Unit F: FOOD MERCHANDINGcdnlfk.pbrc.edu/pdfs/training/Unit F Food Merchandising re.pdf · Describe...

PHASE II MANAGER CERTIFICATION PROGRAM UNIT F: FOOD MERCHANDISING

1

Unit F: FOOD MERCHANDING 1

2

Table of Contents 3

4

Food Merchandising Pages 5

Objectives ��3 6

Ways to Make the Cafeteria Inviting ��3 7

Physical Conditions ��4 8

Decorations ��4 9

Music ��4 10

Review A ��5 11

Answers – Review A ��6 12

Influence of Personnel ��7 13

Review B ��8 14

Answers – Review B ��9 15

Food Characteristics Which Increase Appeal ��..10 16

Food Quality ��..10 17

“Eye” Appeal ��..10 18

Flavor ��..11 19

Standard Portions ��..12 20

Review C ��..13 21

Answers – Review C ��..14 22

Creating a Demand ��..15 23

Advertising ��..15 24

Menu Posting ��..15 25

Bulletin Boards and Posters ��..16 26

Other Advertisements ��..16 27

Special Activities ��..16 28

Food Samples ��..17 29

Recognition Activities ��..17 30

Staff Spotlights ��..17 31

Special Promotions ��..18 32

Review D ��..19 33

Answers – Review D ��..20 34

Summary ��..21 35

Learning Activities ��..22 36

General Instructions ��..22 37

Specific Activities ��..22 38

39


2

Food Merchandising Pages 1

Activity 1: Rewrite One Week’s Menus Using Creative Men 2

Terminology ��..23 3

Activity II: Plan Garnishes for One Week’s menus ��..24 4

Activity III: Pan and Execute a School Lunch Advertisement to be 5

Announced Over the Intercom System or Displayed on 6

a Poster or Bulletin Board in a Location other than the 7

Cafeteria ��.25 8

Activity IV: Pan and Execute a Promotion to Generate Interest and 9

Enthusiasm for the School Lunch Program ��.26 10

Activity Checklist ��.27 11

Test 1 ��28 12

Test 2 ��30 13

Keys to Test ��.32 14

15


3

Unit F: Food Merchandising 1

2

Food merchandising means selling food. Part of your job as a school food service 3

manager is to convince the students to buy the food prepared by the school food 4

service. It is well known that some students have considerable spending money; and 5

they want to decide where and what to eat. Some may prefer to skip lunch and get a 6

“snack” later. Others may bring a lunch from home. 7

School food service managers must make meals in the cafeteria so appealing that the 8

students will want to eat there. This unit will show you things that you can do to 9

encourage students to eat in the school cafeteria. 10

11

Objectives 12

When you have completed this unit, you should be able to do the following: 13

1. Suggest ways to make the cafeteria inviting. 14

2. Describe the importance of high standards for personnel. 15

3. Describe characteristics of food preparation which increase 16

consumer appeal. 17

4. Conduct activities that will create a demand for school food service. 18

19

Ways to Make the Cafeteria Inviting 20

An important part of merchandising is how the cafeteria environment affects the 21

students. How do they feel when they enter? Is it comfortable, attractive, and inviting? 22

You can control some of the conditions that affect the cafeteria environment; others you 23

cannot control. Those conditions which you cannot change should be brought to the 24

attention of the principal or supervisor for future consideration. 25

26


4

Physical Conditions 1

Neatness and cleanliness are essential for an inviting cafeteria. Tables should be 2

arranged in an orderly fashion. If chairs are used, they should be placed under the 3

tables. Neatness and cleanliness also should apply to the serving line, the kitchen and 4

the manager’s desk or office. 5

The cafeteria should be well lit and have a comfortable temperature. It also should be 6

in good repair. Peeling paint, broken shades, cracked windows, or similar conditions 7

should be discussed with your principal or supervisor. 8

9

10

Decorations 11

You have the responsibility to make the cafeteria attractive. The cafeteria needs to be 12

neat and clean, but it does not need to give the impression of being a sterile, unfriendly 13

place. Although you may be limited in major renovations of the cafeteria, you still can 14

work to make it attractive. Emphasize its positive aspects and students may overlook 15

undesirable features. 16

Attractive plants help to give the cafeteria a pleasing appearance. Hang the plants by 17

