COMPETENCIES, KNOWLEDGE, AND SKILL STATEMENTS FOR DISTRICT SCHOOL NUTRITION DIRECTORS/SUPERVISORS

Transcription

1 COMPETENCIES, KNOWLEDGE, AND SKILL STATEMENTS FOR DISTRICT SCHOOL NUTRITION DIRECTORS/SUPERVISORS Developed by Alice Jo Rainville, PhD, RD, SFNS Deborah H. Carr, PhD, RD Applied Research Division National Food Service Management Institute The University of Mississippi University, Mississippi December 2001 NFSMI Order Number R-50-01

2 National Food Service Management Institute The University of Mississippi Building the Future Through Child Nutrition Location The National Food Service Management Institute (NFSMI) was established by Congress in 1989 at The University of Mississippi in Oxford as the resource center for Child Nutrition Programs. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service. The NFSMI Applied Research Division is located at The University of Southern Mississippi in Hattiesburg. Mission The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs. Vision The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs. Programs and Services Professional staff development opportunities and technical assistance to facilitate the management and operation of Child Nutrition Programs are provided through: Educational References and Materials Information Services Workshops and Seminars Teleconferences and Satellite Seminars Applied Research Administrative Offices Education Division Applied Research Division The University of Mississippi The University of Southern Mississippi P.O. Drawer 188 Box University, MS Hattiesburg, MS Phone: Phone:

3 TABLE OF CONTENTS Preface... iv Introduction... 1 Method... 3 Results... 4 Competencies, Knowledge, and Skill Statements... 7 Appendix iii

4 PREFACE Understanding the competencies, knowledge, and skills needed for school nutrition directors/supervisors is important for the advancement of those who manage Child Nutrition Programs. This publication is an updated version of the Competencies, Knowledge, and Skills of Effective District School Nutrition Directors/Supervisors that was published by the National Food Service Management Institute in This update reflects the current operational trends in school foodservice as determined by role incumbents, state agency personnel, educators, and the NFSMI staff who critiqued the knowledge and skills statements. A special thanks is extended to Dr. Alice Jo Rainville, Eastern Michigan University and Dr. Deborah H. Carr for guiding the research update. Dr. Martha T. Conklin contributed to the early program planning for this revision: we appreciate her efforts to support the revision process. We are indebted to the panel of experts who gave of their time and expertise in providing the content information for updating the competencies, knowledge, and skill statements. Our thanks are also extended to Ms. Amy Jones for formatting the document for publication. Denise Brown, PhD, RD Director of Applied Research Jane Logan, PhD Executive Director iv

5 COMPETENCIES, KNOWLEDGE, AND SKILL STATEMENTS FOR DISTRICT SCHOOL NUTRITION DIRECTORS/SUPERVISORS INTRODUCTION The National Food Service Management Institute (NFSMI), Applied Research Division embarked in a multi-year research project that led to the development and publication in 1996 of Competencies, Knowledge, and Skills of Effective District School Nutrition Directors/Supervisors. The document detailed the competencies, knowledge, and skills required of effective district school nutrition directors/supervisors. The knowledge and skill statements were presented for both entry-level and beyond entry-level district school nutrition directors/supervisors. The document serves as the foundation for educational programming sponsored by the NFSMI and is also used by the American School Food Service Association (ASFSA) as a basis for development of the School Foodservice & Nutrition Specialist (SFNS) credentialing program that was implemented in The NFSMI recognized the importance of updating the document to reflect current operational issues in the management of school food and nutrition programs. This update of the Competencies, Knowledge, and Skills of Effective District School Nutrition Directors/Supervisors utilized an Electronic Delphi Technique as the research methodology. An expert panel (n=21) of role incumbents, state agency personnel, educators, and NFSMI staff critiqued the knowledge and skill statements in light of current events and trends in school foodservice and made suggestions for enhancement. Following revisions by the expert panel, an additional review by a random sample of School Foodservice and Nutrition Specialists was conducted for two of the 14 functional areas, Sanitation, Food Safety, and Employee Safety and Marketing. The first functional area contained a new competency with eight new knowledge, and skill statements and Marketing had the highest percentage of new knowledge and skill statements among the 14 functional areas. The two sections of the document were sent to a random sample (n=75) of School Foodservice & Nutrition Specialists (SFNS). Twenty-nine of the SFNS responded with comments and suggestions; the document was revised to reflect their input. The document was also reviewed by NFSMI staff for final editing. The original document contained 16 functional areas with 46 competencies and 501 knowledge and skill statements. The revised document contains 14 functional areas with 41 competencies and 624 knowledge and skill statements. The two functional areas that were merged with other functional areas were Research and Development and Professional Development. The three sections that had the highest percentage of overall change based on the number of new statements or statements moved from another functional area were: Program Accountability (70%), General Management (73%), and Marketing (117%). Some of these changes were due to competencies that were moved into these sections from other sections. Twenty statements were deleted, and some statements were moved from the entry-level to beyond entry-level and vice versa. Twenty-nine subheadings of the original document contained no knowledge or skill statements; the revised document has at least one knowledge or skill statement in 1

6 every subheading. One new competency was added in Functional Area 2: Sanitation, Food Safety, and Employee Safety. The revised document will be useful to NFSMI and other professional groups to prepare school nutrition directors/supervisors for the Child Nutrition Program (CNP) challenges of the future. 2

