Академический Документы
Профессиональный Документы
Культура Документы
Picture: http://www.borninafricatours.co.za/
Rachel Brown
Keene State College Dietetic Intern
2017
Table of Contents
1. Menu Development
a. The Theme and Menu
b. Budget for Meal
c. Recipe Development
2. Production
a. Standardized Recipes with Nutrient Analysis
b. Development of Production Sheets
c. Forecasting
d. Recipe Cost
e. Purchasing
f. Service Diagram
g. Tracking of Over and Under Production
h. Plan for Leftovers
i. Employee Work Distribution and Equipment Utilization
j. Final Food Cost for Meal
k. Customer Satisfaction Evaluation
3. Marketing
a. Advertising the Meal
b. Decorations
4. Final Report
a. Summary of Event
b. Customer Satisfaction Results
c. Pictures from Event
d. Marketing Materials
e. Standardized Recipes (with cost per serving and nutrient analysis)
f. Production Sheets, Service Diagrams, and Customer Satisfaction Tool
Menu Development
I. The Theme and Menu
A. Theme Determination
The food service director of Concord School District predetermined the theme of the
meal project. There is a large population of foreign students attending the public schools in the
Concord School District and to celebrate that diversity, the Lunch Around the World meal
series was established. There is a large population of Nepalese and African students attending
Rundlett Middle School. The previous Keene State College Dietetic Intern managed a Nepalese
themed meal; an African themed meal was determined to come next in the series.
B. Menu Determination
The menu was determined through talking with a school personnel that works with the
foreign students at Rundlett Middle School. She provided the head chef and I with a booklet of
recipes that the foreign students created while working with her. The booklet had many recipes in
it from many countries around the world. The recipes were narrowed down to the ones that came
from African countries that were feasible to make on the day of the meal. A focus group was held
with 8 students from various African countries to determine the final menu. The students native
countries were Tanzania, Democratic Republic of Congo, Uganda, Rwanda, and Namibia. The
recipes came from those countries to target this population of the students. The menu options
were determined through the ingredients they required, the amount of time it took to cook them,
and how acceptable they would be to the general student population.
C. Menu Items
Entre
Namibian Chicken
Alternative Entre (Vegetarian option)
Rwandan Ibushimbo
Hot Served Sides
Tanzanian Mucheri Rice
Roasted Green Cabbage
Cold Served Sides
Mango
Pineapple
A. Food Cost
The food cost in the school service setting is an average of all the meals in the year. This
allows some meals to cost more than the budget and other meals to cost under the budget. The
Food Service Director can check to compare the budget for the year with the estimated spending
curve to see how the current budget compares with the overall budget. Since this was the
specialty meal of the month, the food budget for this meal was allowed to be higher than normal
meals at the school. Usually, the Food Service Director can calculates the labor costs associated
with the meal and then plan the meal cost to be less than the labor for the day. She typically tries
to keep the cost of each meal item around $0.25 per serving in order for the recipe to be cost
effective. She can always check the budget during special occasions to see if she is under budget
and can put more money into special recipes.
B. Labor Cost
The labor costs include the hourly wage of all of the staff members that work in the
school kitchen. At the site of the meal, the staff members included a head chef, three assistant
chefs, and a substitute. The staff salaries differ based on their responsibilities and the amount of
years they have been working in the school district. The staff salaries included:
With the school day schedule, the staff members generally work 5-8 hour days. The work day
usually starts at 7:00am in order to have breakfast for the students ready by 8:00am. The last
lunch of the day is 1:20pm and lasts about 30 minutes. The workers usually finish cleaning up
the work area by 3:00pm. When the Food Service Director monitors the budget, she reflects on
the labor costs to determine if staff members can get more work hours or if staff members need
to cut back work hours to decrease labor costs.
Total: $481.39
With this labor cost, the food cost for the African Meal would be set at $577.68 with the 20%
increase.
