Certified Dietary Manager’s Course

1. CertifiedDietary Manager’s Course WELCOME! Instructors: Deborah Kemokai-Wright RD/LD Joan Tompkins, RD, LD

2. Week 1 Overview of Institutional Foodservice Organizational Charts Customers and Preferences Service and Delivery Systems

3. Chapter 1 OVERVIEW OF INSTITUTIONAL FOODSERVICE

4. Overview of Institutional Foodservice: Eight Goals of Foodservice • Nutrition Concern/Service – Provide nutritional services on an interdisciplinary level. • Educational Goal – Provide understandable education for modification of diets, and wellness throughout the life cycle. • Social/Personal Concerns – Meet the needs/perceptions of the consumer. • Economic Goals – Ability to meet to changes/challenges in today’s healthcare environment in order to remain viable and competitive. • Community Service – Provide service to the community through the promotion of nutrition and health concerns and involvement in community activities. • Personal Goals – Seek opportunities for continuing education, career-ladder promotions and provide learning opportunities for staff. • Professional Goals – Participate in professional organizations, facility committees, assist young people entering profession. • Societal Goals – Know and practice fair and equal treatment of all personnel regardless of race, creed, national origin, sex, religion, age.

5. Overview of Institutional Foodservice • Institutional foodservice…service provided by an institution to feed its own relevant customer groups. • Also called on-site foodservice or on-site feeding. • Residents of nursing home • Patients in a hospital • Students in school • Inmates • Employees of a company Important for the dietary manager to be able to meet the needs of the customer group

6. Overview of Institutional Foodservice: The Hospitality Industry Lodging Operations Foodservice Travel/Tourism Institutional Commercial Retail Stores Hotels Restaurants Motels Health Care Recreation Sites Education Quick-Serve Restaurants Motor Hotels Business/Industry Transportation Resorts Military Supermarket Foodservice Camps Travel Agencies Correctional Facilities Parks Destination Development Businesses Convenience Stores Etc. Seminaries Charitable Facilities E-Commerce Sales Etc. Home Replacement Meals Sports/Recreation Elderly Feeding Programs Lodging Operations Retail Stores Etc Vending Catering Snack Bars Cruise Ships Bars/Taverns Etc. Food Management Companies

7. Overview of Institutional Foodservice: Types of Institutions • HEALTHCARE • ACUTE CARE • LONGTERM CARE • SKILLED CARE • RESIDENTIAL CARE • SUBACUTE CARE • REHABILITATION • HOME HEALTH • ADULT DAY CARE • ELDERCARE

8. Overview of Institutional Foodservice: Types of Institutions (cont) • ELEMENTARY AND SECONDARY SCHOOLS • COLLEGES AND UNIVERSITIES • BUSINESS AND INDUSTRY • CORRECTIONS • MILITARY • COMMUNITY SERVICES

9. Management of FS Learning Plan 1Practice Activity: Foodservice Trends For each segment of the foodservice industry listed below, name at least one key trend or fact. • Eldercare: • Elementary and Secondary Schools: • Colleges and Universities: • Business and Industry: • Corrections: • Hospitals: • Long-term Care Institutions: • Contract Manager:

10. Overview of Institutional Foodservice: Mission Statement MISSION An organizations reason for being, a definition of what the organization does. • Vision • Represents the broad ideal of what the organization wishes to become.

11. Overview of Institutional Foodservice: Philosophy PHILOSOPHY The organization’s guiding approach as to how it will accomplish its mission.

12. Overview of Institutional Foodservice: Objectives OBJECTIVES Specifies how the organization intends to fulfill its mission both long and short-term.

13. Overview of Institutional Foodservice: The Role of Foodservice-Dietary Manager • Plans and delivers services in a manner that helps facility fulfill mission and achieve objectives. • Communicates freely with boss and others. • Sets objectives with needs of the facility. • Meets challenges of integrating foodservice into the big picture of facility.

14. Overview of Institutional Foodservice: Contract Management • Assuming an ever expanding role. • It is in one in five healthcare facilities. • Split contract - awards food contract to different contract companies. • Outsourcing – providing management from outside the company. • Self-op – an institution runs its own department from in-house resources

15. Overview of Institutional Foodservice: Contracted Services • ADVANTAGES: • High level of expertise • Economy of scale • Predictable service • DISADVANTAGES: • Loss of control • Expense • Challenge of integration

16. Overview of Institutional Foodservice: Industry Facts and Trends • Need to do more with less. • Trends need to be innovative. • 14% hospitals now offer room service. • Hospitals are going to kiosks, deli’s, catering for increased revenue. • Public schools are responding to criticism about healthfulness in school meals. • Use of a competitive foods in vending…soda. • Campus offering food courts. • Use of brand names. • Industry looking at ways to improve quality

17. Overview of Institutional Foodservice: Industry Concerns • Qualified labor availability • Controlling food costs • Ensuring food safety • Managing the dining experience • Supporting nutrition and wellness in menu offerings • Boosting satisfaction scores • Addressing regulatory concerns