7 COMPETENCIES, KNOWLEDGE, AND SKILL STATEMENTS FOR DISTRICT SCHOOL NUTRITION DIRECTORS/SUPERVISORS The NFSMI competencies, knowledge, and skill statements for school nutrition supervisors/directors were developed in 1995 and published in It was necessary to update the original document to reflect changes in regulations and current practices in school food and nutrition programs. The competencies, knowledge, and skills will need periodic review and revision to ensure they are up-to-date. This update research in asked an expert panel (n=21) of role incumbents, state agency personnel, educators, and NFSMI staff to critique the knowledge and skills statements in light of current events and trends in school foodservice and make suggestions for enhancement. Following revisions by the expert panel, two sections of the document were sent to 75 School Foodservice and Nutrition Specialists (SFNS). Twenty-nine of the SFNS responded with comments and suggestions; the document was revised to reflect their input. The document was also reviewed by NFSMI staff for final editing. METHOD IRB Approval The protocol was approved by the Eastern Michigan University Human Subjects Institutional Review Board. Panel of Experts A panel of CNP experts was recruited via electronic mail. The 21-member panel consisted of seven district-level directors, six representatives from CNP state agencies, five educators with CNP expertise, and three staff members from the NFSMI Applied Research Division and Education and Training Division. There was representation on the panel based on district size and region of the country; panelists represented 18 states and the seven USDA regions. Electronic Delphi Technique The original document was sent to panelists as an electronic mail attachment and panelists were asked to critique and update the knowledge and skill statements. Panelists responded through either electronic mail or U.S. mail. The comments of all panelists were incorporated before beginning the editing process. Changes were noted through the use of a script font. The edited version was sent to panelists and they again provided comments and suggestions. 3

8 School Foodservice and Nutrition Specialists Review In June 2001 two sections of the document that contained the most updated changes ( Sanitation, Food Safety, and Employee Safety and Marketing ) were sent via U.S. mail to a random sample of 75 School Foodservice and Nutrition Specialists (SFNS). Thirty-nine percent (n=29) of the SFNS group responded with comments and suggestions; the document was revised to reflect their input. RESULTS The original document contained 16 functional areas with 46 competencies and 501 knowledge and skill statements. The revised document has 14 functional areas with 41 competencies and 624 knowledge and skill statements. The double-column format featured in the 1996 publication was changed to enhance readability. An analysis of changes in the number of knowledge and skill statements for each functional area is in the appendix. The three sections that had the highest percentage of overall changes were Program Accountability (70%), General Management (73%), and Marketing (117%). Some of these changes were due to competencies that were moved into these sections from other sections. Twenty statements were deleted. Sixteen knowledge statements moved from entry-level to beyond entry-level and four skill statements moved from entry-level to beyond entry-level. Fifteen knowledge statements moved from beyond entry-level to entry-level and 32 skill statements moved from beyond entry-level to entry-level. The following changes were made to the original document based on panel suggestions: Functional Area 2: Sanitation, Food Safety, and Employee Safety Competency 2.3 was added. It is Establishes procedures and policies for risk management. Functional Area 4: Food Production Competency 4.2 was combined with 4.3. Functional Area 7: Nutrition and Menu Planning Competency 7.3 was combined with 7.1. Functional Area 8: General Management Competency 8.4 was moved to Functional Area 6: Program Accountability. Competency 8.5 was moved to Functional Area 12: Marketing. Functional Area 11: Research and Development Competencies 11.1 and 11.2 were moved to Functional Area 8: General Management. 4

9 Functional Area 14: Computer Applications Competency 14.2 was combined with Functional Area 15: Professional Development Competency 15.1 was moved to Functional Area 9: Personnel Management. Competency 15.2 was moved to Functional Area 8: General Management. APPLICATION Well-defined competencies, knowledge, and skill statements are tools necessary for the professional advancement of school food and nutrition directors/supervisors. The results will assist NFSMI in developing training programs and materials based on up-to-date competencies, knowledge, and skill statements for school food and nutrition directors/supervisors. This document will assist USDA, state agency child nutrition program, and ASFSA in promoting and sponsoring lifelong learning opportunities to prepare school food and nutrition directors/supervisors for the CNP challenges of the future. The document will continue to serve as the foundation for the development of the School Foodservice & Nutrition Specialist (SFNS) credentialing program that serves as ASFSA s highest level of certification. The document will need periodic updates and revisions to reflect changes in regulations and current practices in school food and nutrition programs. 5

10 FUNCTIONAL AREA 1: CUSTOMER SERVICE COMPETENCY 1.1 ESTABLISHES QUALITY STANDARDS FOR THE PRESENTATION AND SERVICE OF FOOD. Entry-Level Knowledge Statements Knows standards of food quality. Knows time and temperature relationships associated with appearance and palatability of food. Knows food merchandising techniques to enhance the presentation of food. Entry-Level Skill Statements Plans menus with foods that can be successfully and safely prepared, displayed, and served. Ensures food served meets time and temperature requirements for safe and attractive food. Measures food quality using food quality standards Beyond Entry-Level Knowledge Statements Knows meal service principles that preserve food quality, promote efficiency, and enhance serving line appearance. Knows methods for communicating food and nutrition standards and measurements to staff. Understands aesthetics of food and the role it plays in encouraging food consumption. Beyond Entry-Level Skill Statements Implements a system to maintain high standards in the presentation and appearance of food throughout the serving period. Implements a system for measuring and evaluating service delivery systems, serving techniques, appearance of serving line, and efficiency of serving area. 7

