STRATEGIES FOR AN EFFECTIVE WORK · PDF fileStrategies for an Effective Work Environment Outline Trainer’s Tactics Developing a Positive Environment Providing a good place to work

BUILDING HUMAN RESOURCE MANAGEMENT SKILLS Achieving an Effective Food Service System

STRATEGIES FOR AN EFFECTIVE WORK ENVIRONMENT

National Food Service Management Institute The University of Mississippi

University, Mississippi www.nfsmi.org

2001

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ACKNOWLEDGMENTS

Sincere appreciation is expressed to the following people who contributed their time and expertise in reviewing the human resource modules during various stages of development.

Dee Baker, Executive Director, Child Nutrition Programs Section Oklahoma Department of Education, Oklahoma City, Oklahoma

David Bowman, Program Administrator, Summer Food Service Program

Nutrition Education Training, Delaware State Department of Education, Dover, Delaware

Carla Broadnax, Associate, Child Nutrition Program Administration New York State Department of Education, Albany, New York

Barbara Chang, RD, School Lunch Director

Massapequa Schools, Massapequa, New York

Lynne Fellin, School Foodservice and Nutrition Specialist School Nutrition Programs, Virginia Department of Education, Richmond, Virginia

Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs

USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois

Rosie Jackson, Interim Director, Child Nutrition Programs New Orleans Public Schools, New Orleans, Louisiana

Gail M. Johnson, Administrative Director, Child Nutrition Programs East Baton Rouge Parish School System, Baton Rouge, Louisiana

Sandra Kangas, Director, Child and Adult Nutrition Services

Department of Education and Cultural Affairs, Pierre, South Dakota

Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services Maryland State Department of Education, Baltimore, Maryland

Lorita T. Myles, Director, Child Nutrition Services Ohio Department of Education, Columbus, Ohio

Peggy Reich, Area Coordinator, Food and Nutrition Service

Cobb County Schools, Kennesaw, Georgia

Cynthia Sevier, Director of Child Nutrition Stokes County School District, Danbury, North Carolina

Bill West, Regional Consultant

Ohio Department of Education, Columbus, Ohio

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PROJECT TEAM

This project was developed under contract between the National Food Service Management Institute and The Steritech Group, Inc., Charlotte, North Carolina. National Food Service Management Institute

Jane Logan, PhD Executive Director Ellen Leppa, MEd, CFCS Project Coordinator

The Steritech Group, Inc. Mary Anne Hogue, MS, RD, LDN, FADA Administrator

Technical Expert and Content Design: Kathleen Moloney-Tarr Leadership Dynamics, Charlotte, North Carolina Nay Malloy Howell CR8VE Solutions, Charlotte, North Carolina

Pamela Bullard Vaughan Florence School District One Food Services, Florence, South Carolina

Libby Post, MS, RD, LDN Rowan/Salisbury Child Nutrition Program, Salisbury, North Carolina This project has been funded, at least in part, with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant agreement with 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 complies with all applicable laws regarding affirmative action and equal opportunity in all its activities and programs and does not discriminate against anyone protected by law because of age, color, disability, national origin, race, religion, sex, or status as a veteran or disabled veteran.

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INTRODUCTION The National Food Service Management Institute developed this series of modules on human resource management to meet a need for relevant materials that would provide directors and supervisors the tools to teach managers effective management skills. Learning to work with and lead employees is a never-ending journey. These materials were designed to assist the learner in developing effective people skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and university faculty identified the topics to include in this resource.

Building Human Resource Management Skills was designed by a team of experienced child nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made significant contributions to the development of this project. We are most grateful to them for sharing their time and expertise.

All of the human resource modules have been approved for continuing education credits by the

American School Food Service Association.

