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SITHKOP013 Plan cooking operations

 

STUDENT ASSESSMENT SUBMISSION TEMPLATE

 

Qualification & Unit Details

Unit Code & Title SITHKOP013 Plan cooking operations.
Qualification SIT40521 Certificate IV in Kitchen Management

Submission Details

Student Name  
Student Number  
Date of Submission Click or tap to enter a date. Assessor Name  

Assessment Details

Assessment Task Number Assessment Method

(Written Task, Case study, Project, Role-play, presentation etc.)

 Date of Completion

(Actual date of each task completion. This must be three different days)
Task 1 Written task – Questioning Click or tap to enter a date.
Task 2 Case study Click or tap to enter a date.

 

Academic integrity definitions

●       Plagiarism and cheating: Plagiarism is the presentation of an assignment by a student that has been copied in whole or in part from another student’s work, or from any other source (e.g., published books or periodicals or Internet sites) without due acknowledgement in the text or references. Cheating is copying another student’s work or using a mobile phone or any other electronic gadgets in class while working on assessment tasks.

●       Collusion: Collusion is the presentation by a student of an assignment as their own work which is in fact the result in whole or part of unauthorised collaboration with another person/s.

●       Copy of work: Please ensure that a copy of all work has been kept with you prior to submission. On rare occasions, assessments may be lost in the system and in such cases, you will be required to provide a second copy.

 

Candidate (Student) declaration

I declare that:

1.      Submitted work is my own work and does not involve plagiarism or cheating.

2.      This submission is based on my own research and all sources used by me have been referenced.

3.      This piece of work has not previously been submitted for assessment in this or any other subject.

4.      I understand plagiarism and collusion obligations as outlined in the institute’s assessment policy.

5.      I declare that I have kept copies of all my submitted work.

 

 

Candidate (Student) Signature ………………………………………………………………………… Date …………………………………

 

 

Why do you need to use this template?

The template provides consistency across all submissions, and you will not miss any assessment activity. The purpose is to save your time preparing documents, increase efficiency, and reduce potential errors by giving candidates detailed instructions on how to perform any task or project using specific templates and space for answers and solutions.

This template provides the assessor to receive submissions with consistency and for compression of candidates’ submissions for plagiarism, collusion, and irregularities of educational submissions.

ASSESSMENT GUIDELINES FOR WRITTEN TASKS

QUESTION TYPE HOW LONG YOUR ANSWER SHOULD BE (LENGTH OF ANSWER)
Define Length approximately 4 typed lines = 50 words.
Identify Write dot points of the number of items to identify according to the question.
Outline Summarise in a line or set of lines the required number of items or develop appropriate meaningful answers according to the question but not in detail.
Identify and briefly describe Identify in dot points and provide a description of each with a minimum of 4 typed lines = 50 words.
Describe Provide a description with minimum 8 typed lines = 100 – 150 words or appropriately described to provide a meaningful answer with consistent knowledge application in length according to the question.
Explain Explain the procedure with minimum 8 typed lines = 100 – 150 words or appropriately explain to provide a meaningful answer with consistent knowledge application in length according to the question.
Distinguish / differentiate Distinguish means recognise or treat (someone or something) as different. To differentiate is to show or find the difference between things which are compared. It simply means that they are not the same but does not qualify them as being unique and possibly not related.

Length approximately 4 – 8 typed lines = 50 – 100 words for each question.
What? This is to assess your knowledge of something related to the subject area asking you to specify one or more things related to what is being asked in the question. This is generally asking for a short answer for which you need to provide a short description answering the question where the reader understands the answer to the question. Approx. 4 – 8 lines = 100 – 150 words.
How? This method of question is to assess your ability to explain or describe the ways, methods, manner, procedure, or process of something related to the question being asked. You need to provide sufficient description of how (ways, methods, manner, procedure, or process) it can be performed for the reader to understand the ways or procedure. Approx. 4 – 8 lines = 100 – 150 words.
Why? This question is to assess your knowledge of something and the purpose of it. You need to provide a sufficient description of why (the purpose/objective or aim) it is used for the reader to understand the reason or purpose of it.

