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BUILDING HUMAN RESOURCE MANAGEMENT SKILLSAchieving an Effective Food Service System

STRATEGIES FOR AN EFFECTIVEWORK ENVIRONMENT

National Food Service Management InstituteThe 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 andexpertise in reviewing the human resource modules during various stages of development.

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

David Bowman, Program Administrator, Summer Food Service ProgramNutrition Education Training, Delaware State Department of Education, Dover, Delaware

Carla Broadnax, Associate, Child Nutrition Program AdministrationNew 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 ProgramsUSDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois

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

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

Sandra Kangas, Director, Child and Adult Nutrition ServicesDepartment 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 ServiceCobb County Schools, Kennesaw, Georgia

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

Bill West, Regional ConsultantOhio Department of Education, Columbus, Ohio


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PROJECT TEAM

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

National Food Service Management Institute

Jane Logan, PhDExecutive Director

Ellen Leppa, MEd, CFCS

Project Coordinator

The Steritech Group, Inc.

Mary Anne Hogue, MS, RD, LDN, FADAAdministrator

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, LDNRowan/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 resourcemanagement to meet a need for relevant materials that would provide directors and supervisors the toolsto 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 inthe Child Nutrition Programs. A task force of state agency personnel, food service directors, anduniversity faculty identified the topics to include in this resource.

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

All of the human resource modules have been approved for continuing education credits by theAmerican 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 beresources within the community that you may want to use to enhance the learning experience. A lessonplan template has been provided for your use to facilitate teaching the human resource module content.

Step 2. Check the Trainers Toolbox section in the modules for a list of materials planned for thesession. The modules may require the use of policies and procedures, job descriptions, form, or standardsspecific to Child Nutrition Program personnel.

Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic inthe modules.

Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium iscomfortable 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, andstimulate thoughts about personal practices. Always review videotape at least once before using in classto be familiar with the content and to determine how to use it with the group. Consider the followingoptions:

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 comfortablediscussion 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 noright 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

EstimatedTime: 1 Hour,45 Minutes

CertificationCredits: 1.5

Category:U Achieving an Effective FoodService System

Module Title :Strategies for an Effective Work Environment

Course Title: Building HumanResource 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 Trainers Tool Box

Instructional Procedures: Personal Check-In

Icebreaker Video Segment (if applicable)

Group activities and role playing Checking Out

Suggested Readings: Use Suggested Readings to increase knowledge base concerning a givenmodule 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 themodule lesson plan?


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Building Human Resource Management Skills National Food Service Management Institute

1

Strategies for an Effective Work Environment

Table of ContentsOverview, Objectives, Definitions.......................................................................................2

Suggested Time Frames and Comments..............................................................................3

Outline and Trainers Tactics...............................................................................................4

Handouts ............................................................................................................................20

Transparency Masters ........................................................................................................33


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Trainers NotesAs a facilitator of

this learning process,be prepared to share

your experiences toclarify the keylearning points.

Ground Rules

q Share from own

experiences.q Listen to

understand, notto judge.

q Speak one at atime.

q Value

differences ofopinion,

emotion, orinsight.

q

Be concise andto the point.q Participate at

your highestlevel.

q Keep the option

to pass.

Trainers ToolboxMaterials:Flip Chart and Stand

Paper and MarkersOverhead Projector

Transparencies andMarkers

Handouts

Overview

An effective work environment helps employeesdevelop an affinity for those around them and gives

them a sense that they are valued. Employees whodevelop this positive feeling will put forth their besteffort to do a good job and will want to remain in the

organization. You as the manager can create thepositive feelings that will result in an effective

environment. Managers in the Child Nutrition

Program often work with multicultural and multiracialstaffs. It is imperative when working with such

diverse backgrounds to be sensitive to theenvironment in the workplace. For the most part,

employees want a feeling of belonging andcommunity.

In addition to being sensitive to human differences,the kitchen facility itself will also have an impact on

the overall work environment. Many times themanager will not be able to control or improve these

areas immediately, but they should not be completelydisregarded. Managers should identify strategies foran effective work environment.

Objectives

At the completion of this module, participants will beable 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 areperformed to achieve an organizational goal.


