Evaluation Strategy

Level 1

Please circle the number that corresponds to your response to the following statements.

1 = Do Not Agree and 5 = Agree Completely.

This course met my expectations. 1 2 3 4 5

The course objectives were clearly stated. 1 2 3 4 5

All necessary equipment was provided. 1 2 3 4 5

Course materials were clear and useful during the course.  1 2 3 4 5            

There was enough time to practice the skills presented during the course. 1 2 3 4 5

The instructor was knowledgeable. 1 2 3 4 5

The instructor was able to successfully explain/demonstrate course content.   1 2 3 4 5

I will be able to apply what I have learned in this course back on-the-job. 1 2 3 4 5

Please provide comments or suggestions on any areas of the course that should be improved, areas that exceeded your expectations, changes you would like, etc....

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

What topics would you like included in future training?

_____________________________________________________________________

_____________________________________________________________________

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Level 2

During the course knowledge checks will be provided through out the content to determine if learning has taken place.

Immediately following course completion written and practical skills tests will be provided.

Written Post-test:

Given an unlabeled diagram of a knife, participants will be able to correctly match the parts of a knife to the correct parts on the diagram

Given either a picture of or four actual knives, participants will be able to correctly identify each type of knife and the category it belongs to

Given a series of fill-in-the blank, true/false, and multiple-choice questions or statements, participants will demonstrate that they can:

• Describe how to maintain and sharpen knives
• Describe how to safely handle a knife
• List 6 or more culinary cuts, examples and dimensions of each

A score of 90% is required to pass the written test.

Practical Skills-test:

Instructor will observe participants during skills-test and assess if they can

• Demonstrate how to practice safe knife handling
• Demonstrate how to use a knife steel to hone a knife
• Demonstrate how to maintain and sharpen a knife, so that it will cut

Instructor will provide correction during test, participants will then be allowed a second chance to demonstrate the above skills with  90% accuracy.

During the skills test participants will be provided with 5 lbs of vegetables, including potatoes, carrots, radishes, or turnips

• Demonstrate all culinary knife cuts, and produce a minimum of five examples of each cut from one or more of the vegetables (including one or more of the following: potatoes, carrots, turnips, radishes, etc.) provided, with 90% accuracy:
• Dice - Large, medium, small dice
• Brunoise, Fine Brunoise
• Julienne, Fine Julienne
• Rondelle – Round, Bias-round
• Lozenge, Paysanne
• Irregular Cuts - Peel, Shred, Chop, Mince, Chiffonade
• Participants accuracy and speed will be measured and compared to the results of their pre-test. An minimum improvement of 10% across categories is required to pass. Participants who are unable to demonstrate minimum improvement may request time to practice on their own and may be retested.

Level 3

One month post course a survey will be sent to all participants with the following questions to determine if they have been able to apply the knowledge and skills acquired back on the job.

Please select a number that corresponds to your response to the following statements. 1 = Do Not Agree and 5 = Agree Completely.

Over the past month I have applied the skills and knowledge I learned in the Basic Knife Course..

1 2 3 4 5

Knife Safety

1 2 3 4 5

Knife Maintenance                      

1 2 3 4 5

Dice - Large, medium, small dice 1 2 3 4 5

Brunoise, Fine Brunoise 1 2 3 4 5

Julienne, Fine Julienne 1 2 3 4 5

Rondelle – Round, Bias-round 1 2 3 4 5

Lozenge, Paysanne 1 2 3 4 5

Peel 1 2 3 4 5

Shred, Chop, Mince 1 2 3 4 5

Chiffonade 1 2 3 4 5

Please provide comments or suggestions to improve your ability to apply the skills and knowledge you learned in the course.

___________________________________________________________________

__________________________________________________________________

Level 4

Guest Satisfaction Survey is administered by corporate monthly.

Summary of time between when ticket is received and order ready is created weekly.

Customer Satisfaction Rate prior to the start of training was reported at 62%. Corporate goal for customer satisfaction rating is 72%. Monthly Customer Satisfaction Rating for the kitchen should continue to be measured monthly. These results should be compared to the percent of employees who have received training. An improvement in the rating would indicate that training may be having a positive impact on customer satisfaction.