11 COMPETENCY 1.2 IMPLEMENTS A DISTRICT-WIDE CUSTOMER SERVICE DRIVEN PHILOSOPHY THAT FOCUSES ON VALUE AND SATISFACTION. Entry-Level Knowledge Statements Knows fundamentals of creating a pleasant, appealing, and safe environment for serving customers nutritious meals. Knows techniques to facilitate cooperative interactions between customers and CNP personnel. Entry-Level Skill Statements Creates a positive and customer-friendly environment that encourages customer interaction. Responds to customer comments and suggestions in a pleasant and positive manner. Identifies customer food and service needs and desires as a basis for developing strategies for change. Uses employee teams to promote continuous quality improvement of customer meal service to students, parents, teachers, school staff, administrators, and community members. Develops rapport with students, administrators, teachers, parents, and CNP personnel to develop a better understanding of customer needs and desires for meal service. Recruits and hires customer-service oriented employees. Trains and develops customer-service oriented employees. Beyond Entry-Level Knowledge Statements Knows methods for tracking and measuring customer satisfaction with CNP. Knows current trends in service popular with customers and how to determine the costeffectiveness. 8

12 COMPETENCY 1.2 IMPLEMENTS A DISTRICT-WIDE CUSTOMER SERVICE DRIVEN PHILOSOPHY THAT FOCUSES ON VALUE AND SATISFACTION. Beyond Entry-Level Skill Statements Establishes and communicates quality customer service standards to the CNP staff. Develops a system for measuring quality of service and personnel performance to achieve better customer satisfaction and higher customer participation. Creates a positive atmosphere where customer issues are dealt with quickly and competently. Encourages the CNP staff to deal with customer issues and to exceed customer expectations. 9

13 FUNCTIONAL AREA 2: SANITATION, FOOD SAFETY, AND EMPLOYEE SAFETY COMPETENCY 2.1 ESTABLISHES PROCEDURES TO ENSURE THAT FOOD IS PREPARED AND SERVED IN A SANITARY AND SAFE ENVIRONMENT. Entry-Level Knowledge Statements Knows basic principles of foodservice sanitation and food safety. Knows principles of microbiology related to the prevention of foodborne illnesses. Knows principles for selecting, storing, using, and maintaining chemical supplies and other hazardous materials. Knows principles of safe food handling using hazard analysis critical control point (HACCP). Knows strategies to monitor foodservice areas for sanitation and food safety. Knows local, state, and federal sanitation and food safety requirements for foodservice establishments. Entry-Level Skill Statements Manages food safety and sanitation using HACCP principles as a guide. Identifies the critical control points in the flow of food through the foodservice operation to assure food safety. Develops comprehensive procedures for monitoring and maintaining proper temperatures of food at all points in the flow of food from receiving through serving. Develops and monitors policies for storing chemical and cleaning compounds in an area separated from foods, supplies, and dish room areas. Develops and monitors safe, effective methods for prevention and control of insects, rodents, and other pest infestations. Conducts routine food safety and sanitation inspections and implements corrective action plans. Implements a sanitation training program for foodservice staff. 10

14 COMPETENCY 2.1 ESTABLISHES PROCEDURES TO ENSURE THAT FOOD IS PREPARED AND SERVED IN A SANITARY AND SAFE ENVIRONMENT. Entry-Level Skill Statements, continued Maintains appropriate records pertaining to foodservice sanitation, including in-house inspection reports, health department inspection reports, temperature logs, or other required documentation. Beyond Entry-Level Knowledge Statements Knows procedures for reporting possible compliance problems in food processing and packaging practices for USDA commodities and purchased foods to USDA s Food Safety and Inspection Service (FSIS). Beyond Entry-Level Skill Statements Establishes a communication system with federal and state authorities regarding compliance problems in food processing and packaging. Establishes communication procedures within the school district regarding food safety issues. Develops emergency procedures and practices for food recalls and foodborne illnesses. 11

15 COMPETENCY 2.2 DEVELOPS AND INTEGRATES EMPLOYEE SAFETY REGULATIONS INTO ALL PHASES OF THE SCHOOL FOODSERVICE OPERATION. Entry-Level Knowledge Statements Knows principles of creating and maintaining a safe work environment and understands importance of such an environment. Knows Occupational Safety and Health Act (OSHA) and other laws that govern safety standards that apply to foodservice establishments. Knows National Sanitation Foundation (NSF) designation and how it impacts equipment design and purchasing decisions. Knows safety standards for selecting and using chemicals, hazardous materials, and equipment for maintaining facilities. Knows school district s policies for reporting accidents and injuries. Entry-Level Skill Statements Encourages employee participation in creating a safe work environment. Develops safety guidelines and procedures for injury prevention. Develops safety requirements and standards for selection and use of chemicals, hazardous materials, and equipment. Develops procedures and trains employees on proper use, cleaning, and sanitizing of foodservice equipment. Ensures that the Material Safety Data Sheets are up to date and accessible to employees per federal, state, and local regulations. Ensures employee training on the proper use of fire extinguishers. Provides first aid kits in all foodservice facilities. Ensures first aid training for employees. 12

