Risk Management Modules PDF

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Modules for Risk Management as Applied to Safety, Security, and Sanitation...

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Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

A. Course code and title THC112k | Risk Management as Applied to Safety, Security, and Sanitation B. Course description This course will develop students’ knowledge, skills, and values on the basic principles of personal hygiene, food safety, and sanitation as applied in tourism and hospitality industry. Topics include the following: compliance with workplace hygiene procedures; establishment and maintenance of a safe and secure workplace; implementation of occupational health and safety procedures; and performing basic first aid procedures. C. Overview of the course This course is designed to introduce the students to the value of safety, security and sanitation principles and sound practices. Using the Hazard Analysis Critical Control Point (HACCP) as guidelines, the students are oriented towards the proper handling of food from preparation, production to service. D. Course outcomes At the end of this course, the learners are expected to: 1. Explain the concept of providing basic safety and sanitation in the foodservice industry. 2. Recognize the standard food safety and sanitation with emphasis on HACCP (Hazard Analysis Critical Control Point) principles. 3. Conform to the appropriate practices in food handling and basic safety in the foodservice industry; integrate latest industry’s methods and implementation. 4. Create an industry safety and sanitation infographic.

5. Undergo online CPR and First Aid Training at https://www.profirstaid.com/training.

E. Prerequisite knowledge and skills for the course No prerequisite. F.

Course outline or a list of contents I. II. III. IV. V. VI. VII. VIII. IX.

Getting to Know Yourself and the Course Providing Safe Food Flow of Food: Purchasing, Receiving, and Storing Flow of Food: Preparation and Service Hazzard Analysis Critical Control Points (HACCP) Sanitation and Safety Standards Integrated Pest Management Employee Training First Aid Training

G. Explanation of how the course is divided into units or modules This course is divided into 9 modules. This module is arranged successively to enable students to have a clear understanding of the prior modules and apply the theories for the output required from the succeeding modules. H. List of resources need by the students (e.g. Textbook, laptop, internet connectivity, usb, etc)

a. Laptop or desktop b. Internet connectivity c. Open Educational Resources

Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

I.

Course schedule Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

J.

Module 1: Getting to Know Yourself and the Course Module 2: Providing Safe Food Module 3: Flow of Food: Purchasing, Receiving, and Storing Module 4: Flow of Food: Preparation and Service Module 5: Hazzard Analysis Critical Control Points (HACCP) Module 6: Sanitation and Safety Standards Module 7: Integrated Pest Management Module 8: Employee Training Module 9: First Aid Training

Explanation of the mode of delivery, communication system, and other support system o

This module is to be delivered on a fully online modality

o

The LMS is the main communication system for the course. Access to lessons, submissions and collaboration are facilitated by LMS. At least weekly log in in the LMS is required. The students are expected to submit the requirements as due to better navigation of the course. For writing and presentation requirements, students are expected to avail of free learning tools like Google apps (Docs, Excel, Slide), Grammarly and Zotero

o

K. Discussion on the skills needed by the student with this shift in teaching and learning mode a. This list of skills is to be learned or enhanced in flexible-tech-driven modality i. Organization skills ii. Time management skills iii. Flexibility iv. Digital skills L. References

1. ServSafe coursebook. (2017). Upper Saddle River: Pearson.

2. Time Temperature Abuse. (n.d.). Retrieved June 14, 2020, from http://www.restaurant.org/home 3. Pathogens. (n.d.). Retrieved June 10, 2020, from https://www.cdc.gov/ 4. First Aid Basics. (2020, June 09). Retrieved June 10, 2020, from https://nhcps.com/lesson/cpr-first-aid-first-aid-basics/ 5. Medical Issues & Complications Encountered In First Aid. (2020, January 29). Retrieved June 10, 2020, from https://nhcps.com/lesson/cpr-first-aid-medical-problems-encountered/ 6. Treating Traumatic Injuries. (2020, February 28). Retrieved June 10, 2020, from https://nhcps.com/lesson/cpr-first-aid-traumatic-injuries/ 7. Environmental Injury & Illnesses. (2020, February 28). Retrieved June 10, 2020, from https://nhcps.com/lesson/cpr-first-aid-environmental-injury-illnesses/ 8. Adult CPR, AED and Choking. (2020, January 29). Retrieved June 10, 2020, from https://nhcps.com/lesson/cpr-first-aid-aed-choking-adults/

Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

I.

Module 1: Getting to Know Yourself and the Course A. Introduction This module is to introduce students to one another and the course. This is an opportunity for them to showcase their individuality with diverse group of peers. This is also a platform for the instructor to discuss and evaluate the room environment and set expectations with the students. B. Learning outcomes 1. Orient students with the overview of the course, its importance to society, and its significance to hospitality students 2. Discuss how the course will carry out the objectives of the College and of the University C. Study schedule & structure Study Topic Period Week VMO, core 1 values, and program 1.5 Educational, hours course outcomes

Week 1 0.5 hour Week 1 1.0 hour

Course Requirement s, Using online tools & Grading System

Learning Activities 1. Getting to Know Activity: Sharing of personal experiences on how they think management applies to their lives; sharing insights on their personal observations in the hospitality industry 2. Introduce the subject, requirements, and final output of the course

Course outline 3. Introduce the subject, requirements, and final output of the course

Learning Resources Student Manual

Syllabus/Learning Plan

Assessment Discussion Rubric  Accuracy and completeness of content (50%)  Clarity of delivery (25%)  Use of correct grammar and pronunciation (25%)

D. Slides

Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

Risk Management as Applied to Safety, Security, and Sanitation Module 1 (see attached PPT) E. Assignment task Read Providing Safe Food (See attached PPT: Module 2)

II.