Steps to follow in using materials: Step 1. Review the entire module and think about its relevance to the participants. There may be resources within the community that you may want to use to enhance the learning experience. A lesson plan template has been provided for your use to facilitate teaching the human resource module content. Step 2. Check the Trainer’s Toolbox section in the modules for a list of materials planned for the session. The modules may require the use of policies and procedures, job descriptions, form, or standards specific to Child Nutrition Program personnel. Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in the modules. Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is comfortable for adults and conducive to learning and discussions. Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and stimulate thoughts about personal practices. Always review videotape at least once before using in class to be familiar with the content and to determine how to use it with the group. Consider the following options:

Use the tape to focus on a specific point during the session.

Encourage interaction by showing all or part of the tape, and divide the group into comfortable discussion groups of no more than 6-7 per group.

The tapes were created to provide real-life practice situations and to precipitate discussion. There are no right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs.

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HUMAN RESOURCE MODULE LESSON PLAN

Date:

Module No.: 2.8

Estimated Time: 1 Hour, 45 Minutes

Certification Credits: 1.5

Category: U Achieving an Effective Food Service System

Module Title : Strategies for an Effective Work Environment

Course Title: Building Human Resource Management Skills

Instructor: Module Content: What is to be taught? At the completion of the module, participants will be able to meet the following objectives: 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ Instructional Aids, Materials, or Tools Needed: Check Trainer’s Tool Box Instructional Procedures: ºPersonal Check-In ºIcebreaker ºVideo Segment (if applicable) ºGroup activities and role playing ºChecking Out Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given module topic.

Evaluation Procedures: How the instructor will determine if the material has been learned. Participants can complete evaluation form included in handout packet. Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the module lesson plan?

Building Human Resource Management Skills National Food Service Management Institute 1

Strategies for an Effective Work Environment

Table of Contents Overview, Objectives, Definitions.......................................................................................2 Suggested Time Frames and Comments ..............................................................................3 Outline and Trainer’s Tactics...............................................................................................4 Handouts ............................................................................................................................20 Transparency Masters ........................................................................................................33



Trainer’s Notes As a facilitator of this learning process, be prepared to share your experiences to clarify the key learning points. Ground Rules q Share from own

experiences. q Listen to

understand, not to judge.

q Speak one at a time.

q Value differences of opinion, emotion, or insight.

q Be concise and to the point.

q Participate at your highest level.

q Keep the option to pass.

Trainer’s Toolbox Materials: Flip Chart and Stand Paper and Markers Overhead Projector Transparencies and Markers Handouts

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Overview

An effective work environment helps employees develop an affinity for those around them and gives them a sense that they are valued. Employees who develop this positive feeling will put forth their best effort to do a good job and will want to remain in the organization. You as the manager can create the positive feelings that will result in an effective environment. Managers in the Child Nutrition Program often work with multicultural and multiracial staffs. It is imperative when working with such diverse backgrounds to be sensitive to the environment in the workplace. For the most part, employees want a feeling of belonging and community. In addition to being sensitive to human differences, the kitchen facility itself will also have an impact on the overall work environment. Many times the manager will not be able to control or improve these areas immediately, but they should not be completely disregarded. Managers should identify strategies for an effective work environment.

Objectives

At the completion of this module, participants will be able to: q List factors that can affect the work environment. q Design an action plan for improvement of their

work environment.

Definitions

Work environment- the combination of physical and cultural conditions under which particular tasks are performed to achieve an organizational goal.



Suggested Time Frames and Comments Total Time = 1 hour 45 minutes

Topic Comments Time Allotted Review Purpose and Objectives

Set the stage by emphasizing key points in the overview.

2 minutes

Personal Check-In: Effective Work Environment

Reflect on past environments. 10 minutes

Icebreaker: Road Signs

Have participants develop a list of analogies of environmental situations using the activity sheet provided.

10 minutes

Definitions Review definitions. 3 minutes Developing a Positive Environment

Discuss those factors which affect the workplace. 40 minutes

Effective Kitchen Environments

This topic provides opportunities for participants to discuss ways to make their facility more effective with minor improvements.

