Human Resource Management Competencies - Hygiene, Sanitation and Safety in the Bakery Work Area - Case Study Example

Cover page Human Resource Management Competencies Student’s Name Course Tutor’s Name Date ABSTRACT This training package is about hygiene, sanitation and safety for bakers (also known as pastry chefs). The package is intended to guide the trainer in offering basic cleaning, sanitising and safety skills to trainees. It has the following objectives: Bakers will learn how to prepare baking ingredients safely Bakers will learn how to store the baked products safely Bakers will learn how to enhance safety in the bakery Bakers will learn the dangers of poor safety and sanitation standards The assessment will be conducted via observation and written exercise, since such a combined approach will ensure that the trainer gets to identify future knowledge or skills gap that can be targeted in future training. TABLE OF CONTENTS Cover page 1 ABSTRACT 2 Part 1: Information for the Trainer 4 Supporting Information 4 Location 4 Layout 4 Equipment 5 Materials 5 Special actions (before session) 5 Introduction 6 Assessment- Observation 6 Conclusion 8 Part 2: Session Plan 9 Topic of the Session: Hygiene, Sanitation and Safety in the Bakery Work Area. Part 1: Information for the Trainer Supporting Information This package is intended to offer bakers basic skills in cleaning, sanitising, and securing the bakery work area. The training package is meant to ensure that bakers have the fundamental skills needed to maintain a safe and clean work environment. Learning objectives 1. Bakers will learn how to prepare baking ingredients safely (Michel, 2009). 2. Bakers will learn how to store the baked products safely (Michel, 2009). 3. Bakers will learn how to enhance safety in the bakery (Lelieveld, Mostert and Holah, 2005). 4. Bakers will learn the dangers of poor safety and sanitation standards (Lelieveld, Mostert and Holah, 2005). Location For practical reasons, the training will be effective when conducted in a real bakery. However, this means that only a limited number of bakers can be trained at each moment. However, for training sessions that do not need the real and practical props, bakers will be trained in a neutral conference area, where instructional materials will be projected to a screen for all to see. Layout The layout of the bakery will remain unchanged especially because some of the fixtures like ovens and sinks are pretty hard to rearrange. In order to address each of the bakers taking part in the course, the trainer will therefore need to keep moving around the bakery in order to witness and probably address the different ways that the bakers handle tasks. However, in the neutral conference area, the trainer will take a prominent position, where all bakers present can see, hear, and communicate effectively with him. Equipment In addition to the basic equipment in a bakery (i.e. the dough mixers, cutlery, ovens, and others), the trainer will need a laptop computer, and a projector for the ‘passive’ training session set to take place in the conference area. Materials Some of the materials needed for the training session include handouts to all trainees, including copies of the hygienic and sanitation rules used in the food industry. Additionally, learning aids, (e.g. fire extinguishers, first aid kits, hair nets, and disposable gloves) will be used. Special actions (before session) Based on the capacity of the bakery and the trainer’s ability to supervise training, the bakers will be divided into manageable teams for the practical training session in the bakery, while the passive training session in the conference area will include all groups. Course Design As a course designed for qualified bakers, this training is meant to remind them of the significance of maintaining basic hygiene and cleanliness and ensuring that the safety requirements are not just perceived casually. Additionally, the training is meant to foster greater understanding of the Hazard Analysis and Critical Control Points (HACCP), Critical Control Points (CCPs), Critical Limits, and Good Manufacturing Practice (GMP) as indicated by Lelieveld, Mostert and Holah (2005). The course is also designed to attract positive response from the participants because that is the only way to make their participation beneficial both to them and the bakery (Kirkpatrick, 2009). In other words, the training will motivate the participants to learn. The course is also designed to improve knowledge, skills and change negative attitudes that the participants may have and which may compromise hygiene, sanitation or safety in the bakery. Introduction Ideally, training of existing and qualified workers is meant to ‘fill’ an identified gap in their performance (Kirkpatrick, 2012, p. 31; Werner & DeSimone, 2009, p. 10). Following this argument, this training is meant to create a desire of bakers to adopt enhanced hygiene, sanitation, and safety measures. Additionally, it is meant to equip them with the knowledge and skills needed to adopt such enhanced measures. Moreover, the training is meant to establish if indeed the climate in an existing bakery is right for the enhanced hygiene, sanitation and safety measures (Kirkpatrick, 2009). By the end of the training, the trainees should be able to attain the objectives identified above. Additionally, the trainer, through his work with the trainees in the identified location (i.e. the bakery) should be able to recommend if the bakery is well equipped, constructed and positioned to enable the trainees actualise the new knowledge or skills attained in training. As indicated by Saks, Haccoun and Haccoun (2011, p. 7) training is only worthwhile if its objectives are realised, and put in action in a manner that benefits a company or business enterprise by improving employee recruitment, retention and effectiveness. Assessment- Observation In line with objective 1, trainees will learn how to prepare the baking ingredients safely. This will entail emphasising the need for the trainees to dress appropriately for the baking job. Specifically, and as indicated by Doe and Cultural Affairs (2012), the trainees will be expected to wear clean aprons or uniform, cover their hair, be without jewellery, nail polish or acrylic nails, wash hands with soap under running water, dry the same using disposable towels, wear disposable gloves when handling dough, and wear disposable