Approx. 4 – 8 lines = 100 – 150 words.

 

 

 

Assessment Task 1

 

The following is a set of knowledge-based questions. Read the text section ‘introduction’ in the learner workbook, refer to training undertaken and provide your answer solutions to the following questions using your own words to demonstrate your consistent knowledge application.

Note:

  1. Ensure you answer all the following questions using the length guidelines above and quantity requirements applicable for the following relevant questions.
  2. Provide references and give credit to authors you have consulted for their ideas in writing your answers. It helps you to avoid plagiarism by making it clear which ideas are your own and which are someone else’s and it shows your understanding of the topic, gives supporting evidence for your ideas, arguments, and opinions and allows others to identify the source you have used.
  3. The space below does not indicate the size of the answer length. Follow above guidelines and keep typing and the space will expand as you type. If answers are recorded separate to this document, they must be attached at the back of this document.

 

Questions

 

Question 1

Briefly describe the following contents of food production plans:

Mise en place lists.  
Equipment lists.  
Purchase order.  
Staff allocations.  

 

Question 2

Describe the following comprehensive details of food production processes:

Receiving,  
mise en place,  
preparing,  
cooking.  
food storage.  
reconstitution.  
re-thermalisation.  
Serving.  

 

 

Question 3

Identify at least three critical control points in food production where food hazards must be controlled.

 

 

 

Question 4

Briefly describe the characteristics of following food service styles:

 

à la carte.  
buffet.  
set menu or table d’hôte.  
bulk cooking operations.  
functions or events.  

 

Question 5

Briefly describe the following factors to be considered regarding food preparation requirements:

 

Meal quantities required.  
Menu items.  
Organisational standards.  
Portion control.  
Special dietary requirements.  
Special customer requests.  
Standard recipes.  
Timeframe  

 

Question 6

Briefly describe the following processes for ordering or purchasing stock:

Ordering direct from suppliers.  
Ordering through a central stock ordering system.  

 

—End of Written Task Activities—

References

Provide references to education materials you have used to develop your answers. A reference list lists only the sources you refer to in your writing. The purpose of the reference list is to allow your sources to be found by your reader (assessor). It also gives credit to authors you have consulted for their ideas. It helps you to avoid plagiarism by making it clear which ideas are your own and which are someone else’s, shows your understanding of the topic, gives supporting evidence for your ideas, arguments, and opinions. allows others to identify the sources you have used.

 

 

Assessment Task 2

Develop a food production plan.

Case Study (Skills and Knowledge Application)

Using the simulated workplace and the scenario in the appendix, provide solutions to plan the production of food in the commercial kitchen and organise required food supplies for food production and supervise food production processes.

Your role

Your role is the senior chef of MKKR (Simulated commercial kitchen) who operate independently or with limited guidance from others. You work with food production personnel that include other candidates in the kitchen including your assessor.

Your Task

Complete the following workplace activities demonstrating skills and knowledge to plan the production of food in commercial kitchens:

  1. Produce a food production plan for the following various food service styles for My Kind of Kitchen & Restaurant (MKKR) by taking responsibility for kitchen management and quality output.
    1. À la carte.
    2. Buffet.
    3. Set menu or table d’hôte.
    4. Bulk cooking operations.
    5. Functions or events.
  2. During the food production planning for above food service styles, perform and demonstrate the following task activities:
    1. Determine the specific food production requirements for My Kind of Kitchen & Restaurant (MKKR).
    2. Select appropriate food production processes to uphold the nutritional value, quality, and structure of foods served at MKKR.
    3. Choose the most suitable in-house food production system that aligns with the food production requirements of MKKR.
    4. Compile a set of standard recipes for the use of food production personnel at MKKR.
    5. Develop comprehensive mise en place lists for food production at MKKR, considering the menu and food volume requirements.
    6. Calculate the necessary food supplies required for food production at MKKR.
    7. Prepare and complete purchase orders for stock as required by MKKR.
    8. Create a list of the essential equipment needed for food production at MKKR.
    9. Document the food production processes at MKKR to ensure adherence to food safety standards.
  3. Teamwork. Refer to the teamwork brief below to undertake the following team tasks.
    1. Allocate job tasks and assign staff members in a manner that maximizes teamwork and efficiency at MKKR.
    2. Plan the production sequence of food items at MKKR to facilitate a smooth workflow, minimize delays, and ensure safe storage of food.
  4. Role—play task. Refer to the role-play brief below for instructions. Meet with your assessor (Role-played as food production personnel) and present your food production plan for above food service style and:
    1. provide instructions according to your food production plan and how you sequence the stages of food preparation and production for a whole kitchen operation.
    2. Seek feedback and respond to feedback from the assessor (food production personnel) by asking questions to clarify.