15 minutes

Reality Practice: Case Studies

Analyze case studies. 15 minutes

Checking Out: Action Plan

Create an action plan for environmental improvements.

10 minutes



Outline Trainer’s Tactics Personal Check-In: Effective Work Environment Creating an effective work environment will require planning and resource utilization. Reflect on a position or work environment other than the current one in Child Nutrition. Complete this exercise by using a colored sticky note to record: 1. Your expectation of an effective

work environment at that job. 2. Was your expectation met? 3. Why or why not?

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Personal Check-In: Effective Work Environment Ask each participant to reflect on work environments other than their current positions in Child Nutrition. On a separate colored sticky note, they should record their expectations, whether those expectations were or were not met, and why. Ask each participant to place the sticky notes on a board, wall, or flip chart. Select a few at random to read to the group. Use the handout on page 22.



Outline Trainer’s Tactics Icebreaker: Road Signs This activity will relate common road signs to life on the job. Describe situations in the work environment that fit the signs.

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Icebreaker: Road Signs Divide participants into small groups to facilitate discussion. Give each group a Road Sign activity sheet. Instruct participants to look at the road signs and to think of analogies to the Child Nutrition Program that will help or discourage them from reaching their goals. Give examples such as: Detour sign – “Sometimes we are moving along well when suddenly we come upon a situation that causes us to diverge from our current strategies.” Max Height 12’6” sign – “We like to know the parameters before we proceed so we don’t get halfway there and have to stop.” When the groups are finished, ask them to share their discussion out loud. This activity lends itself for use throughout the module. Use the handout on page 23.



Outline Trainer’s Tactics Definitions Work environment- the combination of physical and cultural conditions under which particular tasks are performed to achieve an organizational goal.

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Definitions Discuss this definition as you come to it in the module. This definition may be found on page 21.



Outline Trainer’s Tactics Developing a Positive Environment Providing a good place to work is a prerequisite for a successful Child Nutrition Program. The desired effect is that employees will work productively and achieve their highest potential. Although the concept of an effective work environment may vary from person to person, there are principles that will make a difference. Four areas that will affect the environment of the workplace are: q Leadership – The manager’s role is

to provide direction through modeling and vision, to motivate, and to build an effective team. Leadership must be based on mutual respect.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Developing a Positive Environment Providing a good place to work is a prerequisite for a successful Child Nutrition Program. The desired effect is that employees will work productively and achieve their highest potential. Although the concept of an effective work environment may vary from person to person, there are principles that will make a difference. Four areas that will affect the environment of the workplace are: q Leadership – If you expect the best of your

employees, you need to give 100% to your program. All Child Nutrition Programs experience good days and bad days, but the school food service manager has to maintain her position as role model, coach, and leader. Treat the employees courteously and they in turn will treat the customers and each other the same way. Managers should be able to lead by example.

Use the handout on page 24.



Outline Trainer’s Tactics Developing a Positive Environment

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Developing a Positive Environment Leadership (cont.)

Exercise clear, open communication with employees. Let them know what your expectations are and you will not be disappointed. Address employees as adults in a direct, confident, and courteous manner.

If you want your employees to enjoy their work, you need to be enthusiastic about it, too. Refrain from “putting down” the Child Nutrition Program. When a manager continually vocalizes problems within the workplace, the employees will begin to think that it is not a good place to work. As a Child Nutrition manager, it is your responsibility to support the program in the presence of staff.

Use the handout on page 24.



Outline Trainer’s Tactics Developing a Positive Environment q Honesty – Be straightforward and up

front in all dealings with employees. Managers must be truthful in everything they say and do. Avoid double standards.

q Morale – Morale is the emotional

condition (such as enthusiasm, confidence, and loyalty) of a team with regard to the task at hand. It is critical to develop an environment where the morale is high and the team can work effectively.

Maintaining high morale is something the manager will have to work on constantly. One way of keeping morale high is to let employees know their contribution to the team is significant in meeting the department’s objectives.