Module 2: Providing Safe Food A. Introduction Being in the foodservice industry is not easy. You have responsibilities to the operation, to your co-workers, and to your customers. The best way to meet those responsibilities is to keep the food you serve safe. Another important role of a food handler is to prevent any type of contamination of food from occurring. Contamination is the presence of harmful substances in food. Those substances can be biological, chemical, or physical. Most contaminants cause foodborne illness. Others can result in physical injury. At every step in the flow of food, food handlers can contaminate food. They might not even realize it when they do it. Something as simple as touching the face while prepping a salad could make customer sick. Even a food handler who appears to be healthy may spread foodborne pathogens. This module will help you know the many ways that food handlers can contaminate food. B. Learning outcomes 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Recognize the importance of food safety Explain how food becomes unsafe Identify TCS food Identify factors that affect the growth of foodborne bacteria Identify characteristics of TCS food Identify major foodborne pathogens and allergens their sources, resulting illnesses, and symptoms Identify chemical and physical contaminants and methods of prevention Identify the most common allergens, their associated symptoms, and methods for preventing allergic reactions Identify personal behaviors that can contaminate food Practice proper washing and caring for hands

C. Study schedule & structure Study Perio d Week 2 0.5 hour

Topic Providing Safe Food

Learning Activities

1. Assign 5-6 learners discussing their understanding about the importance of food safety via Zoom

Learning Resources

Assessment Discussion Rubric  Accuracy and completeness of content (50%)  Clarity of delivery (25%)  Use of correct grammar and pronunciation

(25%) Week

The

2. Learn various Food

Food Safety Signs

Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

2 0.5 hour Week 2 0.5 hour

Microworld

Safety Signs and TCS Posters

Contamination, 3. Discuss the case Food Allergens, study: and Foodborne Jack, the manager of Illness a small bakery, has been told that he is over budget on bakery supplies. To cut expenses, Jack meets with his staff and instruct them to reuse any supplies they can. On the following Monday, the bakery staff decides to reuse the parchment paper used to line the cookie pans during baking. On Friday of the same week, Mrs. Alba calls to tell the bakery that her 7year old son was hospitalized shortly after eating some sugar cookies that were purchased on Thursday. Mrs. Alba further accuses the bakery of not having correct ingredient label on the sugar cookies. She said her son had a severe allergic reaction to peanuts, which was traced back to the cookies. When Jack learns about the situation, he insists the ingredient label is correct and that peanuts are not in the sugar cookie recipe. Answer the following questions: 1. How could the sugar cookies be the cause of Mrs. Smith’s son’s allergic reaction? 2. How could this situation have been prevented?

and TCS Poster

Case Study Rubric  Scope 60% 

Originality 20%



Presentation 10%

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Integration 10%

Week 2

The Safe Food Handler

4. Handwashing Infomercial: Create an individual video

Infomercial Rubric  Organization 30%

Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

0.5 hour

of the proper handwashing procedure)

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Content 20%

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Volume and Clarity 20%

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Length 10%



Presentation 20%

D. Slides: Risk Management as Applied to Safety, Security, and Sanitation Module 2 (see attached PPT)

F.

Assignment task Read The Flow of Food: Purchasing, Receiving, and Storing (See attached PPT: Module 3)

E. Module summary/Study guide A foodborne illness is a disease transmitted to people through food. An illness is considered an outbreak when: (1) two or more people have the same symptoms after eating the same food, (2) an investigation is conducted by state and local regulatory authorities, and (3) the outbreak is confirmed by laboratory analysis. Challenges to food safety include: Time and money – Pressure to work quickly can make it hard to take the time to follow food safety practices; Language and culture - Your staff may speak a different language than you do, which can make it difficult to communicate. Cultural differences can also influence how food handlers view food safety; Literacy and education Staff often have different levels of education, making it more challenging to teach them food safety; Pathogens – Illness-causing microorganisms are more frequently found on food that once was considered safe; Unapproved suppliers - Food that is received from suppliers that are not practicing food safety can cause a foodborne-illness outbreak; High-risk customers The number of customers at high risk for getting a foodborne illness is increasing. An example of this is the growing elderly population; and Staff turnover - Training new staff leaves less time for food safety training. The ServSafe program will provide the tools needed to overcome the challenges in managing a good food safety program. These people have a higher risk of getting a foodborne illness: (1) Elderly people - Elderly people are at high risk because their immune systems have weakened with age, (2) Preschool-age children - Very young children are at high risk because they have not yet built up strong immune systems and (3) People with weakened immune systems. The four types of microorganisms that can cause foodborne illness are: (1) Viruses, (2) Bacteria, (3) Parasites, and (3) Fungi. The six conditions support the growth of bacteria F(food) A(acid) T(temperature) T(time) O(oxygen) and M(moisture). The temperature range of the temperature danger zone is 41°F to 135°F (5°C to 57°C) Food handlers can contaminate food when they: (1) Have a foodborne illness, (2) Have wounds that contain a pathogen, (3) Sneeze or cough, (4) Have contact with a person who is sick, (5) Touch anything that may contaminate their hands and don’t wash them, (6)Have symptoms such as diarrhea, vomiting, or jaundice—a yellowing of the eyes or skin F.