gloves to cover any bandages or open cuts on hands. In compliance with objective 2, trainees will be expected to learn how to store the baked products safely in order to avoid contaminating the products at the storage stage. This stage will entail knowing what products to refrigerate, knowing the shelf-life of each product, and knowing the right package or storage material to use on each product. In relation to objective 3, training will be done to enhance the trainees’ knowledge in ensuring that their work area is free of hazards. Specifically, the training will reiterate the basic principles about handling knives and other sharp tools, open fires, electricity and electric equipment, floors, and cleaning agents that may have some reactive effect. Other areas that will be addressed include lifting heavy loads, handling aluminium foils or plastic wrapping boxes that have sharp edges, walking as opposed to running while working in the bakery, and knowing how to access help should an accident happen. Objective four will largely be handled through theory, and the trainer, will use the passive training segment to handle the same. Here, pointers regarding hygiene, sanitation and safety will be illustrated through the trainer’s illustrated PowerPoint notes. The trainer will have handed copies of the same to the trainees before commencing the training session. The assessment of objectives 1-3 will be done by the trainer as he observes how each trainee accomplishes certain tasks in the work area. However, a theoretical assessment will be used to gauge each trainee’s comprehension of the training items in objective 4, and to some extent, the other objectives. Assessment is essential if the trainer is to gauge the effectiveness of the training; and whether or not the objectives set out when commencing the training were met (Kasperik & Herlevi, 2009, p. 11). Conclusion The session plan articulated herein is meant to ensure that the trainer will deliver on the identified objectives. By combining observation and written results in the assessment, the trainer intends to get a balanced analysis of both the practical and theoretical components of the training. Part 2: Session Plan Program Title Hygiene, Sanitation and Safety for Bakers Session Title Hygiene, Sanitation and Safety in the Bakery Work Area Total Time 120 minutes Objectives 1. Bakers will learn how to prepare baking ingredients safely 2. Bakers will learn how to store the baked products safely 3. Bakers will learn how to enhance safety in the bakery 4. Bakers will learn the dangers of poor safety and sanitation standards Visual Aids Laptop Data projector Handouts Screen Fire extinguishers First aid kits Hair nets Disposable gloves Special Action before session Trainees will be divided into manageable teams for the practical training session in the bakery Running Sheet Time Modus Operandi Main Points Details 15 Minutes Personal presentation The trainer welcomes and orients the trainees Gives an introduction about the training and its importance. Necessarily in order to ensure that the trainees are motivated to participate (Walter, 2006). PPT Offers a preview of the course Highlight the objectives Indicates the course structure and duration Highlights the benefits of participation 10 minutes Bonding session Setting the pace Start with introductions Let trainees discuss their perceptions, values, beliefs, expectations and attitudes regarding the topic (Vance , Charles & Paik, 2010, p. 214) 20 minutes The bakery work area How to prepare the baking ingredients safely Show how to prepare the ingredients safely by maintaining hygiene, sanitation and safety Show how to avoid: contamination, fire, heat and other hazards in the bakery 20 Minutes The bakery work area How to store the baked products safely Reiterate the need for hygiene, sanitation and safety when handling the baked products Show the appropriate food handling methods to avoid contamination Show how effective food packaging or covering should be done. 40 Minutes The bakery work area How to enhance safety in the bakery Minimising threats to safety by reiterating: The need to wipe floors after spills Keeping pan handles away from the body Switching off fires before removing pans Disconnecting electrical equipment before cleaning them Handling electrical outlets with dry hands Walking as opposed to running while in the bakery 30 Minutes The conference area Presentation and discussion Reiterative the practical lessons Allow trainees to discuss issues learnt so far 45 minutes The Conference area Theoretical Assessment Gauge the trainees understanding of the course, and Identify knowledge gaps that may need to be addressed in future 20 Minutes The Conference Area Conclusion Acknowledge the trainees’ efforts Reward the best performers (Effective Workforce Training on the Front Line, 2005, p. 4), Address any questions or opinions, an Reiterate the important of the subject area for the bakery profession. References Doe, S D, & Cultural Affairs 2012, Sanitation & Safety rules for the baking laboratory, viewed July 24, 2012, Effective Workforce Training on the Front Line 2005, Observations from the industry partnerships, University of Wisconsin-Madison, viewed 25 July, 2012 < http://www.cows.org/pdf/rp-effective_training.pdf> Kasperik, J, & Herlevi, G 2009, ‘Five steps to realizing workforce raining success’, White Paper-Tooling University LLC, pp. 1-12. Kirkpatrick, R L 2009, Evaluating training programs: The four levels, Berret-Koehler Publishers, Inc., San Francisco, California. Lelieveld, H L M., Mostert, MA, & Holah, J 2005, Handbook of hygiene control in the food industry, CRC Press, Boca Raton, FL. Michel, S 2009, Food safety and sanitation in the bakery, -book excerpt from Advanced bread and Pastry, viewed July 24, 2012, < http://www.highbeam.com/doc/1G1-184188356.html> Saks, A M, Haccoun, R R, & Haccoun, R 2011, Managing performance through training and development, Cengage Learning, London. Vance, C M, Charles, V M, & Paik, Y 2010, Managing a global workforce: challenges and opportunities in international human resource management, M.E. Sharpe, Armonk, NY. Walter, R A 2006, ‘developing an effective workforce through instructor training’, DLA EJournal, vol. 43, No. 4, viewed 25 July, 2012 < http://scholar.lib.vt.edu/ejournals/JITE/v43n4/walter.html> Werner, J M, & DeSimone, R L 2009, Human resource development, Cengage Learning, London. Read More