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Developing a Positive Environment q Honesty – Employees expect honesty from

their managers. This applies when you are talking with them about their performance and achievements as well as when discussing their mistakes. A manager needs to be consistent and fair in dealing with employees. Developing employee loyalty starts with your example.

Often people don’t think that taking food home, consuming items other than what constitutes a lunch, breaking Child Nutrition policies, or accepting gratuities from vendors presents a breach of trus t. Employees pay close attention to these behaviors. Effective work environments must operate in an atmosphere of trust.

. q Morale – Morale is a characteristic that can

be positive or negative. It is the sense of common purpose of the team, and it is made up of the individual attitudes toward the workplace. It can pass quickly from one moment to the next, depending on the situation at hand. Low morale is responsible for high absenteeism, low work performance, and high employee turnover.

Every day will not be perfect. Managers need to ensure that they refrain from making negative comments about the program in the presence of employees. If the manager "puts down" the organization, the employees’ reactions will be the same. Morale is a positive contributor to the team efforts and is necessary in a Child Nutrition Program.



Outline Trainer’s Tactics Developing a Positive Environment q Recognition – The timely

recognition of individual achievements is critical in the development of an effective work environment. As manager, you want to set the parameters, communicate them to your employees, and ensure the employees understand them. Always consider recognition for the individual, even if you have a team project.

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Developing a Positive Environment q Recognition – Even though a Child

Nutrition Program must work as a team, it is appropriate to recognize each employee for her contribution and individual merits. The manager should be instrumental in helping each employee develop her full potential so that in turn she will be more productive. Encourage individual skill development so employees will have the feeling of moving forward within the organization.

Think about ways you can recognize high productivity and achievement. You may consider an awards program, time off, or an incentive bonus for meeting your meal goals.

Use positive reinforcement for those employees who set forth an extra effort to expand their skills and learn all positions. For many individuals, a ribbon, medal, or certificate, especially if presented in front of peers, is more important than money.

You can also recognize employees by placing an acknowledgement in the school newspaper, by reserving a special parking spot, by asking the principal to write a letter, by sending flowers, by giving a school or association shirt, etc. Use the handout on page 24.



Outline Trainer’s Tactics Effective Kitchen Environments The reality of kitchen layout is that many Child Nutrition Programs work in antiquated facilities. The kitchen layout may be difficult to change, but minor improvements can make the facility more effective. q Kitchen Layout – Often it is not

possible to change the layout of the kitchen unless it undergoes renovation. New kitchens provide equipment on wheels and incorporate modular design. Still, there may be some pieces of equipment that can be moved around to improve the work or traffic flow. The principles of kitchen efficiency include:

1. Store at point of first use.

2. Use reach-in refrigerators for items used repeatedly in production.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Effective Kitchen Environments The reality of kitchen layout is that many Child Nutrition Programs work in antiquated facilities. The kitchen layout may be difficult to change, but minor improvements can make the facility more effective. q Kitchen Layout – Often it is not possible to

change the layout of the kitchen unless it undergoes renovation. New kitchens provide equipment on wheels and incorporate modular design. Still, there may be some pieces of equipment that can be moved around to improve the work or traffic flow. The principles of kitchen efficiency include:

1. Store at point of first use. Make sure items used frequently are stored in close proximity to the areas where they are used. Eliminate the extra time and steps required to get these items from a central location or storeroom.

2. Use reach-in refrigerators for items used

repeatedly in production.

Use the handouts on pages 25, 26, and 27.



Outline Trainer’s Tactics Effective Kitchen Environments

3. Evaluate the efficiency of repetitive tasks like sandwich and salad preparation.

4. Analyze the present layout and determine what can be moved or rearranged in order to eliminate fatigue.

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Effective Kitchen Environments

3. Evaluate the efficiency of repetitive tasks like sandwich and salad preparation. Simple steps such as rearranging work tables, storage racks, and mobile racks can improve the efficiency of the kitchen.