Compare the average ticket time at the beginning of training, one month post training, three month post training to determine if order ready time is positively impacted by training. Since class size is small, waiting until at least ⅓ of the staff are trained would provide more significant data.

Training Design

Rationale:

Training analysis identified the need for training to improve the knowledge and skill level of all Level 1,2, & 3 Cooks in three areas: Basic knife skills, Sauté techniques, and Sauce Making. Since knife skills are used across all areas of the kitchen this area was selected for focus. The Basic Knife skills course will provide training on basic knife skills. However, the course format is flexible so that it can be delivered in short chunks over several weeks.

Target Population:

• The target population consists of 16 current Cooks Level 1, 2, & 3 with varying experience and skill levels. 
• English is the second language for approximately 1/3 of the audience.
• Employees do not self-identify as needing training.

Participant Prerequisites:

• Minimum of 3 months Restaurant experience required
• Knowledge of Standard Kitchen Safety & Sanitation Requirements
• Recommendation by Supervisor
• Completion of Pre-test

Class Structure:

Class size should be limited to no more than 3 employees to allow coaching, hands on practice, and to avoid disruption of normal kitchen schedule.

Training needs to take place prior to the start of a regular shift.

Facility Prerequisites:

• Post Illustrated Job Aids:
• Categories/Types of Knives
• Parts of a Knife
• Culinary Cuts
• Chef knife and Paring Knife per participant
• Cutting board per participant
• Potatoes, Carrots, Turnips, or other vegetables 
• Counter Space for Cutting board for each participant and one facilitator
• Samples of at least four types and categories of knives

Facilitator Prerequisites:

• Successful completion of Company Instructor training course(s)
• Culinary degree or comparable work experience
• Supervisor recommendation
• Mastery of all basic knife techniques as demonstrated by performance on pre-test checklist

Assistant Facilitators may be identified during pre-test. These Assistant Facilitators will have passed the pre-test by successfully demonstrating that they have mastered the course objectives. These assistants should then be used to demonstrate techniques and should concentrate on improving their speed and accuracy, encouraging those who do not think they need training to participate and improve their skills.

Course Description:

This course will teach participants the basic knowledge and skills to safely and accurately use knives and knife techniques in a professional kitchen. It will also focus on increasing mastery level and speed. The course will take place prior to the start of the participants regular work shift and may be completed over several sessions depending on the needs of the facilitator and participant’s schedule. No less than 20 minutes should be scheduled for of each terminal objective. The amount of practice time necessary to successfully complete the course will depend on the skill of the participant when they begin the course.

Course Objectives:

Terminal Objectives: (Audience, Behavior, Condition, Degree)

Upon completion of the Basic Knife Skills course, given professional kitchen equipment, participants will be able to:

• Describe categories and types of knives and the parts of each knife,
• Describe and practice safe knife handling,
• Describe and demonstrate how to maintain a knife,
• Safely and accurately demonstrate basic knife techniques,
• Describe and produce examples of all culinary cuts;

with 90% accuracy.

Enabling Objectives:

Upon completion of this course and given a lecture, demonstration, and job aid on categories, types, and parts of each knife, a minimum of four types of knives (chef’s, utility, paring, tourne’), coaching, and time to practice participants will be able to:

• List and identify 4 – 6 categories of knives and 1 or more types of knives found in each
• Describe the parts of a knife;

with 90% accuracy.

Upon completion of this course and given a lecture, demonstration, on safe knife handling practices and how to maintain a knife, a Job Aid on how to sharpen a knife, and a minimum of two types of knives), coaching, and time to practice participants will be able to:

• Describe how to safely handle a knife
• Practice safe knife handling
• Describe how to maintain knives 
• Demonstrate how to use a knife steel to hone a knife
• Sharpen a knife using sharpening stones provided to demonstrate how to maintain and sharpen a knife, so that it will cut; 

with 90% accuracy.