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Suggested Time Frames and CommentsTotal Time = 1 hour 45 minutes

Topic Comments Time AllottedReview Purposeand Objectives

Set the stage by emphasizing key points in theoverview.

2 minutes

Personal Check-In: EffectiveWork

Environment

Reflect on past environments. 10 minutes

Icebreaker: RoadSigns

Have participants develop a list of analogies ofenvironmental situations using the activity sheet

provided.

10 minutes

Definitions Review definitions. 3 minutes

Developing aPositive

Environment

Discuss those factors which affect the workplace. 40 minutes

Effective KitchenEnvironments

This topic provides opportunities for participants todiscuss ways to make their facility more effective withminor improvements.

15 minutes

Reality Practice:

Case Studies

Analyze case studies. 15 minutes

Checking Out:Action Plan Create an action plan for environmentalimprovements. 10 minutes


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Outline Trainers Tactics

Personal Check-In: Effective Work

Environment

Creating an effective work environment

will require planning and resourceutilization. Reflect on a position or work

environment other than the current onein Child Nutrition. Complete thisexercise by using a colored sticky note to

record:

1. Your expectation of an effectivework environment at that job.

2. Was your expectation met?

3. Why or why not?

Personal Check-In: Effective Work

Environment

Ask each participant to reflect on workenvironments other than their current positions

in Child Nutrition. On a separate colored stickynote, they should record their expectations,

whether those expectations were or were notmet, and why. Ask each participant to place thesticky notes on a board, wall, or flip chart.

Select a few at random to read to the group.

Use the handout on page 22.


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Icebreaker: Road Signs

This activity will relate common roadsigns to life on the job. Describe

situations in the work environment thatfit the signs.


Divide participants into small groups tofacilitate discussion.

Give each group a Road Sign activity sheet.

Instruct participants to look at the road signsand to think of analogies to the Child NutritionProgram that will help or discourage them from

reaching their goals. Give examples such as:

Detour sign Sometimes we are moving alongwell when suddenly we come upon a situationthat causes us to diverge from our current

strategies.

Max Height 126 sign We like to know theparameters before we proceed so we dont gethalfway 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.



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Definitions

Work environment- the combination ofphysical and cultural conditions under

which particular tasks are performed toachieve an organizational goal.

Definitions

Discuss this definition as you come to it in themodule. This definition may be found on page

21.


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Developing a Positive Environment

Providing a good place to work is aprerequisite for a successful Child

Nutrition Program. The desired effect isthat employees will work productively

and achieve their highest potential.Although the concept of an effectivework environment may vary from person

to person, there are principles that will

make a difference.

Four areas that will affect theenvironment of the workplace are:

q Leadership The managers role is

to provide direction throughmodeling and vision, to motivate,and to build an effective team.

Leadership must be based on mutualrespect.


Providing a good place to work is a prerequisitefor a successful Child Nutrition Program. The

desired effect is that employees will workproductively and achieve their highest potential.

Although the concept of an effective workenvironment may vary from person to person,there are principles that will make a difference.

Four areas that will affect the environment ofthe workplace are:

q Leadership If you expect the best of your

employees, you need to give 100% to yourprogram. All Child Nutrition Programsexperience good days and bad days, but the

school food service manager has to maintainher position as role model, coach, and

leader.

Treat the employees courteously and they in

turn will treat the customers and each otherthe same way. Managers should be able to

lead by example.



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Leadership (cont.)

Exercise clear, open communication withemployees. Let them know what your

expectations are and you will not bedisappointed. Address employees as adultsin a direct, confident, and courteous

manner.

If you want your employees to enjoy theirwork, you need to be enthusiastic about it,too. Refrain from putting down the Child

Nutrition Program. When a managercontinually vocalizes problems within the

workplace, the employees will begin tothink that it is not a good place to work. Asa Child Nutrition manager, it is your

responsibility to support the program in thepresence of staff.



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q Honesty Be straightforward and upfront in all dealings with employees.

Managers must be truthful ineverything they say and do. Avoid

double standards.

q Morale Morale is the emotional

condition (such as enthusiasm,confidence, and loyalty) of a teamwith regard to the task at hand. It is

critical to develop an environmentwhere the morale is high and the

team can work effectively.