16 COMPETENCY 2.2 DEVELOPS AND INTEGRATES EMPLOYEE SAFETY REGULATIONS INTO ALL PHASES OF THE SCHOOL FOODSERVICE OPERATION. Entry-Level Skill Statements, continued Ensures employee training for lifting and moving objects to prevent muscle and back injuries. Monitors and tracks incidence of job-related injuries. Implements a system for routine maintenance and repair of all foodservice equipment, including fire extinguisher systems. Develops and implements emergency procedures for facility evacuation in case of fire, gas leaks, and other emergencies. Establishes and implements policies for posting of workplace safety information. Beyond Entry-Level Knowledge Statements Knows methods for training or resources to provide training for employees in emergency procedures such as cardiac pulmonary resuscitation (CPR), the Heimlich maneuver, illness or injury resulting in the loss of bodily fluids, and other on-the-job injuries. Knows methods of evaluating job-related injuries to determine cause of injury. Knows methods of determining the cost of job-related injuries. Beyond Entry-Level Skill Statements Identifies and evaluates employee behavior patterns that could lead to accidents on the job. Initiates and/or maintains a safety training and incentive program based on needs to improve employee work practices and emergency procedures. Documents safety training and collaborates with district safety officials. Monitors compliance with health and safety rules established by federal (OSHA), state, and local agencies. 13

17 COMPETENCY 2.2 DEVELOPS AND INTEGRATES EMPLOYEE SAFETY REGULATIONS INTO ALL PHASES OF THE SCHOOL FOODSERVICE OPERATION. Beyond Entry-Level Skill Statements, continued Monitors the cost of job-related injuries. Evaluates safety features when planning for purchase of equipment. Implements a system for maintaining ventilation hoods and other high-risk heat generating equipment. 14

18 COMPETENCY 2.3 ESTABLISHES PROCEDURES AND POLICIES FOR RISK MANAGEMENT. Entry-Level Knowledge Statements Knows the principles of risk management. Entry-Level Skill Statements Monitors foodservice operations for risks. Beyond Entry-Level Knowledge Statements Collaborates with district administration on risk management strategies. Recognizes a crisis as any situation that may have a negative impact on the CNP. Beyond Entry-Level Skill Statements Assembles a crisis management team when needed. Develops a crisis plan that outlines the functions of each team member. Develops an emergency directory and contact list. Develops a systematic approach to identify and prioritize potential risks and threats to the CNP. 15

19 FUNCTIONAL AREA 3: FINANCIAL MANAGEMENT AND RECORD KEEPING COMPETENCY 3.1 ESTABLISHES MEASURABLE FINANCIAL OBJECTIVES AND GOALS FOR THE CNP. Entry-Level Knowledge Statements Knows fundamentals of effective financial management practices. Knows methods to forecast operational revenues and expenditures. Knows process for budget development, justification, and implementation. Knows financial goals and objectives of the district s Board of Education. Entry-Level Skill Statements Works with school administration, school managers, and staff to identify the desired financial outcomes for the CNP. Involves school managers and staff in setting and meeting CNP financial goals for the school and school district. Establishes and/or manages CNP operational budget based on program goals and district guidelines. Projects revenue sources and expenditures for both present and future enrollments. Addresses issues of non-compliance and/or budget variance in a timely fashion. Beyond Entry-Level Knowledge Statements Knows process for incorporating CNP budget into the district budget. Knows methods for calculating financial performance indicators. Knows methods for forecasting growth and expansion needs based on changing demographics. 16

20 COMPETENCY 3.1 ESTABLISHES MEASURABLE FINANCIAL OBJECTIVES AND GOALS FOR THE CNP. Beyond Entry-Level Skill Statements Sets performance standards for sound financial management and articulates standards to managers and administration. Develops and submits budget amendments to cover unanticipated program changes and provides documentation to support variances. Develops strategies to achieve financial accountability. 17

21 COMPETENCY 3.2 MANAGES THE CNP USING APPROPRIATE FINANCIAL MANAGEMENT TECHNIQUES. Entry-Level Knowledge Statements Knows basic principles of accounting and the application of those principles. Knows fundamentals of preparing a financial plan and operating budget. Knows the relationship of revenue and expenditure categories to profit/loss margins. Entry-Level Skill Statements Shares information with staff concerning financial issues and develops strategies for addressing the issues. Reports budget status to district administrators and Board of Education. Analyzes revenues and expenditures and makes program adjustments to obtain desired financial goals. Establishes standard financial operating procedures for the school district s CNP. Controls food cost by ensuring use of standardized recipes, portion sizes, and product ingredients. Analyzes financial statements to make sound financial decisions. Maintains labor cost by monitoring labor hours in relation to meals served and employee benefits. Establishes and maintains inventory policy. Reconciles projected annual budget with actual revenue and expenditure performance. Beyond Entry-Level Knowledge Statements Knows the importance of protecting the financial integrity of the program. 18

22 COMPETENCY 3.2 MANAGES THE CNP USING APPROPRIATE FINANCIAL MANAGEMENT TECHNIQUES. Beyond Entry-Level Knowledge Statements, continued Knows the elements of proper internal financial controls. Knows methods to calculate key ratios for use in comparing financial performance across time periods and to industry benchmarks. Regularly performs audits on all aspects of the program to identify and control problem areas. Beyond Entry-Level Skill Statements Maintains program integrity in use of funds. Projects annual revenue by funding source and expenditures by operational category. Establishes a pricing structure for all CNP categories that follows local, state, and federal guidelines. Determines financial performance of individual school sites and makes appropriate adjustments to achieve desired financial goals. 19

23 COMPETENCY 3.3 IMPLEMENTS EFFICIENT MANAGEMENT TECHNIQUES TO ENSURE ALL RECORDS AND SUPPORTING DOCUMENTATION ARE MAINTAINED IN ACCORDANCE WITH LOCAL, STATE, AND FEDERAL LAWS AND POLICIES. Entry-Level Knowledge Statements Knows all local, state, and federal requirements for maintaining accurate and appropriate records. Knows procedures for preparing accurate reports in a timely manner. Knows appropriate length of time to retain financial records. Entry-Level Skill Statements Ensures the accountability system used in the CNP is reliable and provides accurate data on a timely basis. Develops a simplified system to maintain appropriate foodservice records to meet local, state, and federal guidelines. Monitors procedures for storage of financial records. Establishes and implements written procedures for collecting, depositing, and disbursing funds. Establishes and reviews all meal count and cash handling procedures. Establishes an effective system for organizing records and preparing reports according to local, state, and federal guidelines. Beyond Entry-Level Knowledge Statements Knows methods for technology application in financial management. Knows CNP audit procedures, administrative review, and compliance requirements. 20