windows or place them on tables or on the floor in corners so that they are away from 18

traffic paths. Plants should not be placed where leaves might fall into food. 19

Posters and student artwork also can make the cafeteria more attractive. Ask your 20

supervisor for sources of posters such as the American School Food Service 21

Association or some commercial companies. Cooperate with teachers in displaying 22

artwork. Students will be interested in the cafeteria if their work is on display for others 23

to see. Posters also can be used to teach students about nutrition. 24

Change cafeteria displays frequently. Students will sense an uncaring attitude if the 25

same display remains for long periods of time. 26

27

Music 28

Music is another feature that can make the cafeteria inviting to students. Some 29

cafeterias have facilities to play tapes, records, or a radio as background music. 30

Perhaps the PTA or student group in your school will purchase a jukebox for the 31

cafeteria. A school combo might be featured in the cafeteria in cooperation with the 32

music teacher. 33


5

Review A 1

2

Directions: Underline the correct answer. If necessary, review the previous 3

material. 4

5

6

1. Conditions in the cafeteria needing improvement, but over which you do not have 7

the authority to change should be (ignored, discussed with the principal or 8

supervisor). 9

10

11

12

2. While a cafeteria should be clean and neat, the impression it gives should be 13

(sterile, friendly). 14

15

16

17

3. Student artwork (may, may not) be displayed in the cafeteria. 18

19

20

21

Turn the page to check your answers 22

23


6

Answers - Review A 1

2

3


material. 5

6

1. Conditions in the cafeteria needing improvement, but over which you do not have 7

the authority to change should be (ignored, discussed with the principal or 8

supervisor). 9

10

11

2. While a cafeteria should be clean and neat, the impression it gives should be 12

(sterile, friendly). 13

14

15

3. Student artwork (may, may not) be displayed in the cafeteria. 16

17


7

Influence of Personnel 1

2

3

The impression that you and your technicians create may determine if students eat in 4

the cafeteria. School food service personnel need to be clean and neat. They also 5

need to be friendly and interested in the welfare of the students. 6

7

Care should be taken to serve food in a way that is appealing to students. Trays should 8

be neat and foods should be separated. Food should not be dripped on the tray edges 9

or over the divisions. 10

11

The appearance of the serving line influences the reactions of the students. The line 12

should be kept neat and clean. Instruct the technicians to do the following: 13

14

• Arrange food attractively. 15

• Wipe up spills immediately. 16

• Remove empty containers. 17

It is your job as manager to be certain the technicians understand and carry out their 18

responsibilities in food merchandising. 19

20


8

Review B 1

2

3


material. 5

6

7

1. The appearance of the technicians (does, does not) influence the way students 8

feel about the cafeteria. 9

10

11

2. School Food service personnel should be (stern and businesslike, friendly and 12

interested). 13

14

15

3. Empty containers on the serving line should be (stacked neatly until serving is 16

finished, removed immediately). 17

18

Turn the page to check your answers 19

20


9

Answers - Review B 1

2

3


material. 5

6

7

1. The appearance of the technicians (does, does not) influence the way students 8

feel about the cafeteria. 9

10

11

2. School Food service personnel should be (stern and businesslike, friendly and 12

interested). 13

14

15

3. Empty containers on the serving line should be (stacked neatly until serving is 16

finished, removed immediately). 17

18


10

Food Characteristics Which Increase Appeal 1

2

The purpose of school food service is to help improve and maintain the health of 3

students by getting them to eat nutritious meals. Although all aspects of food 4

merchandising are important, high student participation requires the serving of high 5

quality food. Food quality, eye appeal, and flavor are characteristics which increase 6

appeal. 7

8

Food Quality 9

High quality food production requires the cooperation of you and your technicians. The 10

technicians must carry out their responsibilities in food production and service. You 11

must plan and supervise this production and service. 12

13

“Eye” Appeal 14

People “eat with their eyes.” Watch your students. Notice how much more likely they 15

are to taste a food if it looks good. To merchandise food effectively, plan ways to make 16

the food look good, both on the serving line and on the tray or plate. 17

Color – An important ingredient for an attractive meal is color. When menus are 18

planned, foods are selected which provide a pleasing variety of colors 19

(see the Phase II unit on Planning Menus). If you plan menus, select 20

pleasing food combinations. If your menus are planned by a central office, 21

knowledge about the effects of color will help you understand the food 22

choices and enable you to substitute when necessary. 23

Garnishes – Another aspect of “eye” appeal is the garnishing of food. A garnish 24

