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है”ह”ह

IS 15317-2 (2003): Sensory Analysis - General Guidance forthe Selection, Training and Monitoring of Assessors, Part2: Experts [FAD 16: Foodgrains, Starches and Ready to EatFoods]

IS 15317( Part 2 ): 20031S0 8586-2:1994

TR1-afwlw-1–-faqTT1-JTmfalliw?r

wP12fi?’?Pm

Indian Standard

SENSORY ANALYSIS — GENERAL GUIDANCE FORTHE SELECTION, TRAINING AND MONITORING

OF ASSESSORSPART 2 EXPERTS

ICS 67.240

@ BIS 2003

BUREAU OF INDIAN STANDARDSMANAK BHAVAN, 9 BAHADUR SHAH ZAFAR MARG

NEW DELHI 110002

February 2003 Price Group 5

Food Analysis and Nutrition Sectional Committee, FAD 58

NATIONAL FOREWORD

This Indian Standard which is identical with ‘ISO 8586-2:1994 Sensory analysis — General guidancefor the selection, training and monitoring of assessors : Part 2 Experts’ issued by the InternationalOrganization for Standardization ( ISO ) was adopted by the Bureau of Indian Standards on the recommendationof the Food Analysis and Nutrition Sectional Committee and approval of the Food and AgricultureDivision Council.

In the adopted standard certain terminology and conventions are, however, not identical to those usedin the Indian Standards. Attention is drawn especially to the following:

a) Wherever the words ‘International Standard’ appear referring to this standard, they should beread as ‘Indian Standard’.

b) Comma (, ) has been used as a decimal marker while in Indian Standards the current practiceis to use a point (.) as the decimal marker.

In this adopted standard, the following International Standards are referred to. Read in their respectiveplace the following:

International Standard Corresponding Indian Standard Degree of Equivalence

ISO 5492:1992 Sensory analysis — IS 5126:1996 Sensory analysis — IdenticalVocabulary Vocabulary ( first revision)

ISO 6658:1985 Sensory analysis — IS 6273 ( Part 1 ) :1971 Guide for Related

Methodology — General guidance sensory evaluation of foods: Part 1Optimum requirements

IS 6273 ( Part 2 ) :1971 Guide forsensory evaluation of foods: Part 2Methods and evaluation cards

IS 6273( Part 3/See 1 ) :1983 Guidefor sensory evaluation of foods:Part 3 Statistical analysis of data,Section 1 Difference/preferencetests ( firstrevision)

IS 6273 ( Part 3/See 2 ) : 1983Guide for sensory evaluation offoods: Part 3 Statistical analysis ofdata, Section 2 Ranking and scoringtests ( first revision )

ISO 8586-1:1993 Sensory analysis IS 15317( Part 1 ) : 2003/1S0 8586-1: Identical— General guidance for the 1993 Sensory analysis — Generalselection, training and monitoring of guidance for the selection, trainingassessors — Part 1 : Selected and monitoring of assessors: Part 1assessors Selected assessors

For the purpose of deciding whether a particular requirement of this standard is complied with the finalvalue, observed or calculated, expressing the result of a test or analysis, shall be rounded off inaccordance with IS 2 : 1960 ‘Rules for rounding off numerical values ( revised )’. The number ofsignificant places retained in the rounded off value, should be the same as that of the specified value inthis standard.

IS 15317 (Part 2):2003

ISO 8586-2:1994

Indian Standard

SENSORY ANALYSIS — GENERAL GUIDANCE FORTHE SELECTION, TRAINING AND MONITORING

OF ASSESSORSPART 2 EXPERTS

1 Scope 3 Definitions

This part of ISO 8586 describes_ criteria for choosing For the purposes of this part of ISO 8586, the defi-

people with particular senso~ skills from selected nitions given in ISO 5492 and the following definitions

assessors or from product, process or marketing apply.

specialists who themselves satisfy the selection cr~teria specified in ISO 8586-1. It gives principles and NOTE 1 The differences between the various types of

procedures for expanding their knowledge and abili-assessor are summarized in table 1, together with examples

ties to the levels required for experts assessors.of the ways in which they may perform their tasks.

It supplements the information given in ISO 6658.