Maintaining high morale is

something the manager will have towork on constantly. One way of

keeping morale high is to letemployees know their contribution tothe team is significant in meeting the

departments objectives.


q Honesty Employees expect honesty fromtheir managers. This applies when you are

talking with them about their performanceand achievements as well as when

discussing their mistakes. A manager needsto be consistent and fair in dealing withemployees. Developing employee loyalty

starts with your example.

Often people dont think that taking foodhome, consuming items other than whatconstitutes a lunch, breaking Child Nutrition

policies, or accepting gratuities fromvendors presents a breach of trust.

Employees pay close attention to thesebehaviors. Effective work environmentsmust operate in an atmosphere of trust.

.q Morale Morale is a characteristic that can

be positive or negative. It is the sense ofcommon purpose of the team, and it is madeup of the individual attitudes toward the

workplace. It can pass quickly from onemoment to the next, depending on the

situation at hand. Low morale isresponsible for high absenteeism, low workperformance, and high employee turnover.

Every day will not be perfect. Managers

need to ensure that they refrain frommaking negative comments about theprogram 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 teamefforts and is necessary in a Child NutritionProgram.


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q Recognition The timelyrecognition of individual

achievements is critical in thedevelopment of an effective work

environment. As manager, you wantto set the parameters, communicatethem to your employees, and ensure

the employees understand them.

Always consider recognition for theindividual, even if you have a teamproject.


q Recognition Even though a ChildNutrition Program must work as a team, it is

appropriate to recognize each employee forher contribution and individual merits. The

manager should be instrumental in helpingeach employee develop her full potential sothat in turn she will be more productive.

Encourage individual skill development so

employees will have the feeling of movingforward within the organization.

Think about ways you can recognize high

productivity and achievement. You mayconsider an awards program, time off, or an

incentive bonus for meeting your mealgoals.

Use positive reinforcement for thoseemployees who set forth an extra effort to

expand their skills and learn all positions.For many individuals, a ribbon, medal, orcertificate, especially if presented in front of

peers, is more important than money.

You can also recognize employees byplacing an acknowledgement in the schoolnewspaper, by reserving a special parking

spot, by asking the principal to write aletter, by sending flowers, by giving a

school or association shirt, etc.



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Effective Kitchen Environments

The reality of kitchen layout is that manyChild Nutrition Programs work in

antiquated facilities. The kitchen layoutmay be difficult to change, but minor

improvements can make the facilitymore effective.

q Kitchen Layout Often it is not

possible to change the layout of thekitchen unless it undergoesrenovation. New kitchens provideequipment on wheels and incorporate

modular design. Still, there may besome pieces of equipment that can be

moved around to improve the workor traffic flow. The principles ofkitchen efficiency include:

1. Store at point of first use.

2. Use reach-in refrigerators foritems used repeatedly in

production.


The reality of kitchen layout is that many ChildNutrition Programs work in antiquated

facilities. The kitchen layout may be difficultto 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 itundergoes renovation. New kitchensprovide equipment on wheels andincorporate modular design. Still, there

may be some pieces of equipment that canbe moved around to improve the work or

traffic flow. The principles of kitchenefficiency include:

1. Store at point of first use. Make sure

items used frequently are stored in closeproximity to the areas where they areused. Eliminate the extra time and steps

required to get these items from acentral location or storeroom.

2. Use reach-in refrigerators for items usedrepeatedly in production.

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


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3. Evaluate the efficiency ofrepetitive tasks like sandwich and

salad preparation.

4. Analyze the present layout and

determine what can be moved orrearranged in order to eliminatefatigue.


3. Evaluate the efficiency of repetitivetasks like sandwich and salad

preparation. Simple steps such asrearranging work tables, storage racks,

and mobile racks can improve theefficiency of the kitchen.

4. Analyze the present layout and

determine what can be moved orrearranged in order to eliminate fatigue.



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q Equipment Consider pieces that areno longer in use because of menu

changes. When possible, removethose 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 beavailable to aid with the transport

of supplies and food to and fromareas.

3. Consider the final user when

installing equipment.

4. Maintain the equipment in good

working order.


q Equipment Consider those pieces that areno longer in use because of menu changes.

When possible, remove those pieces ofequipment 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 availableto aid with the transport of supplies and

food to and from areas. Smallequipment should be in sufficient

quantities to avoid making repeated tripsto the pot and pan sink. Encourage theuse of handcarts to decrease fatigue.