Upon completion of this course and given a lecture, demonstration, and a Job Aid on Culinary cuts, a minimum of two types of knives), coaching, and time to practice participants will be able to:

• Describe characteristics of all culinary knife cuts, including dimensions
• Demonstrate all culinary knife cuts, and produce a minimum of five examples of each cut from one or more of the vegetables (including potatoes, carrots, turnips, radishes, etc.) provided, with a minimum of 10% improvement from their pre-test score:
• Dice - Large, medium, small dice 
• Brunoise, Fine Brunoise
• Julienne, Fine Julienne
• Rondelle – Round, Bias-round
• Lozenge, Paysanne
• Irregular Cuts - Peel, Shred, Chop, Mince, Chiffonade
• Increase accuracy of cuts, speed of cuts, and need to reference job aids, as time allows

Evaluation Strategy:

A pre-test consisting of a written test and a demonstration/performance test will determine initial mastery level prior to starting the course and establish a baseline for determining if the participant has improved his or her skill level. A check list measures participant’s progress thru skills and level of mastery.

Evaluation Level 1

A survey will be provided to gauge participates reaction to the course.

Evaluation Level 2

Hands on activities will provide the facilitator the opportunity to evaluate how much each participant’s has improved his/her mastery of each skill.

Post-tests will measure if participant is able to retain the information provided. Post-test should require participant to demonstrate they learned the content and can produce samples using the job aids provided.

Evaluation Level 3

On-the-job evaluation will determine if participant has transferred the knowledge learned in the course to their job.

Evaluation Level 4

Three months post course evaluation should be conducted to compare Guest Satisfaction Survey(GSS) results to see if improved skills have resulted in better results on the GSS.

Deliverables:

• Pre-course assessment/test
• Facilitator Guide including list of Demonstrations
• Scenario for Facilitator to follow
• Job Aids:
• Parts of a Knife/Types of Knives, Steps to Sharpen a Knife, Culinary Cuts
• Checklist of Skills with Criteria
• Post-Course performance assessment
• Recommend recording Video of each skill and posting to intranet or YouTube for future reference

EDUC 603 Training Needs Analysis

  

Training Needs Analysis Results 

Problem Statement: Insufficient kitchen management is resulting in lower customer satisfaction ratings.

Introduction:

A Performance Gap and Root Cause Analysis were conducted to determine the root causes of the problem identified for the Culinary/Kitchen Department of a 350 bed hotel. A Front-End Analysis was conducted and presented findings and recommendations across several areas. This Training Analysis focuses on two of the three knowledge or skill gaps identified:

• Not all cooks have the skills or knowledge to cook the full menu
• Some employees do not know or lack basic cooking skills

The Front End Analysis provided initial recommendations to Create advanced skills/knowledge checklist and to make completion of the checklist part of job performance goals. It was also recommended that the new hire process be modified to include a demonstration/test of basic cooking skills to screen out those who lack those skills. Finally it was recommended that Employees receive mentoring and coaching to master new skills or new menu items. In order to fully define the training needed additional analysis was conducted.

Analysis Plan:

This training analysis will use surveys, interviews, and a review of existing job descriptions to analyze the specific knowledge or skills needed to close the gaps identified in the FEA.

Data Collection Instrument		Questions
Supervisor Survey	Survey was printed and made available to Supervisors to complete. Two Supervisors filled out survey independently. Four supervisors answered survey when questions where presented to them in conversation and answers recorded.	·         What is your current position? ·         How long have you been with the company? ·         Identify the number of employees, if any, who have a performance gap in each area: Knife Skills, Saute Techniques, Grilling, Frying, Detailed Menu Knowledge, Sauce making, Salad/Cold Station. ·         What one skill or knowledge area would you like to see improved first? ·         How much time per month should be devoted to up skilling your employees? ·         Currently how much time is spent training each employee per month? ·         The amount of time we spend training employees each month is Enough/Not Enough?
Cook Survey	Surveys were anonymous and answers were compiled. Last question was fill-in the blank.	·         What is your current title? ·         In which of three types of Food Service have you worked for 6 months or more? ·         How long have you been with the Company? ·         How would you rate the level of your knife skills? ·         How would you rate your knowledge of and skill at Sauce making? ·         How would you rate your grilling and frying skill level? ·         How would you rate your knowledge and skill level of Sauté techniques? ·         How familiar are you with the current menu? ·         What techniques or skills would you like to learn more about?
Supervisor Interview	Interviews were conducted by telephone with six Supervisors at various levels.	·         What does your employee need to do to improve his/her performance? ·         What knowledge or skills does your employee need to improve his/her performance? ·         What are the most frequently performed tasks? ·         What are the most critical skills, knowledge? ·         What have the highest consequence if performed incorrectly?
Review Job Descriptions	Gathering Background Information	Job descriptions were reviewed for line cooks, sauté, grill, sous chef, saucier.