4. Analyze the present layout and

determine what can be moved or rearranged in order to eliminate fatigue.




Outline Trainer’s Tactics Effective Kitchen Environments q Equipment – Consider pieces that are

no longer in use because of menu changes. When possible, remove those pieces of equipment from the production or service areas.

1. Keep catering service equipment

stored in a clean area away from equipment used daily.

2. Sufficient handcarts should be

available to aid with the transport of supplies and food to and from areas.

3. Consider the final user when installing equipment.

4. Maintain the equipment in good working order.

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Effective Kitchen Environments q Equipment – Consider those pieces that are

no longer in use because of menu changes. When possible, remove those pieces of equipment from the production or service areas.

1. Keep catering service equipment stored

in a clean area away from equipment used daily.

2. Sufficient handcarts should be available

to aid with the transport of supplies and food to and from areas. Small equipment should be in sufficient quantities to avoid making repeated trips to the pot and pan sink. Encourage the use of handcarts to decrease fatigue.

3. Consider the final user when installing

equipment. Tables and small equipment stands should be at a comfortable height for the average user. Always take into consideration the safety of the employees when placing equipment. Make sure it is not in the middle of the traffic pattern or in a blind spot where an accident may occur.

4. Maintain the equipment in good

working order. Utilize a preventive maintenance program if available.




Outline Trainer’s Tactics Effective Kitchen Environments q Storage – Storage areas should be

located near the receiving entrance and as close to the production area as possible. These areas should accommodate the average worker. Make employee safety a primary concern and store heavy items where they are easily accessible. Have sturdy stepladders to avoid overreaching. Use shelving units on wheels if space is limited. Keep all floors clear of standing water and debris. The same is true in refrigerator and freezer units. All storage facilities should be efficiently arranged, keeping food safety (adequate rotation) in mind. They should have adequate ventilation, good lighting, and adequate temperature controls in those required areas like the walk-in refrigerator and freezer.

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Effective Kitchen Environments q Storage – Storage areas should be located

near the receiving entrance and as close to the production area as possible. These areas should accommodate the average worker. Make employee safety a primary concern and store heavy items where they are easily accessible. Have sturdy stepladders to avoid overreaching. Use shelving units on wheels if space is limited. Keep all floors clear of standing water and debris. The same is true in refrigerator and freezer units. All storage facilities should be efficiently arranged, keeping food safety (adequate rotation) in mind. They should have adequate ventilation, good lighting, and adequate temperature controls in those required areas like the walk- in refrigerator and freezer. The storage capabilities may not be adequate in all facilities. The manager should follow efficient purchasing practices to ensure that there is adequate space to store all items received. This may mean a change in delivery schedule from the food service distributor.




Outline Trainer’s Tactics Effective Kitchen Environments q Other Considerations

1. Ventilation

2. Lighting

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Effective Kitchen Environments q Other Considerations

1. Ventilation – Many kitchens lack adequate ventilation for maintaining a comfortable environment. It will require management initiative to request and maintain adequate ventilation with the use of approved fans. Keep all systems in clean, working order.

2. Lighting – Adequate lighting is

imperative for maintaining a positive work environment. Employees who work in facilities that lack natural light are more susceptible to increased fatigue. Artificial lighting becomes a critical issue when improving the environment.




Outline Trainer’s Tactics Effective Kitchen Environments q Other Considerations

3. Fatigue

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Effective Kitchen Environments q Other Considerations

3. Fatigue – Child Nutrition Program employees are prone to burnout due to the fast pace of this type of food service. When fatigue sets in, employees’ productivity decreases and efficiency is reduced. The objective of developing an effective work environment is to avoid situations where employees work under stress due to the physical plant facilities or due to an incompatible work team.