24 COMPETENCY 3.3 IMPLEMENTS EFFICIENT MANAGEMENT TECHNIQUES TO ENSURE ALL RECORDS AND SUPPORTING DOCUMENTATION ARE MAINTAINED IN ACCORDANCE WITH LOCAL, STATE, AND FEDERAL LAWS AND POLICIES. Beyond Entry-Level Skill Statements Uses financial management information system software to enhance financial reporting and accountability. Responds to auditors during audit procedures. 21

25 FUNCTIONAL AREA 4: FOOD PRODUCTION COMPETENCY 4.1 DEVELOPS PROCEDURES TO ENSURE THE FOOD PRODUCTION SYSTEM PROVIDES SAFE NUTRITIOUS FOOD OF HIGH QUALITY. Entry-Level Knowledge Statements Knows standards for control of quality and quantity food production and distribution, reflecting nutrition objectives. Knows principles of food science and fundamentals of flavor enhancement related to quantity food production, holding, and serving. Knows staff training techniques related to food production. Understands how different food production systems operate. Entry-Level Skill Statements Establishes procedures for food receiving, storage, production, and service that conserve the nutritive value, enhance flavor and attractiveness of final product. Evaluates menus for cost, nutritional content, customer acceptability, equipment demands, time requirements, and labor constraints. Establishes procedures for efficient food production. Implements production planning procedures including production schedules, standardized recipes, and portion control instructions. Ensures staff receives proper training and instructions on food production techniques. Establishes procedures to maintain required daily food production records at each site. Works with staff to evaluate the food production system and food quality and revise the system as needed. 22

26 COMPETENCY 4.1 DEVELOPS PROCEDURES TO ENSURE THE FOOD PRODUCTION SYSTEM PROVIDES SAFE NUTRITIOUS FOOD OF HIGH QUALITY. Beyond Entry-Level Knowledge Statements Knows fundamentals for developing a continuous quality improvement system for food production. Knows food preparation techniques that allow for efficient use of product, labor, and equipment. Knows methods to effectively implement change in food production procedures. Knows forecasting methods. Beyond Entry-Level Skill Statements Evaluates food production systems to determine the most effective one(s) for the CNP. Develops safe and efficient work methods to complete tasks based on time and motion principles. Employs forecasting methods for maximum operational efficiency. Trains staff in production and forecasting procedures. Implements procedures to involve customers in testing new recipes and food products. Evaluates and responds to change as needed. 23

27 COMPETENCY 4.2 ENSURES OPERATIONAL PROCEDURES FOR EFFICIENT AND EFFECTIVE FOOD PRODUCTION AND DISTRIBUTION. Entry-Level Knowledge Statements Knows methods to operate foodservice equipment. Knows procedures for documenting and evaluating amounts of food planned, prepared, and served. Knows appropriate portion control procedures. Knows methods to standardize recipes. Entry-Level Skill Statements Trains staff to operate foodservice equipment. Implements procedures for portion control and monitors their usage regularly. Develops a system of consistent and accurate documentation for food production. Directs the use and development of standardized recipes for controlling food quality, recipe yield, and portion size. Develops and monitors CNP food production methods to assure the yield of high-quality food that meets nutrition objectives. Beyond Entry-Level Knowledge Statements Knows methods to determine staff productivity. Knows methods to evaluate food distribution systems. Beyond Entry-Level Skill Statements Establishes an effective food distribution system for all sites in the CNP. 24

28 COMPETENCY 4.2 ENSURES OPERATIONAL PROCEDURES FOR EFFICIENT AND EFFECTIVE FOOD PRODUCTION AND DISTRIBUTION. Beyond Entry-Level Skill Statements, continued Establishes and applies work standards for productivity of meals (i.e., meals per labor hour). Develops methods for recipe modification, implementing nutrition objectives, and increasing customer acceptability. 25

29 FUNCTIONAL AREA 5: PROCUREMENT COMPETENCY 5.1 IMPLEMENTS A COST-EFFECTIVE PROCUREMENT SYSTEM. Entry-Level Knowledge Statements Knows local, state, and federal purchasing policies and procedures. Knows ethical practices for procurement. Knows fundamentals of procurement. Knows methods to order accurate amounts of food to meet meal/snack pattern requirements. Knows cost control principles applicable to procurement. Entry-Level Skill Statements Follows local, state, and federal laws and regulations that govern the safety of the food supply. Develops and implements procurement practices consistent with nutrition objectives and procurement requirements. Develops procurement procedures for individual schools to order, receive, and store products consistent with local, state, and federal regulations. Develops an inventory control system that addresses the delivery date, storage, and turnover rate of all products. Ensures open and free competition in the marketplace. Beyond Entry-Level Knowledge Statements Knows basic principles of formal and informal bidding. Knows laws and regulations that safeguard the food supply and their application to the procurement of food. Assesses the feasibility of methods of purchasing including bid buying, prime vendors, and group purchasing. 26