2 Normative references

The following standards contain provisions which,through reference in this text, constitute provisionsof this part of ISO 8586. At the time of publication, theeditions indicated were valid. All standards are subjectto revision, and parties to agreements based on thispart of ISO 8586 are encouraged to investigate thepossibility of applying the most recent editions of thestandards indicated below. Members of IEC and ISOmaintain registers of currently valid InternationalStandards.

ISO 5492:1992, Sensory analysis — Vocabulary.

ISO 6658:1985, Sensory ana/ysis — Methodology —

General guidance.

ISO 8586-1:1993, Sensory analysis — General guid-ance for the selection, training and monitoring ofassessors — Part 1: Selected assessors.

3.1 assessor (sensory): Any person taking part in asensory test.

3.1.1 naive asaaaao~ A person who does not meetany patiicular criterion.

3.1.2 initiated asaaaso~ A person who has alreadyparticipated in a sensory test.

3.2 aaiacted assessor: Assessor chosen for his/herability to carry out a sensory test.

3.3 expert In the general sense, a person whothrough knowledge or experience has competence togive an opinion in the fields about which he/she isconsulted.

NOTE 2 In sensory analysis there are two types of ex-pert, the expert assessor and the specialized expertassessor. These are further defined in 3.3.1 and 3.3.2.

3.3.1 expert aaaesso~ Selected assessor with ahigh degree of sensory sensitivity and experience insensov methodology, who is able to make consistentand repeatable sensory assessments of various prod-ucts.

1

IS 15317 (Part 2):2003

ISO 8586-2:1994

Table 1

Type ofDefinition

Chareoterietics ●dditional to Poeeiblo ●dvantages of using such●eeeesor those of the preseding level assessors

?elected Assessor chosen for his/her3ssessor ability to perform a sensow

test.

?xpert Selected assessor with a Good consistency of judgments, A smaller number of assessors is required3ssessor high degree of sensory sen- both within a session and from for a given degree of reliability in the re-

sitivity and experience of one session to another. Suits.sensory methodology, whois able to make consistent Good long-term sensoty mem- Long-term sensow memory and accumu-

and repeatable sensory as- o~ Iated experiences can allow recognition of

sessment of various prod- particular attributes, such as taints.

Ucts.Evidence from an expert panel is morepersuasive, for example, in a court of law.

Specialized Expert assessor who has Extensive experience in the rel- A specialized expert assessor takes full3xpert additional experience as a evant specialist field. responsibility for all judgments, com-3ssessor specialist in the product

Highly developed ability to rec-ments and estimates, including tasks

and/or the process and/or undeflaken by a panel leader.marketing, and who is able ognize and evaluate senso~

to perform sensory analysis properties. Gives advice on sensory aspects of con-

of the product and to evalu- tractual or legal matters.Mental retention of reference

ate or predict effects of vari-ations relating to raw

standards. Assesses at an early stage any need for

materials, recipes, process- Recognition of key attributes.changes in processing or formulation.

ing, storage, ageing, etc. Predicts how the product will change overDeductive skills which may be time during production and storage,applied to problem solving.

Predicts the practical consequences ofGood ability to describe and changes in the product causedby variationcommunicateconclusionsor to in raw materials,manufacture,storage,take appropriateaction. etc.

3.3.2 specialized expert assasso~ Expert assessor c) they should be available for training and regularwho has additional experience as a specialist in theproduct and/or the process and/or marketing, andwho is able to perform sensory analysis of the productand to evaluate or predict effects of variations relatingto raw materials, recipes, processing, storage, ageing,etc.

4 Seleotion

4.1 General

The following general characteristics are desirable incandidates for training:

a) they should already have had some experience ofsenso~ analysis, and have shown aptitude for it,as confirmed by reference to ISO 8588-1;

b) they should be motivated by an interest in furtherdeveloping their senso~ skills, in both the fieldof sensory analysis and in that of products;

practice, and for gaining more experience in therange of products submitted to them.

4.2 Potential expert assessors

Panel leaders should, whenever possible, evaluate theperformance of the selected assessors, over a periodof time and on the products concerned. Any selectedassessors who show good repeatability, noteworthyacuity, or particular aptitude regarding specific attri-butes (e.g. a taint) or classes of materials, should beconsidered for use on panels of expert assessors.

4.3 Potentiai specialized expert assessors

4.3.1 As the costs of training may be high, it is im-portant to evaluate the potential of a candidate, par-ticularly of a volunteer who may have insufficienttechnical grounding or inadequate sensory skills. Also,evaluation should be designed to identify possibleproblem areas suitable for remedial training.