C. Supplies
Supply costs are miscellaneous and factored into the total budget. They are not nearly as
expensive as the labor and food costs when there are no new kitchen appliances needed. They
include the purchasing of items such as new trays, napkins, forks, knives, spoons, and kitchen
supplies. These are purchased when needed and can lead to decreased spending in labor or food
costs if they make the budget go over the projected amount. Concord School District does not
have a particular budget for supplies, but rather just factors them in the total school year budget
to determine if they are still in a good area with the overall years budget.
Ingredients Amounts
Kidney beans, red, canned 20lbs and 4oz
Instructions
1. Drain and rinse beans.
2. Combine beans with heated tomato-based sauce.
3. Hold at 140F or above until served.
Ingredients Amounts
Chick thigh, raw, with skin 70 lbs.
Instructions
1. Preheat oven to 350 F.
2. Grease pans and place chicken on pan evenly.
3. Put chicken in oven and cook for 20 min or until chicken reaches an internal
temperature of 170 F.
4. Add tomato-based sauce to the chicken.
5. Hold chicken at 140 F or above before serving.
Instructions
1. Add all ingredients to large steam kettle.
2. Simmer mixture for an hour and a half, or until mixture reaches 180F.
3. Add sauce to chicken or kidney beans.
4. Hold at 140F or above until served.
Ingredients Amounts
Rice, brown, uncooked 20 lbs
Chicken flavored base 2 cups
Pepper, white 2 tbsp
Onions, fresh, diced 4 each
Instructions
1. In a large pot, add enough water for a 2.5:1 water to rice ratio.
2. Once water is boiling, add rice, chicken base, white pepper, and onions.
3. When rice is almost fully cooked with some water still at the bottom of the pot, take off
the flame and let sit for 20 min. This will help to absorb moisture without becoming
soggy. Temperature of rice should reach 210F when fully cooked.
4. Hold before serving at 140 F or above.
Ingredients Amounts
Cabbage, green, fresh, head 8 medium
Oil, olive 8oz
Salt, table 0.5oz
Black pepper, ground 0.25oz
Instructions
1. Preheat oven to 350 F.
2. Rinse and shred cabbage. Put into one large bowl.
3. Add olive oil, salt, and pepper to cabbage. Mix until all cabbage is lightly coated with oil.
4. Grease pans and spread cabbage evenly.
5. Put in convection oven. Cook for 30-40 minutes or until edges are slightly brown.
6. Hold at 140F or above until served.
Concord School District does not have production sheets for the hot meal of the day but only for
the sandwiches and salads that are offered. I created a production to show what it would have
looked like for this meal. Based off of what needed to be prepared for this meal, all of the staff
members were assigned jobs to do during productions and during the meal. There were 6 staff
members, including myself, that would be working during the day of the meal project. The main
jobs required for the day of the meal included:
During production
Manager - Rachel
Head Chef/ Hot Production - Head Chef
Hot Production/Cold Production - Assistant Chef 3
Cold Production - Assistant Chef 1 and Substitute
Snack Setup - Assistant Chef 2
During meal
Manager - Rachel
Servers - Assistant Chefs 1 and 3
Cashiers - Assistant Chef 2 and Substitute
Serving Support - Head Chef
The production time included the preparation of the chicken, the kidney beans, the rice, the sauce
for the chicken and the beans, the cabbage, the mango, the pineapple, and then all of the other
available food items including the salads and sandwiches. The head chef prepared and cooked
the chicken, beans, rice, and cabbage in hot production. The Hot/Cold production assistant chef
helped with creating the salads and then cooked the pizzas that were offered as a meal
alternative. The cold production assistant chef and substitute created the salads and sandwiches
that were served as a meal alternative. The snack setup assistant chef stocked the snack and
beverage areas of the cafeteria. The manager helped where assistance was needed and oversaw
all production areas.
The mealtime included the serving, restocking, and cashiering of the meal. The servers set up the
trays of food for the meal. They also served as the dishwashers in between and after the meals
since there was no dishwasher available the day of the meal project. The cashiers collected the
payment for the meals as well as replenished the snacks and cold items offered in between meals.