30 COMPETENCY 5.1 IMPLEMENTS A COST-EFFECTIVE PROCUREMENT SYSTEM. Beyond Entry-Level Skill Statements Evaluates price bids/quotes and selects or recommends vendors or group purchasing plan according to established local, state, and federal regulations. Implements or develops a district procurement plan to guide the appropriate purchasing methods for the CNP. Evaluates current purchasing practices to determine effectiveness. 27

31 COMPETENCY 5.2 DEVELOPS PURCHASING GUIDELINES TO ENSURE PURCHASED FOOD AND SUPPLIES REFLECT PRODUCT KNOWLEDGE, CUSTOMER PREFERENCES, DISTRICT NEEDS, POLICIES, AND NUTRITION OBJECTIVES. Entry-Level Knowledge Statements Knows fundamentals of developing product specifications for all items purchased by the CNP. Knows importance of food labeling laws and regulations in determining compliance with product identification. Knows methods for forecasting quantities of food and supplies needed to operate the CNP as a cost-effective business. Knows structure of USDA commodity program. Entry-Level Skill Statements Develops a system for brand approval that ensures a quality product with broad customer acceptability without restricting competition. Maintains system to document nutrient content of food products purchased. Develops products specifications/descriptions based on nutrition objectives, customer preferences, and production systems. Develops specifications for purchasing supplies and equipment for the CNP based on the production system. Updates product specifications/descriptions through pre-bid conferences, product testing/screening, and product comparison. Implements a system to maximize use of USDA commodities. Beyond Entry-Level Knowledge Statements Knows communication techniques to enhance the information flow between district procurement, manufacturer, distributor/vendor, and school receiving staff. 28

32 COMPETENCY 5.2 DEVELOPS PURCHASING GUIDELINES TO ENSURE PURCHASED FOOD AND SUPPLIES REFLECT PRODUCT KNOWLEDGE, CUSTOMER PREFERENCES, DISTRICT NEEDS, POLICIES, AND NUTRITION OBJECTIVES. Beyond Entry-Level Skill Statements Provides a district purchasing profile to assist industry representatives in meeting district needs and services. Clearly communicates information about purchased products. Develops purchasing standards that include nutrient product information to meet nutrition objectives. Updates knowledge of products by maintaining adequate communication with industry and others. 29

33 COMPETENCY 5.3 ESTABLISHES STANDARDS FOR RECEIVING, STORING, AND INVENTORYING FOOD AND NON-FOOD SUPPLIES BASED ON SOUND PRINCIPLES OF MANAGEMENT. Entry-Level Knowledge Statements Knows receiving procedures that ensure food safety, quantity, and quality control. Knows established procedures for verifying receipt of specified products. Knows the importance of communicating product purchase records and delivery dates between the supplier and the receiving location. Knows current principles/recommendations for storing and inventorying food and non-food supplies to ensure quality and financial control. Entry-Level Skill Statements Ensures that correct product is delivered based on terms of the contract and trains personnel in these methods. Implements procedures for returning and crediting unacceptable merchandise and ensuring only authorized substitutions are accepted. Establishes a communication process between the supplier and receiving location. Implements procedures to verify receipt of orders as placed. Establishes a system for matching quantity and quality of product received against product identification on delivery ticket/invoice. Develops procedures to certify that product received is properly counted/weighed and meets specifications. Reviews system to assure storage areas are temperature controlled, properly maintained, well ventilated, and adequately secured. Monitors deliveries to ensure time, temperature, product quality, and transportation requirements are met. 30

34 COMPETENCY 5.3 ESTABLISHES STANDARDS FOR RECEIVING, STORING, AND INVENTORYING FOOD AND NON-FOOD SUPPLIES BASED ON SOUND PRINCIPLES OF MANAGEMENT. Entry-Level Skill Statements, continued Develops procedures for maintaining sanitation and proper temperatures in storage facilities. Directs inventory procedures that are consistent with local, state, and federal guidelines. Beyond Entry-Level Knowledge Statements Knows methods for record keeping. Knows methods for effective implementation of a central warehouse system when appropriate. Beyond Entry-Level Skill Statements Develops a feedback system that provides adequate information, including recalls or holds, about products received. Selects and maintains transport equipment and vehicles when appropriate. Uses technology to the greatest extent possible to simplify procurement system. 31

35 FUNCTIONAL AREA 6: PROGRAM ACCOUNTABILITY COMPETENCY 6.1 ENSURES CNP COMPLIANCE WITH ALL LOCAL, STATE, AND FEDERAL LAWS, REGULATIONS, AND POLICIES. Entry-Level Knowledge Statements Knows importance of nutritional, financial, and regulatory accountability to the integrity of CNPs. Knows and understands the components of local, state, and federal regulations and guidelines, including policies and agreements, that govern CNP operations. Knows importance of following written procedures and criteria necessary for documenting and monitoring of all phases of the school district s CNP. Entry-Level Skill Statements Maintains a detailed description of free/reduced price meal eligibility approval process. Ensures all applications for meal benefits are correctly approved in a timely manner and rosters updated as changes occur. Ensures completion of the verification process for meal/snack benefits according to USDA requirements. Establishes and maintains a written procedure for an accurate meal/snack count of reimbursable meals/snacks at the point of service. Ensures all school meals/snacks are planned and served in accordance with current local, state, and federal regulations and nutrition objectives. Develops procedures and forms to maintain accurate and appropriate records that comply with local, state, and federal regulations. Beyond Entry-Level Knowledge Statements Knows importance of monitoring audits for ensuring compliance. 32