2

IS 15317 (Part 2):2003

ISO 8586-2:1994

4.3.2 Desirable characteristics of candidates fortraining as specialized expert assessors include:

a) a memory for sensory attributes;

b) the ability to keep clear and logical notes;

c) background knowledge of the range of products,acquired, for example, from lectures, books, tradepress and technical contact;

d) knowledge of technical aspects (such as raw ma-terials, production and distribution) of the productsconcerned;

e) an ability to communicate with other experts andwith non-experts,

The extent to which candidates for training possessthese characteristics will vary and their training pro-gramme will need to be adjusted accordingly.

4.3.3 The process for nomination of trainees differsaccording to the type of product, the organization ofthe trade and the location of the candidate. For in-stance, nomination may be by the employer (espe-cially for in-house training), by a trade organization orby volunteering.

5 Training (see annex A)

5.1 General

The training differs from that required for selectedassessors, described in ISO 8586-1 and which iscomplementary, in that it will normally place a greateremphasis on self-discipline. For selected assessors,the skills will have previously been gained through thetraining tests described in ISO 8586-1, whereas prod-uct, processing or marketing specialists will need tofollow this training. Subclauses 5.2 to 5.8 deal withparticular aspects in which training is needed by atrainee expert in sensory analysis. One of the aims isto optimize the technical knowledge of the expertsby training and development of their sensory poten-tial. Candidates should possess some knowledge ofthe physiology of taste and smell, of psychology, andof the basic methods of statistics, and should take allavailable opportunities to participate in the sensorytests given in ISO 6658 and other International Stan-dards in order to learn how results are interpreted andused.

5.2 Sensory memory

The tests used to train a selected assessor rely largelyon short-term sensory memory, whereas long-termsensory memory is essential for the expert assessoras well as the specialized expert assessor. Character-istics noted in a current assessment may need to berelated to experience of earlier assessments.

5.3 Identification and recognition of keyproduct characteristics by the traineespecialized expert assessor

During early stages of training, if lacking the requiredknowledge of the product, the trainee will need toacquire this by reading adequately specialized booksand from the advice of experts. Such informationshould be constantly tested against personal experi-ence as the long-term memory develops.

An expert will usually need to draw on experience tojudge which key characteristics are likely to yield sig-nificant information.

Training may be by assessing samples which possesskey characteristics and ranking the samples accordingto the predominant characteristic. They may then, ifdesired, be asked to make a fresh ranking accordingto a seconda~ characteristic. (See ISO 85871),)

Testing to verify that they have memorized key char-acteristics can be carried out by a test such as the“A” or “not A“ test (see ISO 85882)). The originalsamples are presented again in random order, to-gether with a sample which may or may not includethe key characteristics; students are required to selectthe new sample.

5.4 Building up a thesaurus of descriptors

Trainees will need to understand the role of sensowdescriptors as an aid to developing long-term sensorymemo~, and also as a means of communicating withclients and other expefls.

It is necessary for them to acquire knowledge andcommand of the specific terminology usdd.

5.5 Identifying and establishing productstandards by the trainee specialized expertassessor

In the training and testing of trainees and the moni-toring of their performance, attention should be given

1) ISO 8587:1988, Sensofy analysis — Methodology — Ranking.

2) ISO 8588:1987, Sensory analysis — Methodology — “A” - “not A” test.

3

IS 15317 (Part 2):2003

ISO 8586-2:1994

to developing their memory of the sensory propertiesof samples of products which conform to variousquality standards (by describing the principal and sup-plementary characteristics of a product or a range ofproducts) or which show differences in quality (poss-ible defects or contamination of taste which may oc-cur).

The differences in quality or the quality standardsshould be those recognized by traders, consumersand recognized experts as being significant in deter-mining the commercial quality or acceptability of theproduct in question.

In certain cases, the relevant standards are clearly laiddown (for instance, legal limits for the content ofpreservatives) but often they are unwritten and rep-resent the consensus of informed opinion among ex-perts.

In all cases, the trainee should learn to recognizesamples of product which do not conform to thestandards, or which show different degrees of con-formity.

5.6 Recognition of evolutionary factors inthe product

An expert assessor is usually required to judge asample only according to its state at the time of as-sessment, but a specialized expert assessor may alsobe required to judge the circumstances that have ledto the present state of a sample or to predict what itsfuture state is likely to be.