Food production plan.

À la carte.

 

 

 

 

 

 

  
Buffet.

 

 

 

 

 

 

  
Set menu or table d’hôte.

 

 

 

 

 

  
Bulk cooking operations.

 

 

 

 

 

 

  
Functions or events.

 

 

 

 

 

 

  

 

Teamwork Brief.

Objective:

The objective of this teamwork activity is to allocate job tasks and assign staff members in a manner that maximizes teamwork and efficiency at My Kind of Kitchen & Restaurant (MKKR). Additionally, the activity aims to plan the production sequence of food items at MKKR to facilitate a smooth workflow, minimize delays, and ensure safe storage of food.

Instructions:

Allocate Job Tasks and Assign Staff Members:

  1. Review the current staff members’ skill sets, strengths, and availability.
  2. Consider the specific requirements of each job task, taking into account the individual capabilities and experience of the staff members.
  3. Allocate job tasks to staff members, ensuring a balanced distribution of responsibilities and considering workload distribution and efficiency.
  4. Communicate the assigned job tasks clearly to each staff member, outlining expectations and any necessary instructions or guidelines.
  5. Encourage open communication and collaboration among the team members, fostering a positive and supportive teamwork environment.
  6. Regularly monitor and assess the progress and performance of staff members, providing feedback, guidance, and support as needed.

Plan Production Sequence of Food Items:

  1. Analyse the menu and its components, considering the preparation time, cooking requirements, and assembly processes for each food item.
  2. Determine the optimal sequence for food preparation and production to minimize delays, ensure timely service, and maintain food quality.
  3. Consider any interdependencies between different food items or stations, ensuring a smooth workflow and coordination among the staff members.
  4. Take into account the available kitchen equipment, space, and resources when planning the production sequence.
  5. Communicate the production sequence to the kitchen staff, emphasizing the importance of following the established order for efficiency and teamwork.
  6. Continuously monitor the production process, addressing any bottlenecks or issues that may arise, and making necessary adjustments as required.
  7. Ensure that safe storage practices are followed, including proper labelling, storage temperature control, and rotation of perishable items.

Note: Throughout the teamwork activity, emphasize the importance of effective communication, collaboration, and mutual support among the staff members. Encourage a positive and respectful team environment that fosters innovation, problem-solving, and efficiency. Regularly evaluate the allocation of job tasks and the production sequence to identify opportunities for improvement and adapt to changing circumstances.

 

Role-play Brief

This part is a role-play where you must organise role-play settings as agreed and facilitated by your assessor for a consultation meeting including training room place, tables, chairs, a computer with Internet, papers, pens, and any other resources as required.

