The Collins College Of Hospitality Management

The Collins College of Hospitality Management CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA Fall 2009 HRT 276 (Section 03): Food, Beverage, & Labor Cost Control Belinda de Villa-Lopez, Lecturer Office 79-115, Ext. 4472 Email: [email protected]

Office Hours (subject to change) T : 10:00 AM – 12:00 PM TH : 10:00 AM – 1:00 PM

Jenesie Hardyman, RKR Restaurant Laboratory Analyst, [email protected] ,909.869.5125 Chitra Perera, RKR Purchasing Agent, [email protected] , 909.869.5344 CATALOG DESCRIPTION Analyzing food, beverage and labor cost controls. Students apply problem solving and solution techniques in realistic operational situations. Areas covered include cost, volume, profit relationships, food cost determination, standard costs, forecasting, sales control and menu pricing, beverage control and labor control. Prerequisite: ACC 207 or equivalent COURSE OBJECTIVE This course provides a foundation of knowledge and practice with the skills necessary to manage and make intelligent business decisions within a food and beverage operation or department. Emphasis is on the controls and control systems applicable to purchasing, ordering, receiving, storing, issuing, production, and sales of food and beverage as well as staffing within these areas. EXPECTED OUTCOMES Upon completion of the course, students will: 1. Identify differences and similarities between commercial and noncommercial food service operations. 2. Distinguish revenue centers from support centers in hospitality organizations. 3. Explain how control procedures help managers assess operational results.

4. Calculate standard yields for food and beverage products. 5. Write standardized commercial recipes and calculate standard portion costs and standard menu item costs for food items based on standard recipes and standard portion sizes. 6. Describe the importance and function of an operating budget as a planning and control tool. 7. Explain how a system of food service control points helps managers carry out critical functions on a daily basis.

8. Write clear product specifications and identify factors that food and beverage managers should assess when purchasing food products. 9. Calculate an inventory turnover rate. 10. Distinguish a physical inventory system from a perpetual inventory system.

11. Identify and discuss technology applications designed to assist managers in controlling costs. 12. Analyze trends to estimate food production requirements. 13. Describe the importance and function of food production planning. 14. Use the FIFO, LIFO, actual cost, and weighted average methods to calculate the value of products in inventory. 15. Explain how managers determine and thoroughly analyze variances from cost standards. 16. Distinguish server banking from cashier banking systems. 17. Describe how managers use point-of-sale reports as revenue control tools.

18. Describe some of the ways bartenders, food and beverage servers and guests steal, and identify precautions managers can take to reduce this kind of theft. 19. Explain how orientation programs, training programs, and employee performance evaluations help control labor costs. 1

20. Distinguish between fixed and variable labor in relation to food and beverage operations. INSTRUCTIONAL MATERIALS Required Texts: Ninemeier, Jack D. (2004). Planning and Control for a Food and Beverage Operation, 6th Ed. Michigan: Educational Institute of the American Hotel & Lodging Association. Lynch, Francis T. (2008) The Book of Yields: Accuracy in Food Costing & Purchasing. 7th Ed. New Jersey: John Wiley & Sons, Inc. (6th edition can also be used) Standard writing materials, a hand held calculator (not your cell phone!), one pack of Scantron QUIZZSTRIP answer sheets (form 815-E, 15-question, and 15 forms per pack), a no. 2 pencil, and both books are required at every class session. You need access to a computer with Excel, Word, and PowerPoint, Internet access, and an active Cal Poly email account. Your team will need one, 1-1/2 inch, 3-ring binder with five section tabs. INSTRUCTIONAL METHODS For the purposes of achieving the Expected Outcomes, students will participate in lectures, discussions, and group work relating to the required reading, and will complete homework assignments, a project, quizzes, and exams. ACADEMIC INTEGRITY Students assume full responsibility for the content and integrity of the academic work they submit. The guiding principles of academic integrity shall be that a student's submitted work, examinations, reports, and projects must be that student’s own work. Students shall be guilty of violating this code if they: • Represent the work of others as his or her own, including failure to cite sources properly • Use or obtain unauthorized assistance in any academic work • Give unauthorized assistance to other students • Modify, without professor approval, an examination, paper, record, or report to obtain additional credit • Misrepresent the content of submitted work Any student violating the principles of academic integrity is subject to receive a failing grade for the course and the professor will report the student to the Dean of The Collins College and to University Officials. If a student is unclear about whether a particular situation may constitute a violation of these principles, the student should meet with the professor to discuss the situation. LEARNING OUTCOME ASSESSMENT

A. B. C. D. E. F. G.

H.