36 COMPETENCY 6.1 ENSURES CNP COMPLIANCE WITH ALL LOCAL, STATE, AND FEDERAL LAWS, REGULATIONS, AND POLICIES. Beyond Entry-Level Skill Statements Develops a comprehensive internal audit/evaluation system for reviewing all aspects of the program and regularly performs audits in all areas to ensure compliance. 33

37 COMPETENCY 6.2 PROVIDES TECHNICAL ASSISTANCE AND TRAINING FOR SCHOOL FOODSERVICE PERSONNEL, SCHOOL ADMINISTRATORS, AND OTHER SCHOOL SUPPORT STAFF. Entry-Level Knowledge Statements Knows basic training process. Knows methods for communicating to administrators and community stakeholders the need for continuing education for CNP personnel. Entry-Level Skill Statements Demonstrates the ability to communicate effectively and dialogue with school administrators. Presents programs about the CNP to school administrators, school boards, parents, and civic organizations. Trains school foodservice staff and other school support staff. Beyond Entry-Level Knowledge Statements Knows approaches for obtaining technical information and educational materials appropriate for training. Knows importance of networking with agencies concerned with CNPs. Beyond Entry-Level Skill Statements Develops an ongoing system of informing CNP personnel, school administrators, parents, and school staff of CNP policy updates and current information for program understanding. Develops a network with all agencies concerned with CNPs including but not limited to WIC, food stamps, and CHIPS. Conducts or facilitates the presentation of training sessions in all pertinent areas including accountability, CNP guidelines, nutrition, or other appropriate topics. Obtains technical information and educational materials to be used in training. 34

38 COMPETENCY 6.3 DEVELOPS GUIDELINES FOR PROVIDING SERVICES IN RESPONSE TO DISASTER OR EMERGENCY SITUATIONS. Entry-Level Knowledge Statements Knows the importance of the district s disaster plan. Knows importance of networking with community disaster agencies (Red Cross, Salvation Army, or local agencies). Entry-Level Skill Statements Is an active member of the district s disaster planning team. Establishes and communicates a basic plan for dealing with an emergency/disaster situation to emergency personnel and appropriate school staff. Beyond Entry-Level Knowledge Statements Knows objectives and details of school district emergency plan. Knows local, state, and federal regulations for providing services and using USDA commodities in an emergency situation. Beyond Entry-Level Skill Statements Maintains an updated list of employee designations and alternates to district facilities in case of a community-wide disaster. Establishes emergency purchasing agreements with local food suppliers to help feed disaster victims housed in shelters. Implements emergency evacuation procedures for CNP personnel in case of a school disaster. Collaborates with other officials to prepare emergency communication plans that can be used by CNP personnel. 35

39 COMPETENCY 6.3 DEVELOPS GUIDELINES FOR PROVIDING SERVICES IN RESPONSE TO DISASTER OR EMERGENCY SITUATIONS. Beyond Entry-Level Skill Statements, continued Develops a plan for communicating with appropriate state and/or federal officials concerning the use of government commodities for disaster relief. Develops an emergency feeding plan and trains CNP on proper implementation that follows appropriate regulations and guidelines. 36

40 FUNCTIONAL AREA 7: NUTRITION AND MENU PLANNING COMPETENCY 7.1 DEVELOPS COST-EFFECTIVE MENUS THAT MAINTAIN NUTRITION INTEGRITY AND MEET ALL LOCAL, STATE, AND FEDERAL GUIDELINES AND REGULATIONS. Entry-Level Knowledge Statements Knows principles of menu planning. Knows the Dietary Guidelines for Americans and the Food Guide Pyramid as menu planning tools. Knows the relationship of menu planning to availability of government commodities, purchasing, food production, and productivity. Knows importance of proper nutrition and physical activity as vital elements in disease prevention and long-term good health. Knows relationship of good nutrition to health and educational performance. Knows importance of school meals/snacks as major sources of nourishment for all children. Knows laws and regulations for compliance with nutrition objectives in school meals. Knows government nutrition standards and the role they play in the development of healthful eating habits for children. Knows guidelines for planning and serving menus that meet nutrition objectives. Knows local, state, and federal rules governing competitive food sales. Entry-Level Skill Statements Applies principles of good menu planning that incorporate choices and meet the needs of students. Implements local, state, and federal regulations concerning the offering of competitive foods for sale. Ensures that school meals/snacks adhere to USDA nutrition regulations. 37

41 COMPETENCY 7.1 DEVELOPS COST-EFFECTIVE MENUS THAT MAINTAIN NUTRITION INTEGRITY AND MEET ALL LOCAL, STATE, AND FEDERAL GUIDELINES AND REGULATIONS. Beyond Entry-Level Knowledge Statements Knows current USDA menu planning options. Knows methods to use USDA-approved software to conduct a nutrient analysis of menus to determine compliance with Nutrient Standard Menu Planning requirements. Knows current government nutrition standards that apply to meals/snacks served in the CNP. Knows meal/snack requirements for CNPs and how they relate to other nutritional guidelines. Knows basic factors associated with the health and wellness of children, including physical and psychological development. Knows strategies for nutritional improvements in school meals/snacks and children s diets. Knows impact of nutritional status on children s behavior, school performance, and cognitive development. Knows nutritional components of the nation s health objectives. Knows the role the menu plays in controlling costs within a CNP. Knows the process for establishing a district nutrition policy. Beyond Entry-Level Skill Statements Utilizes a menu planning system to ensure compliance with the CNP-approved meal/snack pattern and/or nutrition standards. Develops a system for menu planning that includes pre- and post-costing, forecasting, analyzing nutrients, and assessing customer preferences. Conducts nutrient analyses of menus and makes modifications to menus as necessary. Utilizes current technology to enhance menu-planning process. 38

