Assignment title: Information

Version 2 PORTFOLIO ASSESSMENT TASK BRIEF Course SIT60313 Advanced Diploma of Hospitality SIT30813 Certificate III in Commercial Cookery SIT50313 Diploma of Hospitality Subject Title SITFSS14 Food Safety Supervisor Unit(s) of Competency SITXFSA101 Use hygienic practices for food safety SITXFSA201 Participate in safe food handling practices Title of Assessment Task Portfolio Activities Submission Date Week 10 Introduction This subject addresses the performance outcomes, skills and knowledge required to use personal hygiene practices to prevent contamination of food that might cause food-borne illnesses. It requires the ability to follow predetermined organisational procedures and to identify and control food hazards. It also addresses the performance outcomes, skills and knowledge required to handle food safely during the storage, preparation, display, service and disposal of food. It requires the ability to follow predetermined procedures as outlined in a food safety program. Instructions Students are required to complete the below Portfolio Tasks A, B, C, and D as outlined in the individual sections and submit to your lecturer for assessment and feedback. Criteria Instructions Task A Food safety case study  Read the following case study and answer the questions. Stephanie and Jack own a gourmet sandwich bar and have always been meticulous about their hygiene procedures and personal hygiene standards. They were astounded when told that a number of customers had been sick. Over the past 24 hours customers had been vomiting and had severe headaches and diarrhoea after eating a pre-prepared chicken and salad roll from the sandwich bar. Stephanie and Jack could not understand why the food poisoning had occurred. The chicken was delivered pre-cooked and always kept in the refrigerator when not in use. The rolls are pre-pared in the morning, wrapped in cling film and placed on top of the counter. They are held there at room temperature for a few hours during the busy lunch time period. The staff always wear a pair of protective rubber gloves when preparing all the rolls and sandwiches prior to service, as they can prepare items faster using their hands than when using tongs and other utensils. Portfolio Activities – Food Safety Supervisor Version 2 Health inspectors visited the restaurant and found bacterial growth in the chicken. Stephanie and Jack had to close their business while a complete investigation took place. As Stephanie and Jack carry the ultimate responsibility for food hygiene standards, they decided to examine the Food Standards Code, their local legislation, and talk to their local Council's Environmental Health Officer (EHO) about the procedures they must follow. Question and answer  Make sure you answer all questions. Q1: What factors do you think could have contributed to the food poisoning incident at Stephanie and Jack's sandwich bar? _____________________________________ _ _ _ _ _ _ _ Q2: At what points in their production process could the chicken have become contaminated? How could the contamination have occurred? _ _ _ _ Q3: Briefly outline different ways food poisoning can occur as a result of poor personal hygiene. _ _ _ _ Q4: What food safety and hygiene practices can Stephanie and Jack implement to prevent future contamination of their food? _ _ _ _ _ _ _ _ Q5: What hygiene control procedures do you have in your workplace or training environment that you could suggest for Stephanie and Jack? _ _ _ _ _ Portfolio Activities – Food Safety Supervisor Version 2 Q6: What are potentially dangerous or high-risk foods? Is chicken included in this category? _ _ _ _ _ Q7: What temperature should the chicken be stored at prior to and during service? Why is this necessary? _ _ _ _ _ Q8: Cross-contamination can occur when you neglect to wash your hands between handling raw and cooked foods. List six tasks that you should always wash your hands after. _ _ _ _ Q9: While investigating the incident, the local EHO found out one of the employees preparing the rolls had been suffering from gastroenteritis that morning. Does this knowledge change your responses to Questions 1 and 2? How? _ _ _ _ Q10: What should the employee have done? _ _ _ _ Q11: Why should they consult the Food Standards Code, their local food safety legislation and EHO about their food safety procedures? What information could they gain? What are three employer and three employee responsibilities under food safety legislation? How does the legislation protect 'High Risk Customer Groups' such as children, the elderly, or pregnant women? _ _ _ _ Q12: What are the ramifications to Stephanie's and Jack's business if they do not address their food safety policies and procedures? _ _ _ _ Portfolio Activities – Food Safety Supervisor Version 2 Task B Complete Tasks 1 and 2 in Task B. Task 1  Compile a portfolio of articles or document a verbal discussion related to food poisoning incidents in food establishments. Here are suggested means to gather information  Searching the internet.  Searching state and local government health websites, including 'name and shame' sites.  Searching in library journals, periodicals, newspaper articles or television stories related to these topics.  