Classroom & Team Participation Team Member & Self Evaluation Score Individual Quizzes Team Quizzes Food Production and Menu Project Examination #1 Examination #2 Examination #3

40 points (Assigned by me) 100 points (Assigned by you and your peers) 150 points 150 points 200 points 120 points 120 points 120 points 1000 points

Total = LEARNING OUTCOME ASSESSMENT Letter Pt. Range A 940 To 1000.00 A900 To 939.99 B+ 870 To 899.99 B 840 To 869.99 B800 To 839.99 C+ 770 To 799.99 C 740 To 769.99 C700 To 739.99 D+ 670 To 699.99 2

D 640 To 669.99 D600 To 639.99 So that you know from day one, these cut-off scores are not flexible!

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My Philosophy of Teaching and Expectations of Students:

1.

Every student in the class has the potential to be an “A” student.

My primary responsibility as your instructor is to provide the best possible learning environment for every student in the class. I promise to make you “sweat but not faint”.

2.

I usually exhibit a very positive attitude. I aim to be approachable and I am sincerely interested in your learning and your success. I will get to know each student as an individual and I treat everyone as a person of value.

3.

I trust the research that shows that students learn most when they teach others; thus, a significant portion of class time is devoted to team-based learning.

4.

Even while I am on “kaizen mode” (continuing improvement), my goal is to help you gain new knowledge and skills, help you build on your existing knowledge and skills, and provide a setting for you to reflect on your attitudes about the subject matter and your attitudes toward teamwork.

5.

6. I encourage you to begin to “fill your well of goodwill” – you will need it until you complete the HRT program. Be a team-player inside and outside the classroom. Collaborate and be flexible!! Your success as a hospitality professional relates directly to the quality of your work, your decisions, and your ability to solve problems, as well as your capacity to work effectively with others. Likewise, in this class, I will evaluate you on a variety of factors, including your work quality, problem-solving skill, decision- making ability, and your contributions to your team.

7.

For most of you in your careers, you will have a monthly examination. However, it is not a pencil and paper exam. We call it an income statement. It is only part of what your boss will evaluate during his or her ongoing appraisal of your performance. Similarly, your examination performance in class is only part of your overall score (36%).

8.

I prefer to be called “Ms. Lopez” or “Ms Belle” or “Prof. Lopez”. Most students fondly call me “Mama Belle”. I like that! I do not respond to “Hey Lopez, “Hey Belle” or “Yo dude!” .

9.

I expect you in class on time and to stay until the end of the class session, everyday. I expect that you will arrive prepared for class each day.

10.

I expect that you will turn off or silence your cell phones before class begins and that cell phones are not visible during quizzes and examinations.

11.

I prefer that your head is hat-free or hood-free while in the classroom, yet I recognize that headwear is part of current fashion. Wear something that demonstrates common courtesy to all. Unless you are in a commercial kitchen or a hat is part of a uniform, I ask that when you go to interviews, on industry property tours, or to Collins College indoor functions, please show potential employers and our supporters your hat-free, smiling face!

12.

I ask everyone to work together to leave the room cleaner and more orderly than we found it. Please police your personal space, toss your own trash, and push in your chair.

13. 14.

You are welcome to snack and sip in the classroom. If you do, please re-read point 13 above.

15.

Please respect the opinions of others.

16.

You do not need to ask permission to use the restroom, even during exams.

17.

If you enter or leave the room while class is in session, please open and close the door quietly.

I believe listening is a skill and an attitude. We learn more when we listen than when we talk, that is why we were given two ears and one mouth! Listen.

18. 19.