Serving support replenished the hot food items and pizza when they were running low during the
meal and in between the meals. The manager oversaw the serving of the meal and the reactions
of the customers during the meal.
III. Forecasting
It was forecasted that 200 students would be purchasing the meal based on previous purchasing
patterns. On a typical day in Rundlett, 150-220 students purchase a hot lunch from the cafeteria.
The forecasting is done by looking back at past lunches that were similar and determining the
amount of students that will probably buy the meal based on that. This forecasting assisted in the
buying of ingredients and the creation of the meal items.
Since this was a new meal, the forecast was made in the middle of the normal population of
students who buy lunch. It was predicted that less students would buy the lunch, but because all
of the food left overs could be used in other recipes later on, the food was slightly overproduced.
Each menu item received a different menu forecast based off of what the head chef believed
would be sold:
- Namibian Chicken: 200
- Rwandan Ibushimbo: 100
- Tanzanian Mucheri Rice: 200
- Roasted Cabbage: 100
The chicken and rice were predicted to be the most popular items since they were more familiar
to the students. The kidney beans and the roasted cabbage were predicted to be less popular items
so their forecasting was cut in half.
The recipe cost was determined by the total cost of the food items that would be utilized for each
recipe. The serving cost was then determined by dividing the total recipe cost by the number of
servings those ingredients would provide.
Sauce for the Namibian Chicken and Rwandan Ibushimbo
- Diced tomatoes - 6 #10 cans ($3.75 total for 6 cans) = $3.75
- Marinara sauce - 4 #10 cans ($27.55 per case - $18.36 total) = $18.36
- Tomato paste - 1 #10 can ($5.28 per can) = $5.28
- Basil, fresh - 1 bunch ($2.49 per bunch) = $2.49
- Oregano, ground - cup ($11.95 for 13oz container) = $2.30
- Garlic, fresh, pealed (chop himself) - cup(1/10th the case used,$14.85 for 5lbs)= $1.49
- Salt - cup ($5.94 for 25lb case) = $0.01
- Pepper - cup ($8.88 per lb) = $0.56
- Sugar, granulated - 2 cups ($31.13 for 40lbs of sugar -0.78 per lb price)= $1.04
- Onion, granulated - cup ($8.45 for 18oz) = $1.41
- Onions, spanish, fresh, chopped - 10 each (1 case 50# - $18.95 per case) = $3.79
- Yellow peppers - 5 each ( case - 11# $14.00 per unit 9 per case) = $7.00
- Green peppers - 5 each (1 case $22.95 per unit) 20 peppers = $5.74
- Red peppers - 6 each ( case - 25# $15.00 per unit - $15.00 total) 9 per
case = $10.00
Namibian Chicken
- Skinless chicken thighs (2oz each) - (4 cases of 2 pack 5lbs $32.90 per unit, $131.60
total) = $131.60
- Chicken breast patties - (3 cases $43.68 for 10lb case - $4.47 per pound 3-5 oz piece -
$131.04 total) = $131.04
Total = $262.64 / 280 servings = $0.94 per serving With the sauce = $1.13 per serving
Rwandan Ibushimbo
- Red Kidney Beans - 3 #10 cans ($3.75 for 6 cans/2 for 3 cans) = $1.88
Total = $1.88/100 servings = $0.02 per serving With the sauce = $0.21 per serving
Roasted Cabbage
- Cabbage, green, julienned - 8 each (28lbs, 0.69 per unit - $19.32)= $2.42
- Olive oil - 1 cup ($25.24 for gallon) =$1.58
- Salt - 1 tbsp ($5.94 for 25lbs) = $0.01
- Pepper - 1 tbsp ($8.88 per lb) = $0.14
Mango
- Mangos, frozen, precut - 4 cases (2 - 5lb - $27.34 per unit, $54.78 x 2) = $109.36
Pineapple
- Pineapple, fresh - 10 each ($22.95 for 10 pineapples) = $22.95
- Pineapple, precut - 1 cases ($47.83 per case 100 packs) = $71.75
V. Purchasing
The purchasing of the food items needed for the meal started with the recipes being analyzed for
the ingredients needed, the determination of the ingredients the kitchen already had on hand, and
what ingredients needed to be purchased from the available vendors. The food item prices were
compared based on vendor and food products available.