3. Consider the final user when installing

equipment. Tables and small equipmentstands should be at a comfortable heightfor the average user. Always take into

consideration the safety of theemployees when placing equipment.

Make sure it is not in the middle of thetraffic pattern or in a blind spot wherean accident may occur.

4. Maintain the equipment in good

working order. Utilize a preventivemaintenance program if available.



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q Storage Storage areas should belocated near the receiving entrance

and as close to the production area aspossible.

These areas should accommodate theaverage worker. Make employee

safety a primary concern and store

heavy items where they are easilyaccessible. Have sturdy stepladdersto avoid overreaching. Use shelvingunits on wheels if space is limited.

Keep all floors clear of standingwater and debris. The same is true in

refrigerator and freezer units.

All storage facilities should be

efficiently arranged, keeping foodsafety (adequate rotation) in mind.

They should have adequateventilation, good lighting, andadequate temperature controls in

those required areas like the walk-inrefrigerator and freezer.


q Storage Storage areas should be locatednear the receiving entrance and as close to

the production area as possible.

These areas should accommodate theaverage worker. Make employee safety a

primary concern and store heavy items

where they are easily accessible. Havesturdy stepladders to avoid overreaching.Use shelving units on wheels if space islimited. Keep all floors clear of standing

water and debris. The same is true inrefrigerator and freezer units.

All storage facilities should be efficiently

arranged, keeping food safety (adequaterotation) in mind. They should have

adequate ventilation, good lighting, andadequate temperature controls in thoserequired areas like the walk-in refrigerator

and freezer.

The storage capabilities may not beadequate in all facilities. The managershould follow efficient purchasing practices

to ensure that there is adequate space tostore all items received. This may mean a

change in delivery schedule from the foodservice distributor.



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q Other Considerations

1. Ventilation

2. Lighting



1. Ventilation Many kitchens lackadequate ventilation for maintaining a

comfortable environment. It willrequire management initiative to requestand maintain adequate ventilation with

the use of approved fans. Keep all

systems in clean, working order.

2. Lighting Adequate lighting isimperative for maintaining a positive

work environment. Employees whowork in facilities that lack natural light

are more susceptible to increasedfatigue. Artificial lighting becomes acritical issue when improving the

environment.



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3. Fatigue



3. Fatigue Child Nutrition Programemployees are prone to burnout due to

the fast pace of this type of food service.When fatigue sets in, employeesproductivity decreases and efficiency is

reduced. The objective of developing

an effective work environment is toavoid situations where employees workunder stress due to the physical plantfacilities or due to an incompatible work

team.

The manager may not be able to changethe properties of the kitchen, but she canlessen the potential for employee fatigue

by rotating jobs, by allowing for shortbreaks in situations where the kitchens

are extremely hot, and by simplifyingmenus when equipment is out of order,etc.



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Reality Practice: Case Studies

Two reality practice case studies areprovided. Answer the questions about

each case on the handout provided.

Case Study #1 Happy ValleyElementary School

As the school year comes to a close, the

children at Happy Valley ElementarySchool are looking forward to thesummer. This elementary school islocated in a rural county in the southeast

and only has 350 students. The weatherhas been unusually hot this year, and for

the past three weeks the temperatureshave exceeded 95oF, making the kitchenextremely 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 wasinvolved in an accident and will not be

returning to work. There are still threemore weeks of school and end-of-year

closeout.


There is no right or wrong way to handle eitherof the reality practice case studies. Give some

thought to the factors influencing theperformance of the employees in these cases.

The reality practice should be discussed insmall groups in order to encourage individual

participation. Afterwards, discuss in the large

group.



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Two reality practice case studies areprovided. 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 totravel to Washington, DC to march inthe Cherry Blossom Parade. The schoolconducted multiple fundraisers to help

band members cover the cost of airfare.The Child Nutrition staff conducted their

own fundraising activity, selling bakingpans to help the students. The activitywas a tremendous success thanks to the

efforts of Ms. Smith, the baker. She notonly organized the sale but also sold the

most pans. The band was not only ableto purchase the airline tickets, but theywere also able to purchase new banners

for the occasion.