Have fun working hard!!! 4

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CLASSROOM & TEAM PARTICIPATION SCORE I assign from two to four points on most class days, based primarily on your active participation with your team, both on quizzes and during team time. For the quarter, you can earn up to forty points (40) points. I expect your active participation in teams and during classroom discussions. On days you, individually, are late or leave early, you will earn fewer than the total possible participation points on those days. I will help you form teams of five (5) to six (6) students. You will remain with the same team all quarter. We will work to create heterogeneous teams. Factors are, but are not limited to, diversity of life experiences, education, work-experience, gender, culture, language, spreadsheet proficiency, and self-professed comfort with numbers! We use team time for project work, project review, and/or problem-solving work. Of the total possible points for the quarter, 490 points relate directly or indirectly to team activities. Therefore, almost fifty percent (50%) of the total possible points for the quarter relate to in-class team activities. TEAM MEMBER & SELF EVALUATION SCORE At the end of the quarter, you will score yourself and your teammates using a Self & Peer Evaluation tool. You must be present to get points! The evaluation relates to the quality and quantity of your contributions to team activities and team learning, your readiness and reliability, and your ability to communicate effectively with your peers. Ten percent (100 points) of the total possible points for the quarter come from this evaluation. INDIVIDUAL & TEAM QUIZZES Your first quiz relates to the syllabus. Seven quizzes cover one chapter, two quizzes cover two chapters, and one quiz covers three chapters (see the Course Outline). The basis for each quiz score is a value of 10 points per chapter, so each quiz is worth 10, 20, or 30 points. Eleven class sessions begin with a quiz. You must begin your individual quiz within the first five minutes of class. If you are late, but your team is still working diligently on the team quiz, then you can still participate in the team quiz. Please recognize that you will not earn points for your individual quiz. If, when you arrive, your team is finished, or almost done, you will not earn team quiz points either. Why, you may ask? It is because you did not participate in team learning. Thirty percent (300 points) of the total possible points for the quarter comes from quiz scores. At the beginning of a class day with a quiz (see the Course Outline), you will first take an individual quiz, without notes. You turn in your answer sheet for grading. Then, your team takes the same quiz again. The team will turn in one answer sheet for grading and each team member present receives the same score. On a quiz day, the total daily maximum quiz score is 20, 40, or 60 points, depending on how many chapters the two quizzes covers. Once you finish the quizzes, we discuss the answers in class. This tells me what topics to explore in more detail. You are required to have a hand held calculator and your books at each class. A cell phone is not an acceptable hand-held calculator and cell phones shall not be in use for any purpose during quizzes. PREPARING FOR QUIZZES To score well on quizzes, you must complete reading assignments prior to class. Prepare for the quizzes by reviewing the chapter’s Key Terms and practicing the Review Questions and Problems at the end of the chapter. All chapters have Review Questions and most have five to ten Problems. Questions based on Problems involve simple calculations. Quizzes are multiple-choice and most quizzes contain between ten and fifteen questions. Each question provides four possible answers. The quizzes tie directly to the chapter Competencies presented at the start of each chapter. Remember that part of your participation score and team member and peer score tie to your readiness for class discussions and team time. Providing insightful contributions to each team quiz is a key method of showing your readiness for class. FOOD PRODUCTION & MENU PROJECT The last section of this syllabus presents the Food Production and Menu Project and its associated scoring guides. The project sections, when due (see the course outline), are due at the beginning of class. This team project contains five sections. No matter the cause, assignments turned in late, but within 24 hours of the due date and time can earn up to 60% of the possible points. Assignments turned in later than 24 hours, but within 48 hours of the due date and time can earn up to 50% of the possible points. I do not accept assignments beyond 48 hours of the due date and time. 6

EXAMINATIONS You will take three (3) examinations. Exams consist of problem solving calculations and short answers based on your calculations. The exams emphasize detailed manipulation and analysis of numeric and financial data. For the exams, you may have one 8½ x 11 sheet of paper (one side only) with any data you believe will assist you on the exam. You will turn this at the end of each exam. You will need a hand-held calculator. A cell phone is not an acceptable hand-held calculator. Cell phones and iPods shall not be in use for any purpose during exams. Each exam ties to certain chapters in the text as well as material we discuss in class. While exam 3 is during finals week, it is not a true comprehensive final. However, the second and third exams assume you retain previous knowledge and skills gained as you progress through the course. PREPARING FOR EXAMS Complete the Problems assigned for the chapters with problems (see the Course Outline). While I do not grade your work on the completed problems assigned, parts of some exam questions are similar to the problems in the text. If you have questions about certain problems, we will discuss your attempts at the Problems in class and in your teams. I also provide sample problems, solutions to these problems, and an Exam Review sheet prior to each exam. We will discuss these in class. In addition, some team time is devoted to working through the sample problems. Remember that part of your participation score and team member and peer score tie to your readiness for class discussions and team time. Attempting the problems assigned is a key method of showing your readiness for class. PREPARING FOR CLASS “Scan – Chew - Digest”  The author of the primary text presents 14 chapters in seven parts. My suggestion is to read, or at least scan the chapters in each part first. This process should give you a sense of what each chapter contributes to each part and about the content of each part. Finally, go back and study the assigned chapter or chapters. Note the Competencies presented at the beginning of each chapter. My goal is to design activities that help you to meet these competencies. Achieving these competencies leads to achieving the course Expected Outcomes. Study the section titled Key Terms at the end of the chapter. Study and practice the Review Questions and the Problems (when present). Bring your notes on the Review Questions and the Problems to class. BLACKBOARD (Course Web Site) Go to https://blackboard.csupomona.edu/webapps/login. In the login area, use the same user name and password that you use for your Cal Poly email account. Click on the HRT 276 link. Explore Blackboard regularly. Download and print documents prior to class. Generally, when I lecture, I do so using PowerPoint slides found in Course Documents, in the folder titled Lecture PowerPoint Files. Printing and studying the slides in advance usually means you reduce your note-taking quantity and the notes that you do take are more meaningful. Our site contains document files in Word, Excel, and PowerPoint, a discussion and question board, and a section of helpful external links to other web sites. You may also use Blackboard to communicate with your peers or with me. Under the Communication link, you can email all users (and me) or you may select specific users. The Discussion Board has two threads. One is for general questions and comments and the other section is specifically for project-related questions. Please use the discussion threads whenever possible, as your questions most likely match questions other students may have too. Blackboard also contains an External Links section. Here you find links to other websites that will help you with your project, proper citation of sources, and conversion tools for various units of measure. I will cover Blackboard and the external links in class.