 

Details of the task being observed You undertake the active part of the task participating and using oral communication skills in a consultation meeting with relevant managers.
Assumptions to be made Your assessor plays the role of other food production personnel.
Persons involved You, assessor, and any other learner chosen by your assessor for a role of food production personnel.
Involvement and contribution from role-play participants. Respond to the role-player with responses according to case study information and the role-play brief. Assessor is to respond according to food production plan of the candidate and presentation of it.
Timing for the role-play: 7 – 10 minutes per candidate plus your assessor will decide any additional time required based on your participation behaviour and ability to perform
Conditions under which the observation is conducted Skills in this assessment are demonstrated by the candidate and observed by assessor in a simulated environment where the conditions are typical of those in a working environment in this industry. This includes access to:

●       Workplace or simulated workplace policies and procedures

●       relevant legislation, regulations, standards, and codes

workplace documentation and resources relevant to required performance evidence.
Observation to be conducted In this role play you must portray an assigned role as a way of experiencing that role by performing the following assessment task activities. While you are portraying the assigned roles, assessor will observe and analyse application of skills and the performance behaviour and mark competency accordingly.
Foundation skills and observable application of skills.

 

 ●       Take the lead role and communicate effectively.

●       Present your food production plan.

●       Clearly explaining the stages of food preparation and production for the chosen food service style.

●       Actively listen to the feedback provided by the food production personnel.

●       Ask follow-up questions to ensure a clear understanding.

●       Engage in a constructive discussion with the food production personnel.

●       Summarize the key points discussed and acknowledge the feedback received.

 

Role-Play Brief: Food Production Plan Presentation and Feedback Session

Participants:

  • Food Production Personnel (Assessor)
  • My Kind of Kitchen & Restaurant (You)

Objective:

The objective of this role-play activity is to present your food production plan for a specific food service style (e.g., à la carte, buffet, set menu) to the food production personnel (assessor) and seek feedback. The focus is on effectively communicating your plan, addressing any clarifications or concerns raised by the assessor, and incorporating feedback into the plan.

 

Scenario:

You have been tasked with presenting your food production plan for a specific food service style to the food production personnel. The plan should include instructions on the stages of food preparation and production for a whole kitchen operation. The assessor will play the role of the food production personnel, providing feedback and responding to any questions you may have.

Instructions:

Preparation:

  • Review the requirements and characteristics of the specific food service style (e.g., à la carte, buffet, set menu).
  • Develop a comprehensive food production plan that includes instructions for each stage of food preparation and production.
  • Anticipate potential questions or concerns that the food production personnel may have regarding the plan.

Role-Play Meeting:

  • Begin the meeting by greeting the food production personnel and expressing appreciation for their time.
  • Present your food production plan, clearly explaining the stages of food preparation and production for the chosen food service style.
  • Provide detailed instructions, including techniques, timings, and specific considerations for each stage.
  • Encourage the food production personnel to ask questions and seek clarification on any aspects of the plan.
  • Actively listen to the feedback provided by the food production personnel and respond with professionalism and openness.
  • Ask follow-up questions to ensure a clear understanding of the feedback and to address any areas that require further clarification.
  • Seek suggestions or recommendations from the food production personnel on potential improvements or adjustments to the plan.
  • Engage in a constructive discussion with the food production personnel, exploring potential solutions and incorporating their feedback into the plan where appropriate.
  • Summarize the key points discussed, acknowledging the feedback received and expressing gratitude for their input.

Debrief:

  • After the role-play activity, reflect on the meeting and the feedback received from the food production personnel.
  • Discuss the effectiveness of your presentation, the clarity of your instructions, and your ability to address the feedback provided.
  • Seek additional feedback from the assessor on your performance and areas for further improvement.

Note: During the role-play, focus on effective communication, active listening, and adaptability in response to feedback. Demonstrate a collaborative approach, seeking clarification and incorporating suggestions from the food production personnel to enhance the food production plan.

 

—End of Case Study Task Activities—

 

 

 

Self-Assessment Checklist

Note: The following checklist is for you to confirm your work completion as well as performance and demonstration of skills. Ensure you carefully check, and tick as completed and performed before submitting written evidence and while demonstrating skills during performing the task.

  Assessment Task Activity Completed as required
  Case Study Yes No
1 Produce a food production plan for the following various food service styles for My Kind of Kitchen & Restaurant (MKKR) by taking responsibility for kitchen management and quality output.