Trainees should take every opportunity to sampleproducts in different stages of evolution, to briefthemselves on technical data which may relate todifferences in quality (e.g. when a product showssigns of becoming rancid) or style, and to developtheir judgement of the sensory factors which may beinvolved.

If comparable samples of a product at different stagesof development can be assembled, trainees shouldlearn to rank them by elapsed time and try to assessthe relative pace of development. They may then haveindividual samples presented to them again, and beasked to judge from memory the position in the rank,and thus the stage of development that has beenreached.

5.7 Assessment of marketing factors

Specialized expefl assessors may often be requiredto judge commercial aspects of products, e.g. marketvalue, faults and the characteristics of products soldby competitors. Trainees should be given opportu-

nities to assess products according to a variety of cri-teria, including ranking as a function of specific criteriaof quality which can be determined by the demandof potential consumers, as well as cost factors,

5.8 Assessment conditions

The trainee needs to learn to assess large numbersof samples at a single occasion. The trainee alsoneeds to learn to assess a wide range of samples ofa product.

The trainee should learn to work under pressure(production time limits, competitions, auctions, etc.)and should take any opportunities available to evalu-ate his or her own performance under pressure andin adverse conditions compared with similar assess-ments in ideal circumstances.

The trainee should recognize that the change from therelative anonymity of group decisions to the re-sponsibilities accepted by the expert may be a causeof pressure and may create a tendency to avoid defi-nite assessments.

5.9 Training in reporting

5.9.1 Basis of the assessment

The basis of the assessment should be made clear inthe report, with particular attention to the followingquestions which should be discussed during training.

— Was the assessment made as a group or individ-

—

—

—

ually? If it was made as a group, was the resultarrived at by consensus?

Is the reported result an independent, objectivemeasurement of the characteristics of a productor products, or does it correspond to a measure-ment of quality based on known consumer tastes?

Was the assessment conducted according to anagreed method? If so, which method?

Was the present state of the product assessed orwas its future development being predicted?

5.9.2 Summarizing

During training, it is often necessafy to record in detailhow a judgement is reached so that any errors orshortcomings in assessment may be identified andrectified. If these habits are carried forward into prac-tical work, they may prove unhelpful or confusing.

Significant factors which may have been identified (asindicated in 5.3) should therefore be given particular

4

IS 15317 (Part 2):2003

ISO 8586-2:1994

weight according to the chosen basis of assessment, At all times, care should be taken to ensure that theif necessa~ by leaving out minor, though interesting, chosen pattern of report does not pre-judge the sen-details. Any unusual weighings should, however, be sory analysis or introduce bias.individually noted in the report.

5.9.4 Statistical analysis

5.9.3 Method of reporting

5.9.3.1 Form of report

In its simplest form the report may be “Yes/No” or“Accept/Reject”. At the other extreme, it might in-clude technical assessment, quality scores, predictionof future development or marketing strategy.

5.9.3.2 Vocabulary

When a choice of words is possible, preferenceshould be given to those which have been definedand accepted internationally (see 1S0 5492).

When reporting to other members of the trade, tech-nical or jargon phrases may be acceptable, but gen-erally the simplest available words and phrases are tobe preferred.

5.9.3.3 Style and presentation of reports

Tabulation and~or the use of a pro-forma layout maybe helpful where a large quantity of data needs to bepresented, or where a series of repofls may need tobe compared or contrasted. In cases where a logicalsequence of conclusions needs to be drawn, a narra-tive style of report may be more appropriate.

Trainees should acquire a basic knowledge of statis-tics sufficient to ensure that tests do not have in-builtbias and that results are not misinterpreted (i.e. sam-pling, subjective effects, sample effects).

6 Monitoring and testing of performance

6.1 Trainees

Testing of the performance of trainees may be bycontinuous assessment and evaluation during theirtraining sessions, or by a formal examination, or by acombination of both (see annex C for examples oftraining and formal examination in the wine trade).This will lead formally or informally to recognition asan expert assessor.

6.2 Expert assessors and specialized expetiassessors

Short- and long-term changes may occur after trainingand it is essential that the performance of experts iscontinually monitored to check consistency. The cru-cial judgement is that of the market place, where it isdecided whether or not a product meets the requirements of the final user. This judgement should besupplemented by comparing assessments with thoseof other experts.

