SITHCCC020 Work Effectively as a Cook Assessment Answer
- Explain how the following conditions impact on the calculation of the correct food preparation quantities. (80–100 words each)
- Customer feedback.
- Seasonal changes.
- Records of customer numbers.
- Stock control procedures.
- What does it mean to say that customers expect consistency with regard to food quality and the accompanying service? (80–100 word
- What does the term mise en place mean? (30–50 words)
- Explain how you would calculate the amount of food you need to prepare for a particular service period. (80–100 words)
- In order to be successful restaurants/ food outlets need to forecast—to accurately predict the numbers of customers who will patronize, over a finite period of time, their enterprise. Why is this necessary? (120–150 words)
- The following is assailable content and will be due on the date of submission On what factors will a chef, or kitchen manager base their calculations regarding commodities to be ordered and prepared ready for service? (150–180 words)
- Explain (100–120 words) how and why a task list or a work flow plan:
- Makes work easier.
- Contributes to cost savings in the establishment.
- Prepare a job checklist for food preparation that might be used for a café preparing for a lunchtime service period.
Why is effective liaison between team members necessary, and what things should be communicated? (180–220 words)
- Explain how and why a work flow plan makes work easier and contributes to cost savings in the establishment. (80–100 words)
- What things might be taken into consideration when assigning work tasks? (120–150 words)
- What information is contained in a recipe and how does it help with calculating the amount of food that needs to be prepared prior to service? (150–180 words)
- The following is assessable content and will be due on the date of submission.
Make a list of at least six things that might impact on the quantities of food required for different food service periods.
Explain what each piece of equipment is used for.
|Chef’s knife||Used for slicing, chopping and dicing|
|Whisk||can be used to blend ingredients smooth or to incorporate air into a mixture, in a process known as whisking or whipping|
|Food processor||food processor are electric motor driven appliance. They have wider and shorter bowls than blender. Used for repetitious kitchen tasks such as chopping, slicing, shredding, pureeing, mixing.|
|Paring knife||for Peeling, cutting and artistic work|
|Boning knife||Used to bone and clean raw meat and poultry|
|Palette knife||Used to mix, spread and scrape soft mixtures—flip pancakes.|
|Chinos||this is a conical sieve with an extremely fine mesh. It is used to strain custards, purees, soups, and sauces, producing a very smooth texture. It can also be used to dust food with a fine layer of powdered ingredient.|
|Deep-fryer||for frying fish, chips, schnitzel, seafood etc—immersion method.|
|Mandolin||used for slicing and for cutting julienne or can make crinkle-cuts.|
|Salamander||used for grilling, toasting and keeping food warm. Most salamanders have top and bottom heat plates that can be used together or separately.|
|Piping bag||used to pipe semi-solid foods by pressing them through a narrow opening at one end and can be used for many purposes including cake decoration or filling pastries like profiteroles.|
|Sharpening stone||Used to sharpen all knives.|
Explain what the cookery terms and methods listed in the table involve and under what circumstances they would be used.
Explain what the cookery terms and methods listed in the table involve and under what circumstances they would be used.
What are the items listed in the table and how would they be used?
- List at least six special needs, dietary requirements and requests that you might have to cater for when working in a commercial kitchen.
- A customer with an intolerance to gluten would like to order the bolognaise sauce but cannot have the spaghetti. What options could you provide the customer with? (80–100 words)
- What are some of the expectations customers have in relation to food quality? (80–100 words)
- What factors can influence the appeal of presentation of food dishes? (50–80 words)
- What must the kitchen team do to ensure timeliness of delivery? (80–100 words)
- Define teamwork. (30–50 words)
- Give three examples of the ways in which you and the other members of the kitchen could cooperate to work as a team.
What are the required storage temperatures for:
|a. Perishable foods?||below 5 degree Celsius|
|b. Frozen foods?||below -15 degree Celsius|
|c. Dry store foods?||10 degree Celsius||to 20 degree Celsius|
|d. At what temperature should hot foods be held?||over 60 degree Celsius|
Why is it necessary to store or hold foods at these temperatures? (30–50 words)
- Explain (50–80 words each) the intent of standard procedures that are used after the service period to:
- Clean benches.
- Dispose of rubbish.
- Clean the grill.
- Clean the dishwasher.
- Why should equipment, crockery, benches, boards and utensils be air-dried? (30–50 words)
- List three of the final tasks to be completed when you have finished the post-service clean up.
- Explain (50–80 words each) the intent of standard procedures that might be used after the service period to:
- Store perishable foods.
- Store unused dry goods. Should bistro salads be stored and kept for service the next day? (30–50 words)
- In many food service establishments, post-service debriefings will occur. Whilst these need not be held after every service period, and they can be quite informal, formal debriefings should probably be held on a regular basis. What is the value of such debriefings and how often do you think they should be held? Give reasons for your answers. (80–100 words)
- List 10 things that could be discussed during a debriefing session.
List six food categories/ types and give an example of one food from each category. Briefly describe the characteristics of that food.
Identify and list six basic methods of cookery.
Explain what these culinary terms mean. (30–50 words each)
|Refresh||In refresh, the parboiled or cooked food like vegetables is immersed in ice water or run over with cold water to avoid further cooking. This helps to stop the cooking process of the parboiled vegetables and they do not get overcooked and to help them retain their color.|
|Glaze||a liquid such as milk or beaten egg used to form a smooth, shiny coating on food|
|Accompaniment||used to describe a food that supports the main item on a plate.|
|Flambé||Flambé is a cooking procedure in which alcohol is added to a hot pan to create a burst of flames|
Explain what is meant by the term standard recipes, what information they include and how they benefit an enterprise. (180–220 words)
List three work activities where cooks are likely to be expected to follow procedures.