    1. À la carte.
    2. Buffet.
    3. Set menu or table d’hôte.
    4. Bulk cooking operations.
    5. Functions or events.
 ☐ ☐
2 a.      During the food production planning for above food service styles, perform and demonstrate the following task activities: ☐ ☐
  b.      Determine the specific food production requirements for My Kind of Kitchen & Restaurant (MKKR). ☐ ☐
  c.      Select appropriate food production processes to uphold the nutritional value, quality, and structure of foods served at MKKR. ☐ ☐
  d.      Choose the most suitable in-house food production system that aligns with the food production requirements of MKKR. ☐ ☐
  e.      Compile a set of standard recipes for the use of food production personnel at MKKR. ☐ ☐
  f.       Develop comprehensive mise en place lists for food production at MKKR, considering the menu and food volume requirements. ☐ ☐
  g.      Calculate the necessary food supplies required for food production at MKKR. ☐ ☐
  h.      Prepare and complete purchase orders for stock as required by MKKR. ☐ ☐
  i.       Create a list of the essential equipment needed for food production at MKKR. ☐ ☐
  j.       Document the food production processes at MKKR to ensure adherence to food safety standards. ☐ ☐
3 Teamwork. Refer to teamwork brief below to undertake the following team tasks. ☐ ☐
  a.      Allocate job tasks and assign staff members in a manner that maximizes teamwork and efficiency at MKKR. ☐ ☐
  b.      Plan the production sequence of food items at MKKR to facilitate a smooth workflow, minimize delays, and ensure safe storage of food. ☐ ☐
  Role—play task. Refer to role-play brief below for instructions. Meet with your assessor (Role-played as food production personnel) and present your food production plan for above food service style and: ☐ ☐
  a.      provide instructions according to your food production plan and how you sequence the stages of food preparation and production for a whole of kitchen operation. ☐ ☐
  b.      Seek feedback and respond to feedback from the assessor (food production personnel) by asking questions to clarify. ☐ ☐

 

 

 

 

References

(For task 1, 2 & 3)

A reference list lists only the sources you refer to in your writing. The purpose of the reference list is to allow your sources to be found by your reader (assessor). It also gives credit to authors you have consulted for their ideas. It helps you to avoid plagiarism by making it clear which ideas are your own and which are someone else’s, shows your understanding of the topic, gives supporting evidence for your ideas, arguments, and opinions. allows others to identify the sources you have used. For example, you can use any of the following styles,

Harvard Style

1.      Website with an author – Author surname, initials (Year), article title, website name, Available at: http://website url.com.au/article, accessed 10 March 2021.

2.      Website without author and no date – Article title (n.d.), website name, Available at: http://website url.com.au/article, accessed 10 March 2021.

3.      Book with no author – Title of book, edition (edn), Volume number or number of volumes, Publisher, Place of publication, page number(s) if applicable.

4.      Book with one author – Author, A (Year), Title of book, Publisher, Place of publication.

5.      Book with two or three authors – Authors, AA, Author, BB & Author, CC (Year), Title of book, Publisher, Place of publication.

APA Style

1.      Website with an author – Murray, G. (2005). A duty of care to children and young people in Western Australia: Report on the quality assurance and review of unsubstantiated allegations of abuse in care: 1 April 2004 to 12 September 2005. Western Australia, Department of Child Protection. http://www.community.wa.gov.au/NR/rdonlyres/

2.      Website without author and with date – Australia. Department of Health and Aged Care. (2000). National youth suicide prevention strategy. http://www.health.gov.au/hsdd/mentalhe/sp/nysps/about.htm/.

3.      Whole Internet Site – Goldberg, I. (2000). Dr. Ivan’s depression central. http://www.psycom.net/depression.central.html/.

4.      Book with an author – Wells, A. (2009). Metacognitive therapy for anxiety and depression in psychology. Guilford Press.

5.      Book with no author – The Blackwell dictionary of cognitive psychology. (1991). Blackwell.
List all references used for assessment task 1, 2 and 3 below (if any)

 

 

 

 

 

 

 

 

SITHKOP013_Assessment Manual (2) SITHKOP013_Learner Workbook (2) SITHKOP013_Student Assessment Template (5)