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GENERAL CLASS PARTICIPATION & ATTENDANCE In the hospitality industry, employers consider absence from work or tardy arrival to work, without notice and without legitimate and compelling reason, unacceptable and unprofessional behavior. I recognize that you are adults and, as college students, have a choice as to whether you arrive or not. Candidly, you are my customer. However, as a courtesy to your peers and to me, I ask that you follow an approach similar to one expected by an employer. If you are going to be absent from, tardy to, or depart early from this class, let your team know and let me know in advance. I expect you to be an active participant in lecture and on your team. Your teammates expect likewise. Remember that participation scores and a peer evaluation score are components of your overall point total. If you know in advance that you will miss a class, you may be able to make up most quiz points on the day of an absence. If your absence relates to a University or College function, a work requirement, or a “life-changing” family event, let me know in advance. You must provide written or printed documentation of the reason. In an emergency, when an absence is unavoidable, you should contact me at least one hour prior to class with an email or a telephone message. Unless an emergency makes contacting me prior to class impossible, then you must contact me within twenty-four hours. When you return to the next class session, you must provide a copy of the formal documentation associated with the emergency (a re-admit note from your health care professional or the Health Center, a police report, official documentation from the Dean, etc.) if you intend to make-up missed quizzes. If the emergency absence or tardy is approved, you have the option of making up points by turning in an assignment (see below).

WRITTEN ASSIGNMENTS RELATING TO ABSENCES APPROVED IN ADVANCE In the event of an absence, tardy, or early departure, discussed with me prior to the occurrence (or within twentyfour hours of a documented emergency), you may request the opportunity to turn in a written assignment. You must request the opportunity to turn-in the written assignment on or before the next class session. Your assignment is due one week (7 calendar days) from the date I present you with the assignment (verbally or email). Commonly, I will assign one mini-case study from a current or previous chapter for every 10-point individual and team quiz. To turn in the assignment, read the assigned mini-case study and on a sheet(s) of paper: 1.

Record your full name, the course, and section (for example: “HRT 276-01”)

2.

Record and clearly identify the due date (7 calendar days after I give you the assignment)

3.

Record and clearly identify the date of the original absence or tardy

4.

Begin your typewritten response to the mini-case study on the same sheet of paper

5.

Use whatever space you need, but please try to answer a case in no more than three pages

6. to you.

Turn in the assignment no later than one week (7 calendar days) form the date I give the assignment

I will grade your answer. Providing an answer is no guarantee that I will award all points. However, with case studies, possible answers vary based on your management style and your comprehension of relevant information. Your answer must relate to the material in the associated chapter. Be thorough and thoughtful.

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COURSE OUTLINE (Subject to Change) Study assigned chapters prior to lecture. “Scan – Chew - Digest”!! Review Competencies, Key Terms, and Review Questions for each chapter Assignments are due at the beginning of class Class 1

Day & Date Thurs – Sep 24

Classroom Topics Introductions Syllabus, Pre-Test Team Dynamics

In-Class Project Guidelines Blackboard Use

2

Tues – Sep 29

Income Statements Book of Yields Overview

3

Thurs – Oct 1

The Challenge of F&B

Syllabus Quiz P&L Statements & Terms (Bring Book of Yields) Quiz Ch. 1

4

Tues– Oct 6

5

Thurs– Oct 8

Homework Study the syllabus Study Part I: Ch. 1 & 2 Project Section 1

Study Part II: Ch. 3 Complete Ch. 3 Problems

The Control Process F&B Standards

Quiz Ch. 2

Standardized Recipes

Quiz Ch. 3

Project Section 2

Costing Recipes

Project Section 1 Due Exam 1 Review

Prepare for Exam 1

6

Tues – Oct 13

7

Thurs – Oct 15

8

Tues – Oct 20

9

Thurs – Oct 22

10

Tues– Oct 27

11

Thurs – Oct 29

12

Tues – Nov 3

13

Thurs – Nov 5

14

Tues – Nov 10

Exam 2 (Ch. 4-8)

15

Thurs – Nov 12

Calculating F & B Costs

Quiz Ch. 9

16

Tues – Nov 17

Control Analysis

Quiz Ch. 10

17

Thurs – Nov 19

18

Tues – Nov 24

19

Thurs – Nov 26

Revenue Control and Project Section 3 Due Preventing Theft Quiz Ch. 11 & 12 Labor Cost Control Quiz Ch. 13 & 14 Implementing Labor Control Thanksgiving Day Holiday NO Class today!!!