The training of experts should result in an awarenessof the need for checking in a continuous way theconsistency of ability and of continual enhancementof skill and knowledge. The expert should take theinitiative so that self-monitoring becomes an integralpan of assessment.

IS 15317 (Part 2) :2003

ISO 8586-2:1994

Annex A f

(informative)

Diagram of stages by which a trainee may become an expert assessor or aspecialized expert assessor

6

IS 15317 (Part 2) :2003

ISO 8586-2:1994

A.1 Steps which allow a trainee to become an expert assessor, then a specializedexpert assessor

Trainee

Acquisition of capabilities and experience in sensory anatysis

Recruitment, preliminary screening and instruction

t

I Initiated assessor I

tTraining in methods and general principles

t

I Selected assessor I

Selection for training

tEval~ation of potential

tMonitoring ot performance and/or testing

t

k!E!2H4— Acqulsltlon of capabilities and experience in a specialized field

Product and/or process and/or marketing training

Recognized potential and motivation

Training In interpretation and reporting

Validation of technical capabilities

I( Specialized expert assessor

7

IS 15317 (Part 2) :2003

ISO 8586-2:1994

A.2 Steps which allow a trainee to become a specialized expert assessor

TraineeI

sAcquisition of capabilities and experience

in a specialized field

B.

Product and/or process and/or marketing tralnlng

Recognized potential and motivation

Validation of tehnicat capabilities

Acquisition of capabilities and experience In sensory analysis ——— Expert (technical) in a specialized field

Recruitment, preliminary screening and instruction

t

Initiated assessorli 1

t

Tratriing In methods and general principles

t

Selected assessorL t

t

Selection tor training

t

Evacuation of potential

tMonitoring of performance and/or testing

t

I Expert assessor IL I

t

Training In Interpretation and reporting

t

r

I Specialized expert assessor I

Thpntal

B,di

1 1

IS 15317 (Part 2):2003.

ISO 8586-2:1994

Annex B(informative)

Short description of the training and testingwine trade

B.1 Introduction

The wine trade of the United Kingdom has a graded,progressive system of training. Some form of testingtakes place at every level.

6.2 Outline of the syllabus of thediploma course

Before taking the two-year diploma course, candi-dates need to have passed the wine trade highercenificate or the equivalent hotel and catering level.Diploma examinations at the end of each year havetwo theoretical written papers on general topics, trademanagement, wines and spirits, and a wine tastingrequiring sensory deductions and quality assess-ments. Diplomas with honours may be awarded.

used in the United Kingdom forexpe~s

B.3 Outline of the syllabus for theMaster of Wine examination

Background and history of the wine trade, includingthe following.

a)

b)

c)

d)

Viticulture and vilification: resultant styles andqualities of wines.

The general handling of wine.

Regulations affecting the import and sale of wine,marketing methods, and general knowledge.

Practical tastings.

9

IS 15317 (Part 2):2003

ISO 8586-2:1994

Annex C(informative)

Short description of the training and testing procedure developed in Chinafor tea

C.1 Physical and health requirements

Tea assessors should be healthy.

Tea assessors’ sensory receptors should adhere tothe requirements given in C.1.1 to C.1 .3.

C.1.l Sight

According to the “InternationalGraph”, naked or corrected visualbe below 1,0.

Standard Visionacuity should not

Colour perception should be normal, without colourblindness, being able to distinguish correctly differentconcentrations of potassium bichromate solutions.

C.1.2 Olfaction

Tea assessors should have above-average ability todistinguish concentrations of vanilla, bitter almonds,roses, jasmine, mint, lemon, etc. and aromatic sol-utions.

assessors

C.1.3 Taste

Tea assessors should have normal detection of (abilityto distinguish) different concentrations of cane sugar,citric acid, sodium chloride, quinine and sodiumglutamate in aqueous solutions.

C.2 Professional requirements

Tea assessors should

a) know the fundamentals of tea processing;

b) know well the grading standards of tea, and theterminology of tea assessing;

c) know the quality characteristics, manufacture andmarketing of tea.

C.3 Training

Actual training comes from long-term apprenticeshipin tea manufacture and marketing.

10

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This lndian Standard has been developed from DOC :No. FAD 58 ( 1125).

Amendments Issued Since Publication

Amend No. Date of Issue Text Affected

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