Talking to your manager, chef or colleagues. Question and answer  Answer the following questions relating to the articles you have researched for your portfolio. You are required to answer all questions and submit these along with your portfolio of information. Q 1: What food was found to be contaminated? Q 2: How did the food poisoning occur? Q 3: What was the name of the bacteria that caused the poisoning? Q 4: What type of people (young, elderly, sick) and how many were affected? Q 5: What was the degree of illness (mild discomfort, hospitalisation, death)? Q 6: What legal action (if any) was taken? Portfolio Activities – Food Safety Supervisor Version 2 Q 7: What were the court findings in regard to monetary fines and penalties (if known)? Q 8: What were the consequences to the business and those employed there? Q 9: In your opinion, how could this situation have been prevented (e.g. using gloves to handle food, storing food at correct temperature)? Task 2  Compile a portfolio of hygiene procedures and policies that have been established for your work or training environment (for example: hand washing procedures, safe food storage procedures, personal and protective clothing policies, temperature control techniques.) These procedures can be found online or at your workplace Question and answer Answer the following questions relating to the information you have researched for your portfolio. Make sure you answer all questions and submit these along with your portfolio of information. Q1: Which procedures directly apply to your job role and work environment? Q2: Describe how these policies and procedures help you keep food (and your customers) safe from contamination and a potential food poisoning incident. Q3: Based on your response to question 1, what techniques do you use to monitor if your food is being stored, prepared, cooked, cooled or displayed correctly? For example, time or temperature controls used. Portfolio Activities – Food Safety Supervisor Version 2 Q4: List the policies and procedures directly relate to maintaining a clean work environment. Briefly describe three cleaning techniques or processes used in the procedures to ensure food remains safe. __________________ Task C Complete Tasks 1 and 2 in Task C.  Choose one menu item from your workplace or training organisation's menu which contains at least one ingredient considered to be a high risk food, for example, chicken in a Thai chicken curry, feta from a roast vegetable and feta lasagne, prawns in the seafood risotto, salami from a salami and salad wrap.  If you do not have a menu to choose from, research an appropriate dish on the Internet or from a recipe book.  Include a copy of the recipe with your assessment task. Task 1 – Research activity  Access your workplace existing food safety program, policies and procedures. These policies can also be found online. You are just required to gather these policies and include them in your portfolio. You must include a policy and procedure for the 8 points below  Assess which stages of production are used during preparation and service of your menu item. Determine which food safety policies and procedures directly relate to each relevant stage(s) of the production.  The information provided in your food safety program, policies and procedures can be used to help you complete the template in task 2  Attach copies of any polices or procedures you have referenced for this task. What stages in the production process do your menu ingredients and completed menu item complete? Tick the boxes below to indicate the relevant stages.  1. Receiving  2. Storage  3. Preparation  4. Display (hot or cold)  5. Service  6. Packaging  7. Transportation  8. Disposal of food Portfolio Activities – Food Safety Supervisor Version 2 Task 2 – Analyse and report activity Food safety programs, policies and procedures are developed as a result of a process of identifying hazards, determining at what point they become a hazard and then how you are going to control the hazard.  Follow this process by using the policies and procedures researched in Task 1 to complete the following tables for each of the steps in the food production process your selected menu item goes through.  Identify the potential hazard the policies and procedures are trying to control.  Complete each column in the tables from left to right based on your procedures, food safety experience and knowledge.  Use the explanation of each step and some examples shown here to help you complete the table. Alternatively, refer to Learner Guide resource for more information. 1. Potential Hazards. Identify one potential food safety hazard your selected menu/food item may be exposed to for each of the relevant steps in the production process. For example, in Step 1 a potential hazard may be contamination from dust, pests and foreign matter. 2. Critical Limits. Determine what the critical limit for each hazard is; at what point does the food become no longer safe for consumption? Examples discussed in your Learner resource include: food must be delivered, stored or displayed above or below a specific temperature; food must be cooled within a specified time frame. 3. Monitoring. Indicate how the safety of the food item is to be monitored: for example, temperature checks, checking packaging for damage or pest infestation, monitoring how long the food or menu item is in the temperature danger zone. 4. Recording. List any reports, logs or other documents used to record the results of your monitoring procedures. Examples might include goods receiving forms, thermometer calibration logs, refrigerator, freezer or display unit temperature logs or an activity or process log. Not all monitoring processes have formalised recording processes. 5. Corrective Action. What are the steps or actions you will take if control is lost and food becomes unsafe? Indicate what steps should be taken immediately and in the long term to rectify the situation. If it is not your responsibility to take corrective actions, indicate who is responsible and how you would report the loss of control to them (for example, verbally, formal document, report) 6. Cleaning Procedure. What is one cleaning procedure which would be completed at this stage of production? If possible, outline a procedure which is directly relevant to your food/menu item, for example, cleaning and sanitising the chopping board after preparing the ingredient; cleaning food storage containers before reusing them. Note: Only complete the table below for any steps which apply to your food item. If, for example, your menu item is not delivered to another location, then Step 7 is not required. However, if the item is transported within the workplace to another service area or to an offsite location, then Step 7 