is a small amount of extra food that is used to decorate a food. It is that 25

“extra” that tells the students that you care enough about your work to 26

make the food attractive. Some guidelines for garnishes are as follows: 27

1. The garnish needs to be a food which can be eaten. 28

2. The flavor of the garnish should complement the food. 29

3. The color of the garnish should contrast, not clash with the food. 30

31


11

1

Think of some garnishes and some foods that would be pretty together. Possible 2

garnishes including parsley, olives, orange or lemon slices, celery leaves, cheese 3

sauce, whipped cream, bread crumbs, toasted coconut, nuts, crumbled bacon, and 4

hard-cooked egg slices. Garnishes are particularly attractive on pans of food on the 5

serving lines. In some instances, individual servings of food should be garnished. 6

Picture in your mind the following combinations: 7

• Turnip greens sprinkled with crisp bacon bits. 8

• Scoop of tuna salad with olive slice. 9

• Green beans with toasted slivered almonds. 10

• Peach half with cherry. 11

Planning the garnishes is an important part of your job as a manager. The Phase II 12

unit, Promoting School Food Service, contains ideas for garnishes. Be certain that your 13

technicians use them. You may want to include the suggested garnishes on the recipe 14

card or production schedule. 15

16

Flavor 17

Flavor also affects the appeal of food. It includes taste, texture and aroma. After food 18

has passed the “eye” test, the next test is the “mouth” test. After an individual has 19

decided that a food “looks good enough to eat,” the student will decide if it “tastes good 20

enough to eat.” 21

Most of the decisions concerning flavor should be made during menu planning and the 22

development of standardized recipes. As discussed in the menu planning unit, foods 23

should be selected that provide a variety in taste, texture, color, shape, and 24

temperature. When it is necessary for you to make menu substitutions, consider the 25

need for variety in the different food characteristics. 26

The use of standardized recipes is essential in maintaining consistent high quality food. 27

Be certain that the technicians follow the standardized recipes so that each menu item 28

will be of the same quality each time it is prepared. 29

30


12

Standard Portions 1

As discussed in the Phase I unit, Portion Control, sizes may vary according to the grade 2

or age of the student. The USDA has determined standard portions for students of 3

various ages. Students would be quick to notice if it appears that some “favorite 4

students” got larger portions than others. Such action causes bad feelings about the 5

cafeteria. The way to avoid this situation is to be certain that technicians understand 6

and abide by the rules concerning standard portions. Let the students know that you 7

are following the rules concerning standard portions. Students will respect and 8

appreciate the fact that rules are followed. 9

10


13

Review C 1

2

Directions: Answer the following questions. If necessary, review the 3

previous material. 4

5

6

1. Planning garnishes is the responsibility of the ____________________________. 7

8

9

2. The guidelines for a garnish are as follows: 10

11

___________________________________________________________________12

___________________________________________________________________13

___________________________________________________________________14

___________________________________________________________________15

___________________________________________________________________ 16

17

18

3. Use of ________________________ recipes ensures consistent quality. 19

20

21

4. Technicians (may, may not) encourage good behavior by serving larger portions to 22

students who are “good.” 23

24

25

TURN THE PAGE AND CHECK YOUR ANSWERS 26

27


14

Answers - Review C 1

2

3

Directions: Answer the following questions. If necessary, review the previous 4

material. 5

6

7

1. Planning garnishes is the responsibility of the ____manager__________________. 8

9

10

2. The guidelines for a garnish are as follows: 11

It is a food. 12

Its flavor complements the food. 13

Its color contrasts with the food. 14

15

16

3. Use of ___standardized________ recipes ensures consistent quality. 17

18

4. Technicians (may, may not) encourage good behavior by serving larger portions to 19

students who are “good.” 20

21


15

Creating a Demand 1

2

Creating a demand will encourage students to eat in the school cafeteria. While the 3

responsibility for creating the demand is yours, help is available. Some of your 4

technicians may be talented in this area and would enjoy being involved. Also, think 5

who supports you. Sometimes clubs are looking for “service projects.” Create 6

demands through advertising, posting menus, and promoting special events. 7

8

Advertising 9

Advertising simply means letting the student know what you have “for sale” and then 10

convincing them to buy it. Advertisements include posted menus, displays, posters, 11

announcements on the intercom system, noncommercial radio and newspapers. Use 12

advertisements to promote special events such as National School Lunch Week and 13