18. Identify Duties in Dietary Department by Job Title What follows is a list of duties. Beside each task write the title of the person (dietary manager, dietitian, administrator) that should be responsible for that duty. Some tasks may be the responsibility of more than one person. • Develop organizational chart • Write departmental policies and procedures • Authorize policies and procedures • Write departmental job descriptions • Provide direction in writing job descriptions • Authorize job descriptions • Develop work schedules • Write cycle menus • Approve menus for accuracy and adequacy • Recommend or develop diet manual • Keep records of meal counts • Document dietitian’s activities • Prepare dietitian’s report • Provide in-service training • Standardize recipes • Write routine therapeutic diets • Train dietary employees • Orient dietary employees

19. Chapter 2 ORGANIZATION CHARTS

20. Organization Charts: How Institutions are Organized • Stems from a mission revolving around tasks. • Systematic arrangement of all the parts that together make a whole. • All work areas are closely related. • Accomplishing a task often requires the coordinated efforts of multiple work groups. • A manager’s focus on systems that make something happen more than individual departments that perform jobs. • Anything that affects one group may have a ripple effect through other areas.

21. Organizational Charts • TASK LIST • Grouped according to skills, resources or purpose. • DIVISION • Broad functional group • Within a division there may be several departments which are smaller groups with closely related tasks.

22. Organizational Charts: Management and People • MANAGER: one who plans, organizes, directs and controls the functioning of a group • RESPONSIBLE: holding the obligation to make something happen. • ACCOUNTABLE: having to answer to someone else fore what happens within a defined area of responsibility. • AUTHORITY: the right to give orders and command others to do or not to do something Ultimate responsibility and accountability always rests on the manager’s shoulders

23. Organizational Chart: Sources of Power • Legal power: the power to control because of one’s position • Expert power: the power to control because of expert knowledge, ability, or info one possesses. • Interpersonal Power: the power to control others because of personality of leader • Reward Power: power to control others by giving or withholding rewards • Punitive Power: power to control by punishing when mistakes are made

24. Management of FS Learning Plan 2Practice Activity: Types of Power For each example below, circle the type of power that is in action. • A supervisor says, “Wash the floor, or I will write you up!” legal expert interpersonal reward punitive • An employee looks up to you and believes you are an excellent chef. So when you say to stir the sauce more vigorously, he does so. legal expert interpersonal reward punitive • An employee provides the best service she can, as she wants to earn the monthly service award. legal expert interpersonal reward punitive • A supervisor has a winning way with employees, and they seem to want to cooperate. legal expert interpersonal reward punitive • You do not agree with your boss, but you do what she asks because she is your boss. legal expert interpersonal reward punitive

25. Management of FS Learning Plan 2Practice Activity: Types of Power (cont) For each example below, circle the type of power that is in action. • A new employee is training with the dish room supervisor. He follows along, and does whatever the supervisor tells him, because he believes the supervisor know the job. legal expert interpersonal reward punitive • An employee works on developing perfect attendance, because a pay raise is about to be offered to everyone who has not missed a day of work for one year. legal expert interpersonal reward punitive • Several of the cafeteria workers do whatever co-worker Jane says, because Jane has a kind of charisma. legal expert interpersonal reward punitive

26. Organizational Charts: The Key • A fundamental management tool that represents task groupings and responsibilities in a graphic format. • Defines responsibilities • Lines of authority • Solid lines connecting boxes signify responsibility, authority and accountability • Framework of the institution • Shows chain of command, the flow of formal power through organizational lines • Shows delegation or passage of authority down wards

27. Organizational Chart Top-Level Administrator Authority Communication Dietary Manager Supervisor #2 Supervisor #1 Dietary Employees Dietary Employees COMMUNICATION

28. Organizational Charts: Format • Functions and positions are indicated by the use of blocks and circles • Solid lines connecting the blocks indicate the chain of command or authority-responsibility relationships [administrator to dietary manager to cook] • Dotted or broken line indicate advisory capacity [consultant dietitian to dietary manager] • The administrator is placed at the top [in a pyramid shaped chart] with successive levels of staff shown as you move down the pyramid • Staff relationship [those on the same line] don’t have authority to each other [assistant cook and relief cook]

29. Organizational Chart: Activity Identify positions in the organization charts for dietary departments in health care facilities of various sizes. Write the correct names in the blanks. Some answers may be used more than once. Small health care facility with consultant dietitian A.M. cook (s) Medical Staff Administrator Governing body P.M. cook (s) A.M. food serv. workers food serv. sup. consultant diet. Clerical staff P.M. food serv. workers

30. Organizational Chart

31. Organizational Chart: Philosophies and Trends • Organizational charts can appear in many different formats. • Organizational structures of institutions vary from one to another. • How an institution is organized stems from it’s mission. • Cross Training for better efficiency utilizing labor. • Training for more than one job.

32. Organizational Charts: Interdepartmental Relationships • Lateral relationship- a side ways connection between areas of an organization chart that are not connected through chain of command. • Work closely with people in other departments.