should be completed. Version 2 Item name: _ High risk ingredient(s): STEP 1: Receiving stock Potential hazard Critical limits Monitoring Recording Corrective action Cleaning Procedure STEP 2: Food storage – cold or frozen Potential hazard Critical limits Monitoring Recording Corrective action Cleaning Procedure STEP 3: Preparation of food items (tasks include preparation, cooking and/or cooling) Potential hazard Critical limits Monitoring Recording Corrective action Cleaning Procedure Portfolio Activities – Food Safety Supervisor Version 2 STEP 4: Display of food (where food is displayed in hot or cold food displays, includes reheating processes prior to display) Potential hazard Critical limits Monitoring Recording Corrective action Cleaning Procedure STEP 5: Service food (where food is served to customers for immediate consumption, usually on the premises) Potential hazard Critical limits Monitoring Recording Corrective action Cleaning Procedure STEP 6: Packaging of food (where food is pre-packaged for display or packaged for take-away upon customer order) Potential hazard Critical limits Monitoring Recording Corrective action Cleaning Procedure Portfolio Activities – Food Safety Supervisor Version 2 STEP 7: Transportation of food (where food is transported to another, separate location in the workplace or off-site) Potential hazard Critical limits Monitoring Recording Corrective action Cleaning Procedure STEP 8: Disposal of food (where food is disposed of due to quality or contamination issues or can no longer be refrigerated or sold) Potential hazard Critical limits Monitoring Recording Corrective action Cleaning Procedure Documents to be submitted by learner  Recipe for selected menu item.  Copies of relevant policies and procedures.  Completed hazard analysis table. Version 2 Task D Complete Tasks 1 and 2 in Task D. Task 2: Evaluation of procedures  From Task C use the procedures from your Food safety Program to answer the below questions. Your answers should be based on your workplace or work experience Question and answer  You are required to answer all questions and submit these along with your portfolio of information. Q 1: Are the tasks or steps listed in the procedures in correct sequence? Are they listed in a sequence that is inefficient or not in a logical manner? Q 2: Do you actually complete the tasks in the same manner as it is described? Is there another, better way of completing the tasks, or should the current procedure be followed by everyone, and, by not following it, are staff breaching safety standards? Q 3: What needs to be changed to update the procedures to make them more relevant to your work environment, to ensure that food safety standards are adhered to, and to keep food safe and free from contamination? For example, there may be a procedure for mopping floors after the preparation or service period is over. The steps maybe clearly listed. However, no one follows those steps as it is faster to use a different method, or the procedure is out of date and the chemicals or the type of equipment used has changed. ________________________ Portfolio Activities – Food Safety Supervisor Version 2 Task 3: Rewrite procedures  Once you have determined the required changes, rewrite the procedures to reflect your current systems and procedures and legislative food safety requirements.  If your workplace does not have written food safety procedures, choose one of the food production steps listed above and develop five procedures based on your experience, workplace or training organisation's current procedures, discussions with your team members and supervisor, your Food Safety Plan, and information available on your State or Territory's food safety websites. Here is a sample template with an example to help you write your procedures. Procedure Name: Calibrating the probe thermometer Work Area: Stores Job Role: Stores supervisor Equipment required: Probe thermometer, small container Procedure: 1. Fill a plastic or metal container with chipped or crushed ice, and then add clean fresh water to a depth of at least 10 cm. You should end up with 50 % ice, 50 % water. 2. Stir the ice and water and then wait a minimum of 2 minutes (5 minutes is better) to be certain the water is completely and evenly cooled. 3. Suspend the stem or probe section of the thermometer in the ice slurry. 4. Wait 2 minutes until the temperature shown on the indicator stops changing 5. While thermometer is in the ice water, adjust the thermometer to 0 ºC if necessary. Procedure Name: Work Area: Job Role: Equipment required: Procedure: 1. 2. 3. 4. 5. Procedure Name: Work Area: Portfolio Activities – Food Safety Supervisor Version 2 Job Role: Equipment required: Procedure: 1. 2. 3. 4. 5. Procedure Name: Work Area: Job Role: Equipment required: Procedure: 1. 2. 3. 4. 5. Procedure Name: Work Area: Job Role: Equipment required: Procedure: 1. 2. 3. 4. 5. Procedure Name: Work Area: Portfolio Activities – Food Safety Supervisor Version 2 Job Role: Equipment required: Procedure: 1. 2. 3. 4. 5. Submission Instructions The work is to be submitted through the William Blue Learning Portal. Your work should be clearly marked with your name and group information. Checklist: Task A Task B Task C Task D Assessment Process  All items must be submitted.  All items must be satisfactorily answered / addressed / completed in order for you to achieve a "Satisfactory" outcome for this assessment.  Please note that this is one assessment from the range of assessment tasks you will complete. You must complete all assessment tasks in this subject. Please refer to your subject outline for information on the other assessment tasks.  Clear, constructive and accurate feedback will be given to you on your results and performance.  The assessment items you submit will be retained by the college as evidence of your performance. College Policies and Procedures relating to assessments, and associated forms, are available via http://www.think.edu.au/about-think/thinkquality/our-policies.