Data Collection Summary:           

There are four roles that are currently experiencing performance gaps related to knowledge and lack of skills. These are Cook 1, 2, 3, and Lead Cook. Supervisors were interviewed but training them was not considered as part of this analysis. Cooks typically enter as Cook 2. The majority of Cooks are Cook 2. Although there are some Level 1 Cooks who have fewer skills than level 2 Cooks. Interviews revealed that this kitchen is currently organized more along time in service, rather than skill level or formal Brigade organization.

Cook Titles and Supervisor Titles

The majority of employees only have experience with Sports bar. Interviews indicated that previously there were two lines, one for the Sports bar and one for Formal/Banquet. These were combined during staff reductions. Now that there is one line for all food types, employees are required to cook all three types.

The majority of Cooks have more time at the company than the most of their Supervisors.

Cooks Time With Company

         

Supervisor Time With Company

                                      

                               

 When rating skills and knowledge across five areas employees rated themselves higher in most areas than did their supervisors.

Employee Self Assessment

These charts demonstrate how employees rated themselves in each area.

Supervisor Assessment of Employee Skills/Knowledge:

Time Spent Training:

Half of the supervisors indicated that employees receive 4 hours of training per month. Supervisors were evenly in whether they thought the amount of time spent in training was enough or not enough.

The three Employees filled in the blank in response to what they would like to learn about, would you like to learn more-- "knife skills", "butchering", "making remoulade", and "how to prepare the menu". Supervisors reported two areas they would like to see improved first. In comparison Supervisors identified their two highest priority areas as shown here:

Findings and Recommendations:

Supervisors and Cooks perceive the knowledge and skill level of the cooks differently, with supervisors rating them lower and individuals rating themselves higher.	Administer Pre-test to accurately measure knowledge and skill level. Develop Check list with metrics for each skill.
There are five areas identified where there is a gap in knowledge or skill. These are in Knife skills, Frying/Grilling, Sauté, Sauce Making, Menu Knowledge. Of these five areas the majority of cooks have mastered frying and grilling. Knife skills and Menu Knowledge are areas that need emphasis across all roles. Sauté and Sauce Making while desirable are identified as more advanced skills and other skills must be mastered before focusing on these skills. Some employees demonstrate knowledge of a technique or procedure but fail to apply this knowledge. (For example, one supervisor said they can tell you the proper temperature for cooking a medium rare steak. But when actually preparing one, they over cook it.)	Training content should be developed to address the skills needed for each of these areas. Training should focus on the high impact and high priority areas first. Training Needs Analysis identified general areas. A Job Process Analysis is should be conducted to break these down further into individual tasks, knowledge, or skills and to align this with the Pre-test and subsequent training developed. Training should consist primarily of demonstrations and hands-on exercises. Post-test should be created to measure mastery.
Cooks have been on the job longer than some of their supervisors, but failed to gain full range of skills and knowledge.	Conduct small training sessions in small groups or one on one by skill area. Focus training on one menu item or skill at a time.
Job descriptions and formal kitchen brigade organization are merely guidelines for this kitchen. When two lines where combined, some of the stations were combined and all employees are expected to be cross-trained.	Training should prioritize skills that cross all areas. Cross training should be provided for all employees. Informal training, mentoring, peer coaching should be used to supplement formal training.

Conclusion and Next Steps: 

The TNA has  indicated the need for specific training content to be developed and delivered and prioritized the areas to target. A detailed job task analysis will identify each individual task to address and a pre-test should reveal employees needing specific training.