Post test See attached file: Post Test 1, 2, and 3

Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

III.

Module 3: Flow of Food: Purchasing, Receiving, and Storing A. Introduction To keep food safe, you must apply what you learned in previous modules. This requires a good understanding of how to prevent cross-contamination and time-temperature abuse. You can’t make unsafe food safe. So, you must make sure to bring only safe food into your operation. Purchasing food from approved, reputable suppliers, and following good receiving procedures will help ensure the safety and quality of the food your operations uses. Following good storage guidelines for food and nonfood items will help keep these items safe and preserve their quality. In general, you must label, and date mark your food correctly. You must also rotate food and store it at the correct temperature. Finally, you need to store items in a way that prevents cross-contamination. B. Learning outcomes 1. 2. 3. 4. 5. 6. 7. 8. 9.

Identify methods for preventing cross-contamination Identify methods for preventing time-temperature abuse Identify different types of temperature measuring devices and their uses Identify characteristics of an approved food source Maintain required records of shell stock tags, and parasite destruction Identify the criteria for receiving food Store food to prevent contamination Ensure food is properly labeled and dated Store refrigerated, frozen, and dry food safely

C. Study schedule & structure Study Period Week 3

Topic The Flow of Food

1. Calibrating Thermometer s

Purchasing and Receiving

2. Discuss the case study: A shipment

0.5 hour

Week 3 2 hours

Learning Activities

Learning Resources Video Presentation: Calibrating Thermometer

Video Presentation: Purchasing from

Assessment Discussion Rubric  Accuracy and completeness of content (50%)  Clarity of delivery (25%)  Use of correct grammar and pronunciation (25%) Case Study Rubric  Scope 60% 

Originality 20%

was delivered to Enrico’s Italian

Approved Sources



Presentation

Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

Restaurant on a warm summer day. Alyce, who was in charge of receiving, began inspecting the shipment. First, she inspected the bags of frozen shrimp. Alyce notice ice crystals inside the bags and took that as a good sign that the shrimp were still frozen. Next she used a thermometer to test the temperature of the vacuumpacked packages of ground beef, which was 40F. Then Alyce used the same thermometer to measure the temperature of the fresh salmon. The salmon was on ice, although it seemed as though much of the ice had melted. The internal temperature of the salmon was 43F, and the flesh sprung back after she touched it. She accepted the ground beef

10% 

Integration 10%

and the salmon and put them on Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

the side to put away. Not wanting to take time to clean and sanitize the probe, Alyce felt several containers of sour cream. They felt cold, so Alyce put them on the side to put away. Finally, Alyce inspected the cases of pasta. One of the cases was torn, but the pasta inside the case didn’t seem to be damaged. Once she finished receiving the food, Alyce was ready to put it into storage. First, she carried the bags of shrimp to the freezer. She wondered who had left the freezer without making sure the door was completely shut. Alyce then loaded a case of sour cream on the dolly and wheeled it over to the reach-in cooler. When she opened the cooler, she noticed that it was tightly

packed. However, she was able to Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

squeeze the case into a spot on the top shelf. Next she wheeled several cases of fresh ground beef and the fresh salmon over to the walk-in cooler. She noticed that the readout on the outside of the cooler indicated 39F. Alyce pushed through the cold curtains and bumped into a hot stockpot of soup as she moved inside. She moved the soup over and made a space for the ground beef. She was able to put the salmon on the shelf above the soup. Alyce said hello to Mary, who had just cleaned the shelving in the unit and was lining it with new aluminum foil. Answer the following questions: 1. What receiving mistakes did Alyce make? Week 3

Storage

2. What storage

Case Study Rubric

0.5 hour

mistakes were made



Scope 60%



Originality 20%

Prepared by: Chef Billy Genterola, FMP

Chef Billy Genterola | University of Nueva Caceres | College of Business and Accountancy | Hospitality Management Department

at the operation

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Presentation 10%



Integration 10%

D. Slides Risk Management as Applied to Safety, Security, and Sanitation Module 3 (see attached PPT) G. Assignment task Read The Flow of Food: Preparation and Serving (See attached PPT: Module 4) E. Module summary/Study guide The flow of food is the path food takes in the operation from purchasing to service. Many things can happen to food in its flow through the operation. Two major concerns are: (1) cross-contamination a...