20

Tues – Dec 1

Extra

Thurs – Dec 3

Finals

Tues – Dec 8 1:40 – 3:40 pm

Exam 1 (Ch. 1-3) Operations Budgeting Cost/Volume/Profit The Menu: Foundation for Control Menu Engineering

Quiz Ch. 4 Quiz Ch. 5

Study Part II: Ch. 4 Complete Ch. 4 Problems Study Part II: Ch. 5 Complete Ch. 5 Problems Study Part III: Ch. 6, 7, & 8

Menu Engineering Example Complete Ch. 6 Problems (print 3 Excel forms from BB) Project Section 2 Questions Complete Ch. 7, 8 Problems Quiz Ch. 6,7, & 8 Project 2 work Prepare for Exam 2

The Food & Beverage Life Cycle Purchasing, Receiving, Storage, & Issuing Controls Production & Serving Project Section 2 Due Controls Exam 2 Review

Prepare for Exam 2 Study Part IV: Ch.9 & 10 Complete Ch. 9 Problems Complete Ch. 10 Problems Project Section 3 Study Part V: Ch. 11 & 12 Complete Ch.11 Problems Study Part VI: Ch. 13 & 14 Complete Ch. 14 Problems Finish Project Section 4

Exam 3 Review Project Sections 4 & 5 Due Prepare for Exam 3 Self- & Peer-Evaluations Course & Instructor Evaluation, Post-Test Exam 3 Additional Review Session (Optional) Exam 3 (Ch. 9-14)

Fall Quarter Noteworthy Dates Wednesday, November 11 Thursday, November 26 Friday, November 27

Veteran’s Holiday (campus closed) Thanksgiving Day Holiday (campus closed) Columbus Day (rescheduled from Oct 12, 2009 – campus closed)

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FOOD PRODUCTION & MENU PROJECT (Five Sections) – 200 points total Pool your resources and obtain one, 1 ½ inch, 3-ring binder and five section tabs. Please do not use a larger binder as I need to cart at least 10 binders around with me. Please use a binder rather than a folder or just stapled pages, as binders help keep your work organized and you will add and subtract pages regularly. Please clearly identify on the cover of the binder your names, the current quarter and year, and the course number and section. Insert pages without sheet protectors. I base part of your section 1 score on your ability to follow these instructions! Please remember that assignments turned in late, but within 24 hours of the due date and time can earn up to 60% of the possible points. Assignments turned in later than 24 hours, but within 48 hours of the due date and time can earn up to 50% of the possible points. I do not accept assignments beyond 48 hours of the due date and time. Section 1

Due Date:

Tuesday, Oct 13

20 points

Select a four-course meal menu, and corresponding recipes, that you might see served in a hotel restaurant or table-service restaurant. Consider recipes that will provide a variety of texture, flavor, color and temperature that you can prepare in a commercial kitchen. In addition, select recipes that you can imagine preparing for a large group, like a banquet of 100. Use commercial recipes from commercial sources. Your menu must include: 1 appetizer 1 soup or salad 1 entree (must include protein, starch and fruit or vegetable) 1 dessert Produce, print, or photocopy each recipe, properly citing the source of each recipe on the bottom of the page. On Section 1 recipes, you may cut and paste a complete citation or print the complete citation by hand. You can find information on complete, APA-approved, full citations in the pages following this project section. Place your recipes behind tab one, in the order of the meal. On each recipe, identify (highlight or circle) the number of portions each recipe yields and the portion size that the recipe suggests, if present. Behind tab five, insert a reference list and include every recipe’s full citation on the list. Title the page References (centered) and list the recipe citations in alphabetical order. Whenever possible, use commercial recipes. This means a recipe written for use in a food and beverage operation. Commonly, a commercial recipe will show a yield (number of servings) AND a portion size (at least for the primary menu ingredient). It will use commercial terms, such as “hotel pan” instead of “baking dish” or “sheet pan” rather than “cookie sheet.” It will usually discuss preparation time estimates and cooking times. It may include sanitation reminders. Finally, in the preparation instructions, the last steps discuss how to portion, plate, and garnish a single serving of the menu item. There are many web sites for obtaining recipes. Unfortunately, the authors design most of these “common” recipes for entertaining at home. Certainly, you may use these common recipes, but you either need to be comfortable with a commercial kitchen or very adept at converting a recipe written for home-use into commercial kitchen standards. A common (home-use) recipe usually states a yield, but frequently omits portion size. It rarely discusses preparation time or sanitation reminders. It frequently uses common terms for home utensils and cookware, rather than terms associated with commercial operation. The greatest challenge is that the author writes the recipe as if you were going to invite seven friends over, make a recipe that serves eight, and simply place a large platter of food on the table. In a commercial recipe, the preparation instructions must lead to the portioning, plating, and garnishing of a single serving, made to order. It is not necessary to select recipes with 27 ingredients and/or 38 procedural steps). However, one or two-item/two-step recipes are not acceptable either. Avoid recipes with ingredients unfamiliar to you and/or not listed in the Book of Yields or on the RKR Food Prices spreadsheet! Avoid recipes containing pre-made ingredients (pasta sauce, packaged gravy, etc.) Finally, it is easiest to begin with recipes designed to yield eight (8) portions. Questions to ask: Are all ingredients listed found in The Book of Yields or on the RKR Food Prices spreadsheet? Can you purchase every ingredient at any major grocery store? Are all ingredients listed items that a commercial operation would purchase? If any answer is “No,” find another recipe! This will facilitate your work later !! 10