The manager may not be able to change the properties of the kitchen, but she can lessen the potential for employee fatigue by rotating jobs, by allowing for short breaks in situations where the kitchens are extremely hot, and by simplifying menus when equipment is out of order, etc.




Outline Trainer’s Tactics Reality Practice: Case Studies Two reality practice case studies are provided. Answer the questions about each case on the handout provided. Case Study #1 – Happy Valley Elementary School As the school year comes to a close, the children at Happy Valley Elementary School are looking forward to the summer. This elementary school is located in a rural county in the southeast and only has 350 students. The weather has been unusually hot this year, and for the past three weeks the temperatures have exceeded 95oF, making the kitchen extremely hot and uncomfortable. Since the student population is not very large, there are only four cafeteria workers assigned to this school. Unfortunately, last week one of the employees was involved in an accident and will not be returning to work. There are still three more weeks of school and end-of-year closeout.

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Reality Practice: Case Studies There is no right or wrong way to handle either of the reality practice case studies. Give some thought to the factors influencing the performance of the employees in these cases. The reality practice should be discussed in small groups in order to encourage individual participation. Afterwards, discuss in the large group. Use the handout on page 28.



Outline Trainer’s Tactics Reality Practice: Case Studies Two reality practice case studies are provided. Answer the questions about each case on the handout provided. Case Study #2 – West Middle School West Middle School is renowned for its music program and for its marching band. This year the band was invited to travel to Washington, DC to march in the Cherry Blossom Parade. The school conducted multiple fundraisers to help band members cover the cost of airfare. The Child Nutrition staff conducted their own fundraising activity, selling baking pans to help the students. The activity was a tremendous success thanks to the efforts of Ms. Smith, the baker. She not only organized the sale but also sold the most pans. The band was not only able to purchase the airline tickets, but they were also able to purchase new banners for the occasion.

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Reality Practice: Case Studies There is no right or wrong way to handle either of the reality practice case studies. Give some thought to the factors influencing the performance of the employees in these cases. The reality practice should be discussed in small groups in order to encourage individual participation. Afterwards, discuss in the large group. Use the handout on page 29.



Outline Trainer’s Tactics Checking Out: Action Plan Develop an action plan to improve the work environment in your kitchen.

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Checking Out: Action Plan Utilizing the Checking Out form on page 30, develop an action plan that will improve the performance and overall workplace environment in your kitchen.



Handouts: Table of Contents

Handouts: Table of Contents q Objectives and Definitions ........................................................................................21

q Personal Check-In: Effective Work Environment .................................................22

q Icebreaker: Road Signs ............................................................................................23

q Developing a Positive Environment .........................................................................24

q Effective Kitchen Environments: Kitchen Layout .................................................25

q Effective Kitchen Environments: Equipment ........................................................26

q Effective Kitchen Environments: Storage and Other Considerations .................27

q Reality Practice: Case Study #1 ...............................................................................28

q Reality Practice: Case Study #2 ...............................................................................29

q Checking Out: Action Plan ......................................................................................30

q Evaluation Form ........................................................................................................31

q Suggested Readings ....................................................................................................32



Handout: Objectives and Definitions

Objectives

At the completion of this module, participants will be able to:

q List factors that can affect the work environment. q Design an action plan for improvement of their work environment.

Definitions

Work environment- the combination of physical and cultural conditions under which particular tasks are performed to achieve an organizational goal.


Strategies for an Effective Work Environment Handout: Personal Check-In: Effective Work Environment

Personal Check-In: Effective Work Environment Creating an effective work environment will require planning and resource utilization. Reflect on a position or work environment other than the current one in Child Nutrition. Complete this exercise by using a colored sticky note to record: 1. Your expectation of an effective work environment at that job. 2. Was your expectation met? 3. Why or why not?



Handout: Icebreaker: Road Signs

Icebreaker: Road Signs This activity will relate common road signs to life on the job. Describe situations in the work environment that fit the signs.