42 COMPETENCY 7.1 DEVELOPS COST-EFFECTIVE MENUS THAT MAINTAIN NUTRITION INTEGRITY AND MEET ALL LOCAL, STATE, AND FEDERAL GUIDELINES AND REGULATIONS. Beyond Entry-Level Skill Statements, continued Coordinates with school officials and the school community to develop and maintain a nutrition integrity policy based on current research. Ensures CNP personnel, students, teachers, and parents are informed and involved in the development of all policies for nutrition integrity and competitive food sales. Promotes the CNP s role in the relationship between nutrition adequacy and educational performance of children. Ensures all food served in the CNP makes a significant contribution to the development of healthy eating habits and is consistent with the nutritional objectives. Plans menus that include a variety of foods that enable customers to choose foods lower in fat, cholesterol, sugar, and sodium. Sets up a nutrition team from the school and community to promote the nutritional health and physical activity of students. Develops point-of-choice information to help customers make wise food decisions. 39

43 COMPETENCY 7.2 ASSESSES CUSTOMER PREFERENCES, INDUSTRY TRENDS, AND CURRENT RESEARCH TO PLAN MENUS THAT ENCOURAGE PARTICIPATION IN THE CNP. Entry-Level Knowledge Statements Knows methods to evaluate customer satisfaction with school menus and service. Entry-Level Skill Statements Establishes a process to ensure customer involvement in menu planning and product selection. Implements a process for obtaining customer feedback. Beyond Entry-Level Knowledge Statements Knows current sources of information related to the psychological and environmental forces that influence customer s dietary habits. Knows methods to collect and use qualitative and quantitative data on customer acceptability of school meals. Knows methods to evaluate research findings and industry trends for forecasting operational needs and predicting customer eating habits and attitudes. Beyond Entry-Level Skill Statements Utilizes the customer-driven approach to menu planning by adapting the CNP menus to fit changing customer expectations. Works with site managers to collect information on customer preferences of food choices and acceptability of new foods. Plans menus to reflect cultural diversity and introduce all students to different foods. Works with school officials to schedule meal periods that allow adequate time for students to eat in a safe and pleasant environment. 40

44 COMPETENCY 7.2 ASSESSES CUSTOMER PREFERENCES, INDUSTRY TRENDS, AND CURRENT RESEARCH TO PLAN MENUS THAT ENCOURAGE PARTICIPATION IN THE CNP. Beyond Entry-Level Skill Statements, continued Develops a program of collecting data that measures critical stakeholders (parents, staff, administrators) satisfaction levels with the CNP menus. 41

45 COMPETENCY 7.3 WORKS WITH SCHOOL STAFF, TEACHERS, PARENTS, AND PHYSICIANS TO PLAN MENUS FOR CHILDREN WITH SPECIAL NUTRITION NEEDS. Entry-Level Knowledge Statements Knows basic fundamentals of dietary modification to meet special needs. Knows procedures for identifying and accommodating special dietary needs that adhere to local, state, and federal guidelines and regulations. Knows sources for obtaining information related to special nutrition needs. Knows that a medically recognized professional needs to write diet orders. Entry-Level Skill Statements Develops procedures to accommodate nutritional needs of children who are unable to consume the regular meals/snacks because of medical or other special dietary needs. Develops a plan for including services of a registered dietitian as a consultant when needed to support the district s goals of providing nutritional services for children with special needs. Develops procedures to obtain nutritional supplements and other special food products required for modified meal production for children with special needs. Beyond Entry-Level Knowledge Statements Knows the importance of communicating with all parties (kitchen staff, teaching staff, principal, or parents) the special needs diets. Beyond Entry-Level Skill Statements Develops procedures for informing the school staff, teachers, parents, physicians, and other health professionals of nutritional services provided for children with special needs. Ensures written medical diet orders and instructions are kept in school files with an additional copy for the CNP site manager. 42

46 COMPETENCY 7.3 WORKS WITH SCHOOL STAFF, TEACHERS, PARENTS, AND PHYSICIANS TO PLAN MENUS FOR CHILDREN WITH SPECIAL NUTRITION NEEDS. Beyond Entry-Level Skill Statements, continued Provides for participation of a qualified nutrition professional in the development of a student s Individual Educational Plan or Program (IEP) when nutritional intervention is necessary. Coordinates the efforts of central office personnel and health and education services to coordinate programs for children with special nutrition needs. 43

47 FUNCTIONAL AREA 8: GENERAL MANAGEMENT COMPETENCY 8.1 EMPLOYS MANAGEMENT TECHNIQUES TO MAINTAIN AN EFFECTIVE AND EFFICIENT CNP. Entry-Level Knowledge Statements Knows methods to effectively plan, organize, staff, lead, and control. Knows strategies for decision-making. Knows strategies for managing change. Knows strategies for stress management. Recognizes factors important to employee satisfaction and knows approaches to respond to issues of dissatisfaction. Knows leadership styles and skills of effective leaders. Entry-Level Skill Statements Uses decision-making skills to improve CNP. Effectively plans, organizes, staffs, leads, and controls to achieve goals. Identifies responsibilities of each CNP staff member and provides for maximum utilization of their abilities. Provides effective leadership in accomplishing the goals of the CNP. Beyond Entry-Level Knowledge Statements Knows process of using managerial techniques to achieve organizational goals. Knows formal/informal network needed to achieve goals and objectives. Knows methods for continuous quality improvement. 44