Louisiana School Lunch Week or to encourage student to try the salad bar, sandwich 14

line or take-out meals service. 15

16

Menu Posting 17

Posting the menu allows students to know what is to be served. Consider this a 18

“selling” opportunity, not just communication. 19

The posted menu should be attractive, accurate, and neat. Be certain that all words are 20

spelled correctly. Use simple graphic illustrations to make the posted menu interesting 21

and eye-catching. Colored paper also is helpful. 22

Menus should list the foods in an accurate and appealing manner. Use “appetizing” 23

words to describe the food. Some examples are the following: 24

� Crisp 25

� Juicy 26

� Fluffy white 27

� Tender 28

� Cold 29

� Spicy 30

Post menus where they will be seen by all students, not only those who eat in the 31

cafeteria. Menus also could be posted in classrooms and hallways. Sending home the 32

menus for the week or month is useful also. 33


16

Bulletin Boards and Posters 1

Bulletin boards and posters placed at various locations throughout the school can help 2

to created interest in school food service. Bulletin boards can decorate the cafeteria 3

and provide an ideal place to teach students about nutrition. They serve a two-fold 4

purpose, as a positive reinforcement for nutrition education, in addition to making the 5

cafeteria more colorful and attractive. If you do not have a bulletin board, perhaps you 6

have an empty wall on which students could paint a nutrition-related mural or mount an 7

attractive display of wall hangings. A bulletin board near the school entrance or office is 8

a good place for students to see advertisements for foods sales. Remember the 9

teachers’ lounge. Teachers convey their ideas about school food service to students. 10

You need the teachers’ support. 11

12

Other Advertisements 13

The school newspaper is another way to reach many students. The paper could carry a 14

listing of the menus or print articles promoting school food service. News stories are 15

another way to tell students about the cafeteria. Work with the newspaper sponsor. 16

Often the sponsor needs suggestions for stories to assign student reporters. Cooperate 17

with the reporter to get good publicity for the cafeteria. 18

The school intercom system is another way of reaching students with information about 19

school food service. Local radio stations also may report the menus. Other media may 20

be interested in news. When something good is newsworthy happens in your cafeteria 21

or to your personnel, inform the news media. 22

23

Special Activities 24

Special activities or promotions can help create a demand. Consider promotional 25

activities used by commercial companies and decide which ones can be adapted for 26

your food service. Celebrate holidays by serving special menus and advertise the 27

menus using words descriptive of the holiday. Have students decorate the cafeteria for 28

the holiday. Perhaps student groups will decorate the cafeteria as a means of 29

promoting their group’s activities. Such surroundings will help the students feel that the 30

cafeteria is an important part of their school life. 31

32


17

Food Samples 1

Free food samples appeal to almost everyone. Tasting parties are outlined in 2

Promoting School Food Service as a way to increase food acceptance. A small sample 3

of a few bites of a single food may be used as a means to increase familiarity and 4

acceptance. Ask students to give you their opinion of the food. Students appreciate 5

being asked for their opinions about menu items. Be sure to label appropriately 6

(nutrition education) and record all items used for tasting parties on a special food 7

production record (SFS-6). 8

9

Recognition Activities 10

Plan activities to recognize individuals. A popular activity could be a monthly birthday 11

cake to honor students and teachers whose birthday falls in that month. Be aware of 12

other groups in the school which might be honored with a cake, bulletin board display, 13

or in other ways. Such groups could include athletic teams, science fair and social 14

studies fair winners, debate teams, cheerleaders, student council, and scout troops. 15