33. Chapter 3 Customers and Preferences

34. Customers and Preferences: Who are your customers? • Someone who buys your goods or receives your services • Long-term care – residents or clients • School – students • Day care centers – children • University – students • Correctional facility – inmates • Business dining – employees • Restaurants - guests

35. Customers and Preferences: Why are Customers Important? • The institution exists to take care of its customers • How many meals should we serve? • What time do we serve meals? • What type of service do we offer? • What type of foods do we include or exclude? • Where will we serve people? • What will the presentation and environment look like? • How will we accommodate unique client needs and preferences?

36. Customers and Preferences: Factors to Consider to Meet Customer Needs • COMPETITION • SATISFACTION AND IMAGE • PARTICIPATION RATE • CUSTOMER LOYALTY

37. Customers and Preferences: Unique Needs of the Customer • Likes and dislikes • Expectations and variety • Choice • Appetite • Sense of Taste • Drug therapies • Allergies and intolerances • Cultural and ethnic influences

38. Customers and Preferences: Unique Needs of the Customer • Lifestyle • Routines and timing • Religious convictions • Emotional overtones • Personal values • Presentation • Disabilities

39. Customers and Preferences: Unique Needs of the Customer • Language and literacy • Culinary trends • Health Status

40. Customers and Preferences: Determining Customer/Client Preferences Customers/Clients are those that receive particular goods and services. In health care and school facilities they may be: • People who are trying to recover their health • People who need constant care • People who have retired and want to live with others in their situation • The staff of the facility • The general public

41. Customers and Preferences: Determining Customer/Client Preferences An important determinant of customer/client satisfaction is the “Satisfaction Survey.” The criteria that each facility uses is universal. In order to determine food quality and food service, these items must be addressed: • Temperature of the food • Timeliness of the service • Courtesy of the personnel • Accuracy of the diet • Sanitation (trays and dishes clean) • Attractiveness of food • Taste of the food

42. Customers and Preferences: Determining Customer/Client Preferences • In order to insure quality food and food service from a customer/client point of view, the dietary manager must maintain effective communication with staff. • This is accomplished by regularly scheduled in-services. Quality assurance teams, where employee teams are given some of the comments to discuss how to improve the concerns of the clients, are also very helpful.

43. Customers and Preferences: Questions to Ask • Open-Ended • Allows the participant to answer freely and does not allow a yes or no answer • Closed • Allows a limited number of specific answers • Likert scale • A system to allow people to rate how they feel about something by choosing a word or number

44. Management of FS Learning Plan 3Practice Activity: Survey Questions What type of question is each of the following? Circle your answer. If you find a leading question, change it to a neutral question. • How is your food? leading neutral _____________________________________________________ • You are getting everything you ordered, aren’t you? leading neutral _____________________________________________________ • The temperature of your soup is OK, right? leading neutral _____________________________________________________ Now check these questions and decide whether they are open-ended or closed. If you find a closed question, change it to an open-ended question. • Was your oatmeal hot? closed open-ended _____________________________________________________ • Did your food arrive on time? closed open-ended ____________________________________________________ • How do you feel about he new dining room service? closed open-ended _____________________________________________________

45. Customers and Preferences: Evaluating Survey Results • Calculations of Survey Response • How many people responded? • How many people gave an answer to each question?

46. Management of FS Learning Plan 3Practice Calculation: Survey Results You have just completed a survey of the meal service, and obtained the results listed below. Convert these results to percentages, and round off answers to the nearest whole number. Note that your percentage breakdown may add up to 99, 100, or 101%, depending on rounding of figures. • How do you rate the temperature of hot foods? excellent: 18 responses =____________% good: 15 responses =____________% OK: 8 responses =____________% fair: 2 responses =____________% poor: 1 response =____________% TOTAL: ______________ • How do you rate the service of the dining room? excellent: 22 responses =____________% good: 12 responses =____________% OK: 4 responses =____________% fair: 5 responses =____________% poor: 1 response =____________% TOTAL: ______________ 3. How do you rate the taste of the food? excellent: 26 responses =____________% good: 13 responses =____________% OK: 2 responses =____________% fair: 3 responses =____________% poor : 0 response =____________% TOTAL: ______________

47. Chapter 4 Service and Delivery Systems

48. Service and Delivery Systems: Determination of Need • Needs of the customer • Physical design of kitchen • Location of dining areas • Objectives of the institution • Staffing resources • Budget/operating cost • Timing requirement for service

49. Service and Delivery Systems: Trayline Service-An Overview • Trayline • Trays moved through an assembly line, and workers place items on trays. • Centralized Meal Service • Food is portioned onto tray in a centralized location, such as the institutional kitchen. • Decentralized Meal Service • Food is distributed to other locations for finishing and service. • Commissary • Central production kitchen. • Cook/Chill or Cook Freeze • Advanced preparation technique whereby foods are delivered cold and heated just before service.

50. Service and Delivery Systems: Delivery to Customers - Challenges • Be available when trays arrive. • Verify tray is given to correct patient. • Alert to any diet changes. • Assist patient with set up. • Assist with feeding when needed. • Obtain substitutes if patient has any difficulty or does not want the meal.