Section 1 Scoring Guide Project - Section 1

% of Grade

Points Possible

Late? (points deducted) Proper binder and format

10.0%

2

Four courses are clear

5.0%

1

Menu guidelines met

5.0%

1

All recipes present; in order; No unusual ingredients Recipe yields identified

40.0%

8

10.0%

2

Full citation on each recipe

20.0%

4

Reference page started

10.0%

2

Total

100.0%

20

Section 2

Points Earned

Due Date:

Thursday, Nov 5

100 points

A standardized recipe is one designed for use in a commercial kitchen. Standardization generates recipes that are all in the same format. Standardized recipes make it easier for staff to learn because they see the same set up for all recipes. Using the Excel file titled RecipeCostingWorksheet276 on Blackboard, write a standardized recipe for each of your recipes in section 1 (usually four to six recipes). After developing the standardized recipe, cost each recipe using the second worksheet in the same workbook. Both worksheets in the Excel workbook describe how to fill in each section of the worksheet. Look for the instructions to the right of each worksheet table. I will discuss the procedures in class, as well. If necessary, adjust recipe quantities to yield eight portions. Show the portion size of each item, or at least of the primary ingredient. On the Ingredients list, record each ingredient’s detailed (size, color, type, etc.) descriptive information from general to specific (for example, Basil, fresh, leaves; Onion, red, medium; sliced; or Pepper, black, fresh, coarse ground). Fill in the amount needed and the unit of measure (U/M). Use units of measure that any kitchen staff member can perform using standard kitchen tools and equipment. If necessary, modify the preparation instructions so that anyone with basic kitchen knowledge can produce your desired results. In addition, the procedures must lead to an individual, garnished plate rather than a batch of eight servings (restaurants usually serve one portion at a time!). At the bottom of each standardized recipe, where it states Source, type in a complete, APA-approved citation. This provides the reader with the source of the original recipe. In a commercial kitchen, standardized recipes are “stand-alone” documents, not pages in a book. Therefore, the original author or source must get credit for the work, even though you are modifying it to meet the standards of the Restaurant at Kellogg Ranch (RKR) COST EACH RECIPE. Behind each cost sheet in Section 2, include pages clearly labeled and showing all of your work with each ingredient (use photocopied forms from the back of the Book of Yields, RKR Inventory on Blackboard, Excel, Word, and/or typewritten notes). Complete all information required on the standardized recipes and cost forms. Highlight the information used on your photocopied forms and the cost/portion + Q on your cost sheet. On a separate sheet, determine the menu price required for your fourcourse meal to achieve a 35% food cost of goods sold (round up to the next whole dollar). Begin section 2 with the suggested menu price sheet. Use the format provided here: Name of Restaurant (optional) Appetizer

$ ____

Soup/Salad

$ ____

Entrée

$ ____

Dessert

$ ____

Immediately after the menu page, provide a single summary page showing a spreadsheet of your portion cost and selling price for each menu item, an example of which is given here: 11

(Add more lines if necessary)

Name/s of Recipe/s

Cost / portion + Q

Computed Menu Price @ 35 % FC

Recommended Menu price @ 35 % FC

Appetizer Soup/ Salad Entrée Dessert For some menu items requiring “plate up”, you may add more lines to the above spreadsheet if the menu item requires several recipes (e.g. protein + sides + sauces, etc.). To summarize, Section 2 should have documents in the following order: 1. Suggested Menu price sheet 2.

Summary page of portion cost and selling price per menu item

3.

