R2.05 per 1000g. (1kg = 1000g)
Therefore: R2.05 x Number of units in equation 1
1000 g 1
= R0.00205 x 250 g
1. 1
= R0.51
7.9 HOUSEHOLD FOOD MEASURES AND APPROXIMATE EQUIVALENTS IN
WEIGHT
CONVERSION TABLE
|FOOD | |250 ml |12,5 ml |5 ml |
| | |(g) |(g) |(g) |
|All Bran Flakes | |35 |2 | |
|All spice | |100 |5 |2 |
|Aniseed | |180 |9 |3.5 |
|Apricot jam | |230 |12 |5 |
|Aromat/Maggi/Fondor | |200 |10 |4 |
|Baking powder | |200 |10 |4 |
|Barbeque spice | |180 |9 |3.5 |
|Bay leaves, whole 10 leaves = 2 g | | | | |
|Bicarbonate of soda | |240 |12 |5 |
|(one packet = 14 g 15 ml | | | | |
|Bread | | | | |
|Loaf of Bread |= 750 g | | | |
| |=560 g crumbs, fresh | | | |
| |470 g crumbs, dry | | | |
| |Crumbs, dry |120 |6 | |
| |Crumbs, fresh |85 |4 | |
|Butter/Magarine | |250 |12.5 |5 |
|Cake Crumbs, dry | |100 |5 |2 |
|Cake flour | |125 |6 |2.5 |
|Celery salt | |200 |10 |4 |
|Cheese |Cottage |250 |12.5 | |
| |Cheddar, grated |100 |5 |2 |
|Cherries |Whole, glazed |160 | | |
|Chicken |Extract, powder |320 |16 |6 |
| |Spice, ground |200 |10 |4 |
|Chocolate |Flakes/Chips |150 | | |
| |Vermicelli |250 |12.5 |5 |
|Chutney | |300 |26 |10 |
|Cinnamon |Ground |100 |5 |2 |
| |whole 4 sticks = 1 g | | | |
|Cloves |Ground |120 |6 |2.5 |
| |Whole |100 |5 | |
|Cocoa | |100 |5 |2 |
|Coconut, fine | |100 |5 |2 |
|Coffee, instant | |140 |7 |3 |
|Coriander |Ground |80 |4 |2 |
| |Coarsely ground |100 |5 |2 |
| |Whole |100 |15 | |
|Cream of tartar | |160 |8 |3 |
|Currents | |150 |7.5 | |
|Curry Powder | |140 |7 |3 |
|FOOD | |250 ml |12,5 ml |5 ml |
| | |(g) |(g) |(g) |
|Custard powder | |130 |6.5 |2.5 |
|Date |Lightly packed |200 |10 | |
| |Firmly packed |280 |12.5 | |
|Egg powder 25 g + 65 ml = 1 medium egg | | | | |
|Flour |Whole wheat |130 |6.5 |2.5 |
|Fish Spice |Ground |150 |7.5 |3.5 |
|Garlic, whole 2 medium cloves = 5 g |Salt |260 |13 |5 |
|Gelatine 10 ml = 5 g | |145 |7 |2.5 |
|Ginger |Ground |120 |6 |3 |
|Golden syrup | |340 |17 |7 |
|Jelly |Crystals |210 |12 |5 |
|Macaroni |Elbow |103 | | |
|Maizena | |104 |7 |3 |
|Majoram |Dried |40 |2 | |
|Maltabella | |140 |7 | |
|Mayonnaise | |253 |17 |5 |
|Mealie |Meal, fine |150 |7.5 |3 |
| |Rice |170 |8.5 | |
| |Samp |200 |10 | |
|Milk |Fresh |250 |12.5 |5 |
| |Powder |100 |5 |2 |
| |Condensed |397 |20 |8 |
| |Evaporated |410 | | |
|Mixed herbs |Dried |50 |2.5 | |
|Mixed peel | |150 |7.5 | |
|Mixed spice |Ground |100 |5 |2 |
|Mustard |Powder |120 |6 |2.5 |
| |Prepared |275 |14 |5.5 |
|Nutmeg |Ground |120 |6 | |
|Nuts |Pecan, chopped |100 |2 | |
| |Almonds, blanched,shelled |150 |7.5 | |
| |Almonds, chopped |135 |7 | |
|Nutty wheat | |130 |7 | |
|Oats | |100 |5 | |
|Orange peel, grated (150 g orange = 6 g + 50 ml juice) | | |10 |4 |
|Parsley |Fresh, chopped |50 |4 |2 |
| |Dried |80 |4 | |
|Pepper |Whole (corns) |120 |6 |2 |
| |Cayenne |120 |6 |2 |
| |Black, ground |120 |6 |2 |
| |Black coarse |100 |5 |2 |
| |White ground |100 |5 |2 |
| |Lemon coarse |100 |5 |2 |
|Pimento |Dry whole |180 |9 | |
|Post toasties | |30 | | |
|Raisins, seedless | |150 |7.5 | |
|Rice Crispies | |30 | | |
|Rice, Tastic | |200 |10 | |
|FOOD | |250 ml |12,5 ml |5 ml |
| | |(g) |(g) |(g) |
|Rosemary |Dried |75 |4 |1.5 |
|Sage |Dried |40 |2 |1 |
|Sago | |180 |9 |4 |
|Salt |Fine |300 |15 |6 |
|Spaghetti | |100 | | |
|Sugar |White |200 |10 |4 |
| |Castor |210 |10 |4 |
| |Yellow |200 |10 |4 |
| |Brown, dry |200 |10 |4 |
| |Brown, moist |213 |12 |6 |
| |Icing |130 |6 |2.5 |
|Sultannas | |160 |8 | |
|Sweet Basil |Dried |50 |2.5 |1 |
|Tapioca | |170 |8.5 | |
|Tea 500g = 1440 ml | |80 |4 |1.5 |
|Thyme |Dried |60 |3 |1 |
|Tomato |Paste |260 |13 |5 |
| |Puree |245 |12 |5 |
| |Sauce |270 |13.5 |5 |
|Tumeric | |100 |5 |2 |
|Wheat |Crushed |200 |10 |4 |
|Yeast, Cake 25 g | |210 |10 |4 |
|Dried 10 g | | | | |
Herbs/spices equivalents: 2 ml (1/2 tsp), ground = 5 ml (1 tsp), dried = 15 ml (1 tbs), fresh.
WEIGHT AND VOLUME OF EGGS
|SIZE |RSA WEIGHT (g) |CND WEIGHT (g) |
|Extra |61-66 |64 |
|Large |51-61 |56 |
|Medium |43-51 |49-56 |
|Small |35-43 |42-49 |
50 g egg = 33 g egg white (30 ml – 35 ml)
= 17 g egg yolk (20 ml – 22 ml)
From: Swanepoel, P et al
Guidelines for Recipe Development and Standardization
Henkos Printers (Pty) Ltd
Rosslyn, Pretoria.
-----------------------
Menu
Dinner
Mushroom Soup
***
Roast Chicken
Rice
Steamed green beans
Glazed Baby Carrots
***
Steamed Fruit Pudding
2013-02-02
Menu
Lunch
Savoury Pancake filled with Spinach and Feta Cheese
***
Pear
2010-02-02
................
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