Recipe items already in kitchen inventory:
- Olive oil
- Salt
- Pepper
- Canned diced tomatoes
- Canned marinara sauce
- Canned tomato paste
- Ground oregano
- Sugar
- Onion flakes
- Canned kidney beans
- Chicken flavored base
Refrigerator
Cold Prep
Table
Cold Prep -Pineapples
-Mangos
Refrigerator
Steam Kettle
-Sauce Dishwashing Area
Stove
Pizza
-Tanzanian Mucheri Rice
Warmer
Cold Food cashier
Self Serving
Station
Hot Prep
Serving Area
Hot Lunch
Convection Ovens
Cold Food cashier
-Namibian Chicken
Self Serving
-Roasted Cabbage
Hot Warmers Station
-Pizza
Food -Rwandan
Storage Ibushimbo
There was an overproduction of the chicken and an underproduction of the kidney beans and
roasted cabbage. The head chef requested enough chicken to make 280 portions when the
forecasting predicted only 200 portions needed to be made because he was planning to use the
extra chicken later on in the week. The kidney beans and roasted cabbage were under produced
in comparison to the chicken and the rice because they were going to be optional items in the
meal. These items are known to be less popular in the student population and therefore it could
be assumed that most would not want to take these items unless they had to. Tracking the over
and under production are smart ways to prevent food waste or to cook ahead of time for meals to
come. Reducing the servings of less popular items decreases left over food. Increasing the
servings when the food item can be used in another dish can decrease labor for later in the week.
The sauce for the kidney beans and chicken was cooked in the steam kettle. The chicken and
cabbage were cooked in the convection oven. The rice was cooked on the stove range in a pot.
The kidney beans were put into the hot holding table until the sauce was added. The other
equipment used included knives and cutting boards for the preparation of the food before it was
cooked.
The other staff members mostly prepared the other food options that are available everyday at the
school. These meal options included the salads, sandwiches, and pizza. One of the assistant chefs
was cold and hot production since she started by making the salads for the day and then switched
to cooking the pizzas in the convection oven. Another assistant chef stayed in the cold production
to create all of the salads and help with making the sandwiches. The substitute helped with the
creating the salads and sandwiches as well. The last assistant chef was in charge of cashiering
breakfast while the rest were starting production, and then went to refilling the grab and go snack
items.
As manager, I oversaw the cooking of all the hot production items that the head chef was
creating. I also prepared the pineapple and mango for the self serve cold table when I had time
available.
X. Final Food Cost for Meal
Food Cost
Labor Cost
Head Chef - $18.95/hour - worked 7.5 hours $142.13
Assistant Chef 1 - $16.13/hour - worked 7 hours $112.91
Assistant Chef 2 - $16.13/hour - worked 6 hours $96.78
Assistant Chef 3 - $13.29/hour - worked 7 hours $79.74
Substitute - $11.86/hour - worked 5.25 hours $62.27
Supplies
1. What did you order for the Africa Lunch Around the World meal? Please circle.
Namibian Chicken Tanzanian Mucheri (Rice) Rwandan Ibushimbo (Beans)
2. On a scale from 1-5, 1 being not very good and 5 being very good, how would you
rank your meal?
1 2 3 4 5
5. What would you like to see in future Lunch Around the World meals?
Marketing
I. Advertising the Meal
The meal was advertised through a flyer that was given out and hung up around Rundlett Middle
School. The flyer emphasized the African theme of the meal and presented the meal choice
options. The principle also made a morning announcement about the meal and talked about it
before the students were able to get lunch in the cafeteria.
II. Decorations
The decorations for the event were a map of the world for the students to mark where in Africa
they were from, the flags of the African countries the students were from, and a powerpoint
slideshow that displayed facts and pictures of Africa. The African students were asked to bring in
pictures or decorations that they may have brought with them from Africa when they moved, but
they declined.