You work as a sous chef in a small restaurant. The kitchen brigade consists of a head chef, yourself, a kitchen hand and dishwasher. The restaurant has been booked for a corporate lunchtime function.
The brief from the customers is for a light, but sophisticated three course luncheon. Design and document a suitable menu then draw up a work flow plan that would enable you to prepare well in advance for the luncheon.
Explain why it is important to cater to the special needs of customers. How does the ability to adapt to special requests affect the success of an enterprise? (80–100 words)
In the table list six health and safety hazards or potential hazards that you might be exposed to in the course of your work. For each, explain how the risk has or can be minimized or eliminated. An example has been provided.
|Hazard||Method of reducing risk|
Using caustic chemicals to clean the grill plate
|slips, trips and falls||clean up any spills on the floor immediately and to put away stock and equipment when they are no longer needed.|
|Electrocution||All equipment must be checked for safety and operational function before use.|
|Cuts from Knives||Knives should always be treated with care. They should be stored securely—in a case, knife box or roll—to avoid both damage to the knives and injury to workers retrieving the knives.|
|Manual handling||Kitchen staff and food service staff may suffer injuries such as strains or bruising from handling heavy/bulky objects.|
|Fire||commercial cooking environments can be highly combustible due to intense cooking heat, and highly flammable oils and grease lining inaccessible exhaust ducts.|
|Burns||Burns from hot oil splashing, contact with hot equipment, spills or clothing items catching on fire.|
To be assessed as competent for this study unit you must demonstrate your ability to prepare, cook and serve multiple items from a variety of different menu styles over a minimum of 48 complete food service periods.
This should be completed in a fully equipped commercial kitchen. If you are not currently employed in hospitality then the assessments should be conducted in a simulated kitchen.
Your assessor will need to observe you:
- setting up the kitchen and preparing for service
- preparing job checklists and work flow plans
- calculating, organizing and preparing commodity and food item requirements
- following appropriate portion control and waste minimization procedures
- handling, preparing and storing foods safely prior to service
- using kitchen equipment in the appropriate manner
- producing foodstuffs suited to enterprise and industry requirements, to meet customer expectations of quality, eye appeal and timeliness of delivery
- multi-tasking and responding to multiple demands and requests
- working as part of a team and coordinating team activities in a positive and courteous manner
- preparing dishes for customers within the typical time constraints of a busy commercial kitchen
- cooking foodstuffs using appropriate methods of cookery
- adapting foods to meet special dietary needs or requests
- solving problems, for instance, dealing with a shortage of food items or difficult customer requests
- following appropriate end of service procedures
- participating in a post-service debrief
The assessment will take into consideration:
- your interactions with other members of the kitchen team and with other service staff
- your ability to read and use standard recipes
- the way in which customer feedback is accepted and used
- compliance with health and safety legislation and requirements
You will also need to demonstrate:
- literacy skills to read menus, recipes, task sheets and orders
- numeracy skills to calculate portions, and weigh and measure quantities of ingredients
Be prepared to answer verbal questions about health and safety, hygiene legislation and about your work methods. You will need to demonstrate understanding of a Hazard Analysis and Critical Control Points (HACCP) plan; its application and the reasons for its use.
Negotiate with your assessor to determine the most appropriate time for assessment and to determine the ways in which the assessment will be conducted. The assessor should collaborate with you to draw up a detailed task list that addresses the performance criteria for this study unit. This should be provided to you well ahead of the assessment so you are able to prepare properly and will know what to expect.
If the assessor is unable to observe your work for all 48 service periods the checklist might be completed by an appropriately qualified third party (for example a work supervisor, chef or kitchen manager) who can attest to the fact that you can complete, to the required standard, the tasks described on the checklist.
During the assessment you will need to answer verbal questions relating to:
- mise en place
- particular menu items
- different food items
- procedures to be followed to meet customer expectations of quality
- appropriate cookery methods
- safe food hygiene and work practices
- the application of food safety plans
- responding to multiple demands and requests
- working as part of a team
- ensuring that time constraints are met
- using standard recipes
- use of correct culinary terminology in kitchen communication
- post-service debriefings
Your assessor might also require written responses to the questions asked.
The following checklist can be photocopied for use by assessors and third party observers. It will need to be accompanied by a task list specific to each assessment context and will require supporting evidence.
|Participant name:||Assessment date:|
|Trainer/ assessor name:||RTO:|
|Yes/No||No. of times||Comments|
|The candidate has demonstrated competence in:|
|Setting up the kitchen and preparing for service|
|Preparing job checklists and work flow plans|
|Correct and hygienic handling of products|
|Selection of the correct equipment for each purpose|
|Safe and effective use of equipment|
|Correct cleaning and maintenance of kitchen equipment|
|Effective mise en place and work flow|
|Understanding the characteristics of different foods|
|Reading and using standard recipes|
|Calculating, organizing and preparing commodities and foods|
|Portion control and waste minimization|
|Storing foods safely prior to the service period|
|Utilizing appropriate methods of cookery|
|Adapting foods to meet special dietary needs or requests|
|Cooking and serving items to meet customer expectations of quality, eye appeal and timeliness of delivery|
|Correct end of service procedures|
|Participating in a post-service debrief|
|Collection and use of customer feedback|
|Team cooperation and contribution|
|Problem-solving and initiative|
|Literacy and numeracy skills|