Recipe worksheet and Costing worksheet ( Appetizer, Soup/salad, Entrée, Dessert, in proper order)

4.

Computation sheets (per menu item) indicating the name of the menu item/s at the top of the page (typewritten appreciated!)

5.

Supporting documents (photocopied forms of Book of Yields, RKR Inventory, etc.) Insert at the back of each menu item

Section 2 Scoring Guide Project - Section 2

% of Grade

Points Possible

Late? (points deducted) Suggested menu price at front

5.0%

5

All recipes & cost sheets present

5.0%

5

All yield eight; portion size correct

10.0%

10

Ingredients (G→S, Amount, U/M)

20.0%

20

Procedures clear (plate, not batch)

10.0%

10

Costs, conversions accurate; work shown

40.0%

40

Proper citations on each recipe

10.0%

10

Total

100.0%

100

Section 3

Due Date:

Points Earned

Thursday, Nov 19

30 points

Prepare a standard purchase specification (SPS) for three (3) food products identified in one or more of your recipes. Select products from each of the following product categories: 1 meat, poultry, fish, or shell fish (except bacon) 1 dairy item (except eggs) 1 fruit or vegetable (except apples) I will discuss this section in class. I will also build in some team time to complete this in class. There is a Word document on Blackboard, WritingSPS, to use as a template. Additional Resources:

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In addition to some of the external links on Blackboard to AMS and other sites, the library has some excellent purchasing textbooks. Go to the 3rd Floor of our library. Go to stack TX, 911.3, P8. Look for purchasing and specification texts and guides. Please use the books while in the library so that the books remain for your peers. Scoring: Each SPS has 10 points possible (30 points total) and each SPS should contain at least 10 pertinent product specifications for full credit. Highlight the three items in the standardized recipe(s) in section 2. Insert the three specifications behind the tab for section three.

Section 4

Due Date:

Tuesday, Dec 1

40 points

Using the Excel workbook, RequisitionSheetRKR276 on Blackboard, generate a purchase requisition for all food items required to serve 1000 guests. Separate items by product category. Combine identical items into one-line orders. One worksheet in the workbook provides guidelines to each section of the Requisition Sheet. Include each item, pack size, amount required and quantity ordered (in appropriate commercial quantities). When necessary, record any information that clarifies the purchase quantity, in the Special Needs column. For example, if you need to order “10 Cases” of an item, I want to read in the Special Needs column what one case contains (for example, 1 case = 88 each). Pricing is NOT part of a requisition sheet – this sheet relates to the proper quantity to serve 1000 people, with enough detail in the ingredient line to get the exact product desired! I will discuss this section in class. I will also build in some team time to complete this in class. Insert the requisition sheet behind the tab for section four. Behind the requisition sheet, include all of your work with each ingredient (typed, and/or copies of forms from The Book of Yield, RKR Inventory and retail store information). Please move photocopied forms from Section 3 to organize this. Scoring: This section has 40 points possible. I score your calculations, your conversions from the recipe’s unit of measure to the purchasing unit of measure, clear and specific ingredients names (from general to specific), and the quantity information in the “Special Needs” column for undefined containers (case, sack, flat, bag, box, crate, etc.). When a purchase unit of measure is defined by quantity (pound, gallon, liter, dozen), then you may leave the “Special Needs” column blank. Section 5

Due Date:

Tuesday, Dec 1

10 points

Scoring: I will award up to 10 points for a complete and properly formatted Reference list, titled References, placed behind tab five in your binder. I will also check the full citations on your standardized recipes again if you did not receive full credit (in section 2). Each standardized recipe must contain a full, APA-approved citation.