Honoring individuals makes them feel good about school food service. 16

Recognition is newsworthy. Work with the newspaper for additional publicity for the 17

food service program. 18

19

Staff Spotlights 20

An excellent means of promoting school food service is to enable students to learn 21

something about the food service staff. This knowledge will help students feel more 22

relaxed and be more familiar with the cafeteria. 23

Prepare a bulletin board or poster for the cafeteria which features the photograph of one 24

worker each week. Include food models or magazine pictures which represent the food 25

items the worker prepares. Indicate the menu items which the worker prepares daily or 26

weekly with a menu card. Indicate the worker of the week with a special name tag to be 27

worn during service time. A variation of this activity is to have all workers wear name 28

tags identifying the food items they prepared or their job duties. 29

Publicize the activities in advance in the school paper. Ask teachers and students to 30

help you plan and carry out these activities. With the teachers’ permission, the worker 31

of the week could make classroom visits as a means of informing students about 32

technician’s duties and food preparation. 33

34


18

Special Promotions 1

Promotional activities or contest are used by many organizations to obtain attention, 2

interest, and support. Think of things you could do to get more students to eat in the 3

cafeteria. The following are some suggestions: 4

1. Provide a frozen yogurt or ice cream party for the class with the highest 5

participation for the month. 6

2. Award a prize (tokens for video games or a fruit basket) to the person who has 7

the tray with the “blue” circle on the bottom. 8

3. Organize a “two-bite” club made up of students who eat at least two bites of each 9

food served and post pictures on the bulletin board of classes with the most 10

members. 11

4. Hold a nutrition poster contest and display posters in the cafeteria. Make certain 12

that posters displayed present accurate nutritional information. Hold a contest 13

and pick winners and award winners a ribbon or some other reward. 14

5. Allow classes to plan the menu for special events. For example, when a certain 15

country is studied in history class, a menu from that country could be served. 16

6. Feature a food for the week or month and provide stickers or other non-food 17

rewards to students who select and taste the food. This activity especially is 18

useful to encourage students to try fruits and vegetables as in the 5-A-Day 19

Program. 20

There are several publications for managers available free of charge from the National 21

Food Service Management Institute and Division of Nutrition Assistance, State 22

Department of Education’s website to give you more information about the ideas 23

presented in this unit as well as in the Promoting School Food Service unit. Ask your 24

supervisor how you can get these materials. Be sure to allow at least six weeks for the 25

pre-planning of any promotional activity. Also, obtain proper approval from your 26

principal, supervisor, or any other authority. 27

28


19

Review D 1

2

3


material. 5

6

7

1. Advertising the school food service (is, is not) a part of the manager’s job. 8

9

10

2. Menus should be posted (only in or near the cafeteria, throughout the school). 11

12

13

3. Using appetizing words (helps, does not help) to merchandise food. 14

15

16

4. Special promotions (are, are not) acceptable in school food service. 17

18

19

TURN THE PAGE AND CHECK YOUR ANSWERS 20

21


20

Answers - Review D 1

2

3


material. 5

6

1. Advertising the school food service (is, is not) a part of the manager’s job. 7

8

9

2. Menus should be posted (only in or near the cafeteria, throughout the school). 10

11

12

3. Using appetizing words (helps, does not help) to merchandise food. 13

14

15

4. Special promotions (are, are not) acceptable in school food service. 16

17

18


21

Summary 1

2

1. Food merchandising is selling food. The school food service manager has the 3

responsibility to “merchandise” so students will participate in the program. 4

5

2. The cafeteria needs to be an inviting place for students. Ways to make it inviting 6

include the following: 7

a. Keep the physical conditions clean, neat, and comfortable. 8

b. Use appropriate decorations. 9

c. Provide music. 10

11

3. Food service personnel need to be clean, neat, and friendly. 12

13

4. The characteristics of the food affect its appeal. Be certain to 14

a. Maintain consistent high quality. 15

b. Garnish food to make it attractive. 16

c. Serve standard portions. 17

18

5. An important part of merchandising is to create a demand. 19

a. Advertise by posting attractive and appetizing menus, displaying posters, 20

and using school and commercial media. 21

b. Use special activities such as decorations, food samples, special 22

recognitions, and promotions to create a demand. 23

24


22

Learning Activities 1

2

This unit has been designed to help school food service managers share 3

information. The purpose of this training is to enable you to share information 4

effectively, especially with your supervisor and your technicians. 5

6

7

General Instructions 8

The following learning activities must be performed to successfully complete the 9

unit. Your preceptor will provide guidance as you carry out the activities. The 10

activity checklist indicates steps where approval is necessary. 11

12

You should use a notebook to record the steps in the activities. Describe your 13

plans and report the results of the activities. Be sure to include suggested 14

changes. Mistakes may be the best teacher, so do not worry about being 15

perfect. Concentrate on improving your skills. 16

17

18

Specific Activities 19

Specific activities are described which will enable you to apply the information in 20

the unit. Follow the steps listed to develop your skill in sharing information. 21