____________________ ____________________ ____________________

____________________ ____________________ ____________________

____________________ ____________________ ____________________



Handout: Developing a Positive Environment

Developing a Positive Environment Providing a good place to work is a prerequisite for a successful Child Nutrition Program. The desired effect is that employees will work productively and achieve their highest potential. Although the concept of an effective work environment may vary from person to person, there are principles that will make a difference. Four areas that will affect the environment of the workplace are:

q Leadership – The manager’s role is to provide direction through modeling and vision, to

motivate, and to build an effective team. Leadership must be based on mutual respect. q Honesty – Be straightforward and up front in all dealings with employees. Managers must

be truthful in everything they say and do. Avoid double standards. q Morale – Morale is the emotional condition (such as enthusiasm, confidence, and loyalty) of

a team with regard to the task at hand. It is critical to develop an environment where the morale is high and the team can work effectively.

Maintaining high morale is something the manager will have to work on constantly. One way of keeping morale high is to let employees know their contribution to the team is significant in meeting the department’s objectives.

q Recognition – The timely recognition of individual achievements is critical in the

development of an effective work environment. As manager, you want to set the parameters, communicate them to your employees, and ensure the employees understand them. Always consider recognition for the individual, even if you have a team project.



Handout: Effective Kitchen Environments

Effective Kitchen Environments The reality of kitchen layout is that many Child Nutrition Programs work in antiquated facilities. The kitchen layout may be difficult to change, but minor improvements can make the facility more effective. q Kitchen Layout

Often it is not possible to change the layout of the kitchen unless it undergoes renovation. New kitchens provide equipment on wheels and incorporate modular designs. Still, there may be some pieces of equipment that can be moved around to improve the work or traffic flow. The principles of kitchen efficiency include: 1. Store at point of first use.

2. Use reach-in refrigerators for items used repeatedly in production.

3. Evaluate the efficiency of repetitive tasks like sandwich and salad preparation.

4. Analyze the present layout and determine what can be moved or rearranged in order to eliminate fatigue.




Effective Kitchen Environments The reality of kitchen layout is that many Child Nutrition Programs work in antiquated facilities. The kitchen layout may be difficult to change, but minor improvements can make the facility more effective. q Equipment

Consider pieces that are no longer in use because of menu changes. When possible, remove those pieces of equipment from the production or service areas. 1. Keep catering service equipment stored in a clean area away from equipment used daily.

2. Sufficient handcarts should be available to aid with the transport of supplies and food to and from areas.

3. Consider the final user when installing equipment.

4. Maintain the equipment in good working order.




Effective Kitchen Environments The reality of kitchen layout is that many Child Nutrition Programs work in antiquated facilities. The kitchen layout may be difficult to change, but minor improvements make the facility more effective. q Storage

Storage areas should be located near the receiving entrance and as close to the production area as possible. These areas should accommodate the average worker. Make employee safety a primary concern and store heavy items where they are easily accessible. Have sturdy stepladders to avoid overreaching. Use shelving units on wheels if space is limited. Keep all floors clear of standing water and debris. The same is true in refrigerator and freezer units. All storage facilities should be efficiently arranged, keeping food safety (adequate rotation) in mind. They should have adequate ventilation, good lighting, and adequate temperature controls in those required areas like the walk-in refrigerator and freezer.

q Other Considerations 1. Ventilation

2. Lighting

3. Fatigue



Handout: Reality Practice: Case Study #1

Reality Practice: Case Study #1 Happy Valley Elementary School As the school year comes to a close, the children at Happy Valley Elementary School are looking forward to the summer. This elementary school is located in a rural county in the southeast and only has 350 students. The weather has been unusually hot this year, and for the past three weeks the temperatures have exceeded 95oF, making the kitchen extremely hot and uncomfortable. Since the student population is not ve ry large, there are only four cafeteria workers assigned to this school. Unfortunately, last week one of the employees was involved in an accident and will not be returning to work. There are still three more weeks of school and end-of-year closeout. 1. Describe some of the external circumstances affecting Happy Valley Elementary School. 2. What changes could you put in effect to make the working environments more comfortable? 3. How could you as a manager maintain good workplace morale in this situation?