There is no right or wrong way to handle eitherof the reality practice case studies. Give some

thought to the factors influencing theperformance of the employees in these cases.

The reality practice should be discussed insmall groups in order to encourage individual

participation. Afterwards, discuss in the large

group.



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Checking Out: Action Plan

Develop an action plan to improve thework environment in your kitchen.


Utilizing the Checking Out form on page 30,develop an action plan that will improve the

performance and overall workplaceenvironment in your kitchen.


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Strategies for an Effective Work EnvironmentHandouts: 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


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Strategies for an Effective Work EnvironmentHandout: 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 whichparticular tasks are performed to achieve an organizational goal.


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Strategies for an Effective Work EnvironmentHandout: 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 thisexercise 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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Strategies for an Effective Work EnvironmentHandout: 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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Strategies for an Effective Work EnvironmentHandout: 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, thereare principles that will make a difference. Four areas that will affect the environment of the

workplace are:

q Leadership The managers role is to provide direction through modeling and vision, tomotivate, 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 mustbe 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 themorale is high and the team can work effectively.

Maintaining high morale is something the manager will have to work on constantly. Oneway of keeping morale high is to let employees know their contribution to the team is

significant in meeting the departments 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. Alwaysconsider recognition for the individual, even if you have a team project.


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Strategies for an Effective Work EnvironmentHandout: 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 facilitymore effective.

q Kitchen LayoutOften 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, theremay 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.


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The kitchen layout may be difficult to change, but minor improvements can make the facilitymore effective.

q EquipmentConsider 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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The kitchen layout may be difficult to change, but minor improvements make the facility moreeffective.

q StorageStorage 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 primaryconcern and store heavy items where they are easily accessible. Have sturdy stepladders toavoid 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 temperaturecontrols in those required areas like the walk-in refrigerator and freezer.

q Other Considerations1. Ventilation

2. Lighting

3. Fatigue


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Strategies for an Effective Work EnvironmentHandout: 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 lookingforward 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 threeweeks the temperatures have exceeded 95oF, making the kitchen extremely hot and

uncomfortable. Since the student population is not very large, there are only four cafeteriaworkers 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 andend-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?


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Strategies for an Effective Work EnvironmentHandout: 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 theband 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 ChildNutrition 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 notonly 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 torecognize 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 specialrecognition? How would you ensure she is rewarded for her efforts?


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Strategies for an Effective Work EnvironmentHandout: 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?


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31

Strategies for an Effective Work EnvironmentHandout: 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 tomy job.

3. Content is useful inmy job as a manager.

4. Handouts help me

understand the topicbetter.

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 workplaceby:

General Comments:

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


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32

Strategies for an Effective Work EnvironmentHandout: Suggested Readings

Suggested Readings

Blohowiak, D. (1995). Hows all the work going to get done?. Franklin Lakes, NJ: Career

Press.

Brokaw, L. (Ed.). (1995). 301 great management ideas from americas most innovative small

companies. Boston: Goldhirsh Group, Inc.

Kotchevar, L. H. & Terrell, M. (1961). Food service layout and equipment planning. NewYork: John Wiley & Sons, Inc.

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

Outlaw, W. (1998). Smart staffing. Chicago: Upstart Publishing Company.

Rinke, W. J. (1989). The winning foodservice manager. Rockville, MD: AchievementPublishers.

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


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Strategies for an Effective Work EnvironmentTransparency Masters

Transparency Masters

Transparencies are available in two formats. Landscape formatted

transparencies are provided using Microsoft WordTM. A PowerPointTMpresentation format is also available.

1. Objectives2. Definitions

3. Personal Check-In: Effective Work Environment

4. Icebreaker: Road Signs5. Icebreaker: Road Signs6. Icebreaker: Road Signs

7. Developing a Positive Environment: Leadership8. Developing a Positive Environment: Honesty

9. Developing a Positive Environment: Morale10. Developing a Positive Environment: Recognition

11. Effective Kitchen Environments: Kitchen Layout12. Effective Kitchen Environments: Equipment

13. Effective Kitchen Environments: Storage14. Effective Kitchen Environments: Other Considerations15. Reality Practice: Case Study #1

16. Reality Practice: Case Study #217. Checking Out: Action Plan

Documents

Strategies Mod