22


23

Activity I: Rewrite One Week’s Menus Using Creative Menu 1

Terminology 2

3

4

1. Select a series of menus which have been used for one week. 5

6

7

2. Rewrite each menu, using descriptive, appetizing words. 8

9

10

3. Have your preceptor check your revised menu. 11

12

4. When you and your preceptor are satisfied with your menu writing skill, have 13

the preceptor initial and date your activity checklist. 14

15


24

Activity II: Plan Garnishes for One Week’s Menus 1

2

3

1. Select a series of menus for one week. If possible, select menus which will be 4

served in several weeks. 5

2. Identify foods on which a garnish would be appropriate. 6

3. Suggest a garnish for each of the foods indicated. (The Phase II unit, Promoting 7

School Food Service, has suggestions for garnishes.) 8

4. Have your preceptor check your suggestions. 9

5. If possible, use the garnishes when the menu is used. 10

6. Report the reactions of the students and the technicians. 11

7. When you and your preceptor are satisfied with your skill in planning garnishes, 12

have the preceptor date and initial your activity checklist. 13

14


25

Activity III: Plan and Execute a School Lunch Advertisement to be Announced 1

Over the Intercom System or Displayed on a Poster or Bulletin Board 2

in a Location other than the Cafeteria 3

4

5

1. Decide on the type of advertisement to be developed. 6

2. Plan the design and/or the message. 7

3. Make a list of supplies and materials. 8

4. Review plans with your preceptor and get the preceptor’s approval. 9

5. Secure any additional approval needed for the project. 10

6. Report results to your preceptor. 11

7. When you and your preceptor are satisfied with your skill in planning and 12

executing a school lunch advertisement, have the preceptor date and initial your 13

activity checklist. 14

15


26

Activity IV: Plan and Execute a Promotion to Generate 1

Interest and Enthusiasm for the School Lunch 2

Program 3

4

1. Select a promotional technique. 5

2. Plan the promotional activities. 6

3. List the materials and supplies needed. 7

4. Discuss plans with your preceptor and get approval. 8

5. Secure any other needed approval for the project. 9

6. Execute the promotion. 10

7. Report results to your preceptor. 11

8. When you and your preceptor are satisfied with your skill in planning and 12

executing a promotion to generate interest and enthusiasm for the school lunch 13

program, have the preceptor date and initial your activity checklist. 14

15


27

Activity Checklist 1

Food Merchandising 2

3

Date Completed Initials Activity

I. 1.____________ 2.____________ 3.____________

_______ _______ _______

I. Rewrites menus with creative terminology. 1. Select menu series for 1 week. 2. Rewrite with descriptive words. 3. Make changes if recommended.

II. 1.___________ 2.___________ 3.___________ 4.___________ 5.___________ 6.___________

_______ _______ _______ _______ _______ _______

II. Plans garnishes for one week’s menus. 1. Selects menu series for one week. 2. Identifies food to be garnished. 3. Select sgarnishes. 4. Makes changes, if recommended. 5. Uses garnishes (with approval). 6. Reports reaction of students.

III. 1.___________ 2.___________ 3.___________ 4.___________ 5.___________ 6.___________

_______ _______ _______ _______ _______ _______

III. Plans and execute advertisement. 1. Defines type of advertisement. 2. Plans advertisement. 3. Lists needed supplies. 4. Makes changes, if recommended. 5. Secures approval. 6. Executes advertisement.

IV. 1.___________ 2.___________ 3.___________ 4.___________ 5.___________ 6.___________

_______ _______ _______ _______ _______ _______

IV. Develops promotional activity. 1. Selects promotional technique. 2. Plans the activity. 3. Lists needed supplies. 4. Makes changes, if recommended. 5. Secures approval. 6. Executes the activity.