Handout: Reality Practice: Case Study #2

Reality Practice: Case Study #2 West Middle School West Middle School is renowned for its music program and for its marching band. This year the band was invited to travel to Washington, DC to march in the Cherry Blossom Parade. The school conducted multiple fundraisers to help band members cover the cost of airfare. The Child Nutrition staff conducted their own fundraising activity, selling baking pans to help the students. The activity was a tremendous success thanks to the efforts of Ms. Smith, the baker. She not only organized the sale but also sold the most pans. The band was not only able to purchase the airline tickets, but they were also able to purchase new banners for the occasion. 1. What characteristics do you see in the work environment at West Middle School? 2. The fundraiser involved a great number of people. As the manager, what could you do to

recognize the efforts of your department? 3. Ms. Smith, the baker, stands out for her efforts not only to coordinate part of the fundraiser

activity but to excel in the number of pans sold. Does Ms. Smith deserve special recognition? How would you ensure she is rewarded for her efforts?



Handout: Checking Out: Action Plan

Checking Out: Action Plan What three things could you change or rearrange in your kitchen that would increase productivity and performance? Taking into consideration the management issues discussed: What three things are you doing to help improve the workplace environment? What three NEW things can you do to make your Child Nutrition Program a more effective workplace?



Handout: Evaluation Form

Please check the response below that best describes your feelings about this program:

Question Agree Unsure Disagree Comments 1. Topic is of interest to

me as a manager.

2. Topic is important to

my job.

3. Content is useful in

my job as a manager.

4. Handouts help me

understand the topic better.

5. List one or more things you can do to identify your leadership and management style in your

job after attending this in-service:

6. My supervisor can help me develop my leadership and management style in my workplace by:

General Comments: Thank you for taking the time to complete the evaluation form. Have a great day!



Handout: Suggested Readings

Suggested Readings Blohowiak, D. (1995). How’s all the work going to get done?. Franklin Lakes, NJ: Career

Press. Brokaw, L. (Ed.). (1995). 301 great management ideas from america’s most innovative small

companies. Boston: Goldhirsh Group, Inc. Kotchevar, L. H. & Terrell, M. (1961). Food service layout and equipment planning. New

York: John Wiley & Sons, Inc. Miller, J. E. & Porter, M. (1985). Supervision in the hospitality industry. New York: John

Wiley & Sons, Inc. Outlaw, W. (1998). Smart staffing. Chicago: Upstart Publishing Company. Rinke, W. J. (1989). The winning foodservice manager. Rockville, MD: Achievement

Publishers. Tway, P. (1992). People, common sense and the small business. White Hall, VA:

Betterway Publications.



Transparency Masters

Transparency Masters Transparencies are available in two formats. Landscape formatted transparencies are provided using Microsoft WordTM. A PowerPointTM presentation format is also available. 1. Objectives 2. Definitions 3. Personal Check-In: Effective Work Environment 4. Icebreaker: Road Signs 5. Icebreaker: Road Signs 6. Icebreaker: Road Signs 7. Developing a Positive Environment: Leadership 8. Developing a Positive Environment: Honesty 9. Developing a Positive Environment: Morale 10. Developing a Positive Environment: Recognition 11. Effective Kitchen Environments: Kitchen Layout 12. Effective Kitchen Environments: Equipment 13. Effective Kitchen Environments: Storage 14. Effective Kitchen Environments: Other Considerations 15. Reality Practice: Case Study #1 16. Reality Practice: Case Study #2 17. Checking Out: Action Plan

Documents

STRATEGIES FOR AN EFFECTIVE WORK · PDF fileStrategies for an Effective Work Environment Outline Trainer’s Tactics Developing a Positive Environment Providing a good place to work