Final Report
I. Summary of Event
My meal project work started when I found out the theme would Africa. I had no
previous knowledge of African dishes before this project so I had to research possible
ideas. I did not know that Concord School District had a large refugee population
from The Democratic Republic of Congo, Tanzania, Rwanda, Uganda, and Namibia.
My meal project was going to be an effort to reach out to the refugee population in
the middle school because they often did not like the hot meal choices the school
offered.
To find out more about these students in the middle school, I reached out to the staff
member at the school to who worked with the refugee students. She gave me a
booklet of recipes that the students had created for recipe ideas. We planned to meet
again for a focus group with some of the native African students in order to get their
input on our recipe choices for the meal. The students really wanted to help with
cooking the recipes on the day of the meal, but it would not be safe for the students to
be in the kitchen and the head chef did not want to supervise. After discussing the
recipes with the students, we made the menu for the meal. I created the flyer for the
meal to promote it and sent it to the Food Service Director. She sent it to the principal
of the middle school to have it printed and displayed around the school the week of
the meal. I also created a PowerPoint presentation with pictures and information
about the various African countries the meal was featuring. The PowerPoint was sent
to the principal as well to be displayed on the TV screen in the cafeteria on the day of
the meal.
On the day of the meal, I came into the kitchen at 8am. All of the staff members were
already in the kitchen and serving breakfast. The head chef had started preparing the
hot meal items and the other staff members were making the other meal items that are
served daily. I checked all of the hot items to make sure they were on schedule for
cooking and then started preparing the pineapple and mango options. When the
mango and pineapple were set up in the self-serving cold area, I started helping the
head chef transfer the hot foods into hotel pans for service.
When the meal was serviced, I observed the amount of students who purchased the
meal, their reactions to the meal, and the comments they were saying about it. I
walked around the cafeteria and asked the students who had purchased the meal how
they liked it and would they want it again. Their reactions were surprisingly positive.
The native African students came to the kitchen to thank the kitchen staff for
preparing the meal. When the meal was over, I helped clean the kitchen with the rest
of the staff. Teachers came to visit the kitchen to congratulate us on the success of the
meal.
The meal was the week before a school break so the evaluation survey was not able to
be handed out to the students until a week after the meal. The teachers were given the
surveys to pass out to the students and then collected the surveys to give to the
kitchen staff. The kitchen staff saved them to give to me to analyze when I came back
to the kitchen. Not all of the surveys could be passed out and collected due to the
chaos of the students coming back to school after break and the teachers being unable
to collect them all.
From the results of the surveys and the verbal feedback I received on the day of the
meal project, I think the meal was a success. The students got to experience a new
culture or share their culture that seems very foreign to the other students around
them. The meal items were well accepted by the students even with the small
participation of 129 students. Many students commented that they didnt try it but
they will if it comes back again, showing their interest in the new food items.
If I could do this meal project again I would only change the timing of the evaluation.
I would have had the evaluations ready to hand out to the students during the meal
and collected them the day of. This would have increased the survey numbers and
given me better information on their thoughts surrounding the meal. For future meal
projects at this site, I would recommend the interns to have a focus group with the
students well before the meal in order to have their buy in. The students really want to
feel heard when you are cooking meals from their native countries. I would also
recommend planning ahead for how you want to evaluate the meal so you can have
the highest amount feedback possible.
Only 41 surveys could be retrieved and analyzed for results following the meal. From the
responses, this is what the result was:
What did you order for the Africa Lunch Around the World?
Menu Item Amount
Namibian Chicken 20
Tanzanian Mucheri 17
Rwandan Ibushimbo 10
Did not get meal 5
On a scale from 1-5, 1 being not very good and 5 being very good, how would you rank this
meal?
Score Amount
1 3
2 2
3 6
4 7
5 12
Other comments:
- I didnt eat it because I didnt know what it was, but next time I would eat it
See Recipes folder for recipes and the Nutrient Analysis of all the recipes.
See Production Sheet, Service Diagram, and Africa Meal Project Evaluation.