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USING THE LIBRARY The Cal Poly Pomona library is a vital and useful source of information relating to your studies. Although you will be given all the written material that you absolutely must have, there will be occasions when you may have to pursue an area of particular interest (for example when doing projects and assignments) and you may not be able to buy the books and articles you need. Similarly, library research will allow you to keep up to date with issues and trends that are current and will help you to develop a more academic style of writing and thinking. Articles from most current research-based journals can be viewed online using library databases. When you do discover interesting and useful materials it is a good idea to photocopy, print, or download these, and then to make notes on what you have read. Always record the name of the author(s), the date and details of the publication for proper citation. PREPARING A REFERENCE LIST & REFERENCING YOUR WORK A reference list is a list of books, articles, websites, or other sources relating to a subject or topic. We use these in academic writings to show the source of citations and references. The Reference List appears at the end of your work, as an appendix to the main text. Present your sources in alphabetical order, using the last name of the lead author or the organization if the source provides no author name(s). You must adhere to the guidelines for proper citations to give full and clear information to your readers and to gives proper credit to the authors of the original work. IT IS IMPORTANT TO STICK TO THESE RULES TO AVOID PLAGIARISM. Not citing sources is THEFT of intellectual property and copyright and is an offense. In hospitality research, we follow the referencing and citation guidelines of the American Psychological Association, commonly referred to as the APA. On the next page, you will see common examples citing the location of recipes. The example citations show what must appear at the bottom of every standardized recipe in the area titled “Source” and on your References list. Title your page References (centered). For the list of citations, use the “Align Left” command in Word. Each citation contains sub-sections. End each sub-section with a period, followed by two spaces. End each citation with a period. If you are citing from a web site, clear the hyperlink default (remove the underline and change the font size and color to match the remainder of your document). The next page shows sample of the three most common sources: a periodical, a book, and a web citation. SAMPLE CITATIONS (based on APA) Periodical (journal, magazine, newspaper, etc.) Quinones, E. (2005). Lamb samosas. Restaurant Hospitality, 89(6), 82. The recipe is by Ernie Quinones and he published it in 2005. He titled the recipe Lamb Samosas. The title (and subtitle, if present) of a recipe or article begins with a capital letter, but the remainder is lower case unless the title contains a proper noun. Type the periodical name in title case and use italics: Restaurant Hospitality (key words capitalized). The issue is volume 89, issue 6, and the recipe is located on page 82. Book Schermerhorn, C. (1993, p. 102). Great American beer cookbook. Boulder, CO: Brewers Publications. The recipe is by Candy Schermerhorn and it is from a book published in 1993. The book title is Great American Beer Cookbook. Capitalize the first letter of the title (and subtitle, if present), but do not capitalize the remainder of the words unless a word is a proper noun (for example, “American” in this title). A publishing company called Brewers Publications published the book in Boulder, Colorado. Spell the city, but abbreviate the state. PLEASE NOTE: I know that APA-formatted book citations do not show page numbers. However, with your standardized recipes, please add the page number(s) following a comma after the publication date and within the parentheses. Why? Because standardized recipes are stand-alone documents in a kitchen. Therefore, they have no reference list attached. The reader, then, needs the page number if he or she wishes to view the original recipe. This is the same reason we include full citations on the recipe itself in addition to the reference list. 14

Website De Laurentiis, G. (n.d.). Mushroom pesto crostini. Retrieved September 8, 2005 from http://www.foodnetwork.com/food/recipes/recipe/0,,FOOD_9936_7801,00.html. The recipe is by Giada De Laurentiis and it is from the Food Network website. The title of the recipe in the citation, Mushroom pesto crostini, begins with a capital letter, but the remaining letters are lower case unless a word is a proper noun. List the month, day, and year you retrieved the recipe and show the ENTIRE web address. If a reader types in the full web address into his or her address bar, it should take him or her to the page you used. This source lacked a date, so we use (n.d.) for “no date.” Many non-commercial web sites lack a reference to the origin of the original recipe. Other times, a site may list only the person’s first name, or a goofy email name (like, SpatulaKing), as the submitter. I have also seen some submissions by a reader and the reader mentions that the original recipe was from a specific cookbook. Do the best you can with these and see me with specific questions. Generally, use the organization name instead: Recipemystic.com (submitted by SpatulaKing). (n.d.). Pizza blah, blah, blah. Retrieved September 8, 2005 from http://www.recipemystic.com/ junkfood/snacksforthecar/12345.html. Non-commercial web sites frequently lack a reference for the date. Your options are, if present, 1) the date of submission, 2) the web page’s copyright date, or, 3) use (n.d.) for “no date.” Citing original recipes or modified original recipes At times, students desire to use their own, original recipes or they wish to modify recipes of family members or friends. Use the following as a guide: Own recipe: Lopez, B. (2001). Banana cake with walnuts. Original recipe: Diamond Bar, CA. Two authors: Briones, E., and M. Godfrey. (1997) Beer-b-que burger. The Restaurant at Kellogg Ranch, Cal Poly Pomona: Pomona, CA. Modified recipe: Lopez, B. (n.d.). Creamy chilled cheese cake. Original recipe modified by B. Lopez (2002): Diamond Bar, CA. General Notes: 1. The primary goal is to give proper credit to the original author

2. The reference list is alphabetized using the first letter of the author’s last name or the organization’s name (or, in the case of the same source, the first change in the citation)

3. When available, the first author is listed as “last name, comma, first initial” – if a source has more than one author, use “last name, first initial, and first initial, last name.” (see me for more than two authors)

4. Each sub-section of the citation ends with a period (.), followed by two spaces; end each citation with a period. 5. Pay attention, above, to when to use capitalization and when to use lower case letters!

6. For a web citation, type the full name of the month retrieved (for example, September, not Sept.)

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