4

School Food Authority: _____________________________________________ 5

6

__________________________ __________________________ 7

Student’s Name Preceptor’s Signature 8

9

_________________________ 10

Date 11


28

Unit Name: FOOD MERCHANDISING _ 1

2

Student’s Name: _____________________________ TEST 1 3

4

Date: _______________________________________ 5

6

Directions: Choose the best answer. When you have chosen your answer, 7

circle the letter in front of it. There is only one correct answer for 8

each question. 9

1. In school food service, who has the main responsibility for food 10

merchandising? 11

a. Technicians. 12

b. Manager. 13

c. Principal. 14

d. Supervisor. 15

16

2. Plants may be used for decoration 17

a. By windows. 18

b. On the tables. 19

c. On the floor in a corner. 20

d. All of the above. 21

22

3. If the paint is peeling on the cafeteria walls, the manager should 23

a. Hire a painter to repaint. 24

b. Ask the technicians to paint when they are not busy. 25

c. Discuss the situation with the principal or supervisor. 26

d. Iignore the situation. 27

28

4. When serving food to students, technicians should 29

a. Be friendly. 30

b. Be stern and businesslike. 31

c. Concentrate on serving the food. 32

d. Both b and c. 33

34


29

1

5. Garnishes should 2

a. Be edible. 3

b. Have a flavor which complements that of the food. 4

c. Contract in color with the food. 5


7

6. To ensure high quality food 8

a. The manager should season each food “to taste.” 9

b. The technician preparing food should “season to taste.” 10

c. Use standardize recipes. 11

d. None of the above. 12

13

7. An appropriate place to advertise school meals is the 14

a. School newspaper. 15

b. Bulletin board by front entrance to the school. 16

c. Local radio station. 17


19

8. Posting pictures with information about technicians on a cafeteria 20

bulletin board 21

a. Is not permitted by USDA. 22

b. Should not be done because it might embarrass technicians. 23

c. Helps create interest in the cafeteria. 24

d. Both a and b. 25

26

27


30

Unit Name: FOOD MERCHANDISING _ 1

2

Student’s Name: _____________________________ TEST 2 3

4

Date: _______________________________________ 5

6

Directions: Choose the best answer. When you have chosen your answer, 7

circle the letter in front of it. There is only one correct answer for 8

each question. 9

1. To encourage student participation, the school food service manager 10

needs to 11

a. Get the school board to make students stay in the school building during 12

the lunch hour. 13

b. Practice good food merchandising techniques. 14

c. Get the principal to force teachers to eat in the cafeteria. 15

d. Criticize students who bring lunches to school. 16

17

2. If a student group wants to place a jukebox in the cafeteria, the manager 18

should 19

a. Explain to the group that the USDA does not permit music in cafeterias. 20

b. Ignore the group and hope they cannot raise enough money for the 21

jukebox. 22

c. Encourage and cooperate with them. 23

d. Ask the food service supervisor to explain to the principal that a jukebox is 24

undesirable. 25

26

3. Student art displays in the cafeteria 27

a. Increase student interest in the food service. 28

b. Should be changed frequently. 29

c. Are unsanitary and are not allowed in the cafeteria. 30

d. Both a and b. 31

32

4. Technicians who serve food improperly should be 33

a. Corrected by the principal. 34

b. Corrected by the manager. 35

c. Corrected by the supervisor. 36

d. Ignored. 37

38


31

5. Planning garnishes is the responsibility of the 1

a. Salad cook. 2

b. Vegetable cook. 3

c. Manager. 4

d. Supervisor. 5

6

6. Technicians should serve larger than standard portions to 7

a. Students who are well behaved and request large portions. 8

b. Their “favorite” students. 9

c. Their relatives. 10

d. No one. 11

12

7. Posted menus should 13

a. Use appetizing words. 14

b. Be checked carefully for correct spelling. 15

c. Be located throughout the school. 16


18

8. If a newsworthy event is occurring in the cafeteria, the manager should 19

a. Make arrangements for the news media to be contacted. 20

b. Rely on the principal to contact the media. 21

c. Rely on the supervisor to contact the media. 22

d. None of the above. 23

24


32

1

Food Merchandising 2

Examination Form 3

4

Keys for Tests 5

6

Item Number Test 1 Test 2

1 b b

2 d c

3 c d 4 a b

5 d c

6 c d

7 d d

8 c a 7

Unit F: FOOD MERCHANDINGcdnlfk.pbrc.edu/pdfs/training/Unit F Food Merchandising re.pdf · Describe...

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Transcript of Unit F: FOOD MERCHANDINGcdnlfk.pbrc.edu/pdfs/training/Unit F Food Merchandising re.pdf · Describe...