1. Food Safety Basics National Food Service Management Institute

2. Introduction Course Overview: Staff Training Basics Food Safety Digest
HACCP Every Day
Tailoring Standard Operating Procedures

3. Getting To Know You Name Food safety strength Food pathogen fact
Everyone will stand and state their name and their food safety strength.
Do Not State your food pathogen fact.

4. Lesson 1 Staff Training Basics

5. Learning Objectives Review importance of:
Personal hygiene
Employee health
Proper hand washing
Proper glove use
Review Employee Health and Personal Hygiene Agreement.
Demonstrate the steps to calibrate a bi- metallic stem (dial) thermometer.

6. Learning Objectives (cont.)
Review the definition of PHF/TCS.
Demonstrate keeping food safe throughout the cooking and serving process.
Review logs to monitor safe food handling.
Review methods to prevent equipment-to-food cross-contamination.
Review checklists to maintain safe food handling.

7. It All Begins With Personal Hygiene
Grooming – clean hair and body
Clean uniform and apron
Apron changed when soiled
Close toed shoes
Hair controlled
Nails trimmed short with no nail polish
Limit jewelry
Proper hand washing
Follow guidance of local health department

8. Employee Health Exposure - eating or Symptoms of illness -
Vomiting, diarrhea, sore throat with fever,
jaundice, or open wounds
Illness diagnosed by
doctor
Diagnosis if illness caused by Salmonella
Exposure - eating or
preparing food that
caused a foodborne
illness
Exposure - residing with a person with a foodborne illness
Open sores, burns, boils

9. Hand Washing Wet hands with warm water.
Use soap and wash hands, nails, and arms.
Rinse with warm water.
Dry with disposable towel.
Wash hands for 20 seconds!!

10. Dispose of soiled gloves
Proper Glove Use
When to wash hands
When to wear gloves
When not to wear gloves
When to change gloves
Never re-use gloves
Dispose of soiled gloves

11. No Bare Hand Contact Ready-to-eat foods = No washing or cooking
Safely handle with:
Spatulas
Gloves
Tongs
Dispensing Equipment

12. Employee Health and Personal Hygiene Agreement

13. Calibrate Thermometer
Fill glass with crushed ice. Add water until the glass is full.
Place thermometer in center of ice water, not touching the bottom or sides of the glass.
Agitate ice water to ensure even
temperature distribution. Wait until the indicator stops.

14. Calibrate Thermometer (cont.)
The temperature should register 32 °F.
If not, adjust the calibration nut by holding it with pliers or a wrench and turning the face of the thermometer to read 32° F.

15. Thermometer Calibration Log
Date
Thermometer
Being Calibrated
Temperature
Corrective Action
Initials
Manager Initials/Date

16. PHF (Potentially Hazardous Food)
Changed to:
PHF/TCS
(Potentially Hazardous Food/Time and Temperature Control for Safety Food)

17. PHF/TCS Nutrients Energy source (sugars, alcohols, amino acids)
Support Growth of Bacterial Pathogens:
Nutrients
Energy source (sugars, alcohols, amino acids)
Nitrogen source (amino acids)
Vitamins and growth factors
Minerals
Available water (aw ), acidity (pH), etc.

18. Temperature Danger Zone
Copyright© International Association for Food Protection®

19. George School Lunch Menu
Unbreaded Baked Chicken
Baked Sweet Potato Wedges
Romaine & Spinach Salad
Ranch Dressing
Fresh Berries
Fat-Free Chocolate Milk

20. Temperature Log Date Food Item Time/ Temperature/ Initials DATE
LOCATION/
UNIT
DESCRIPTION
TIME
TEMPERATURE
INITIALS

21. Production Log Date Start Time Product Name Temp #1 #2 Amount Prepared
Corrective Actions
End Time
Employee Initials
Verified By/Date

22. Material Safety Data Sheet (MSDS)
How to handle an accident using a chemical or toxic substance
Ingredients in the chemical or toxic substance
Emergency contact information

23. Food Safety Checklist Personal Hygiene Food Preparation Hot Holding
Cold Holding
Refrigerator, Freezer, and Milk Cooler
Food Storage and Dry Storage
Cleaning and Sanitizing
Utensils and Equipment
Large Equipment
Garbage, Storage, and Disposal
Pest Control

24. Manager’s Corner Employee Food Safety Training Record
Date: _____________________________
Location: __________________________
Directions: Use this form to record food safety training provided to employees. Maintain this record for a minimum of 1 year.
Employee Name
Length of Training
Training and Materials Provided

25. Lesson 2 Food Safety Digest

26. Learning Objectives Recognize the growth of foodborne pathogens.
Identify food safety resources.
Demonstrate knowledge of safe food end- point cooking temperatures.

27. Check Your Knowledge Growth of Harmful Microorganisms
1. A B
2. D B
3. A B
4. A C
5. C A

28. Common Foodborne Illnesses/Pathogens
Bacteria, Viruses, Fungi, and Parasites

29. Share Your Pathogen Fact

30. Resources
Food Safety

31. Lesson 3 Tailoring Standard Operating Procedures

32. Learning Objectives Recognize the importance of SOPs.
Recognize the information needed in SOPs.

33. Standard Operating Procedures
Purpose
Tells why the SOP is important and what it is used for
Instructions
Step-by-step procedures
Monitoring
The requirements are explained

34. SOPs cont. Corrective Actions
Details are given for when the food safety goals are not being met.
Verification and Record Keeping
Provides a place for monitoring activities and corrective action taken.

35. Website address
Resource Center

36. Standard Operating
Procedures

37. List of SOPs

40. Standard Operating Procedures Checklist
Purpose Instructions Monitoring Corrective Action Verification and Record Keeping

41. Lesson 4 HACCP Every Day

42. Learning Objectives Identify the 7 HACCP principles.
Food Safety Basics
Learning Objectives
Identify the 7 HACCP principles.
Recognize the Process Approach to HACCP.

43. HACCP What is HACCP? Hazard Analysis Critical Control Points
Why is it important?
Provides a systematic approach to
identifying food safety hazards
Talking points:
HACCP stands for Hazard Analysis and Critical Control Point. It is a systematic approach to identifying food safety hazards.
Combined with SOPS, a food safety program based on HACCP principles will prevent, eliminate, or reduce the occurrence of FBI risk factors.
SOPS control for non-specific hazards; HACCP controls for specific, measurable hazards. The key with application of HACCP principles is that the hazards must be measurable through CCPs and critical limits.
Schools are required (by federal law) to have a written school food safety program based on HACCP principles.
The USDA issued guidance for SFAs in 2005 that is comprehensive and still applicable (participants can be referred to this for details on a school food safety program).
Recommended review materials for instructors:

44. HACCP Control What is its purpose?
Control specific, measurable hazards
What is the key to HACCP application?
Hazards must be measurable through:
Critical Control Points (CCP)
Critical Limits

45. HACCP in School Nutrition Programs
Schools are required by federal law to have a food safety program based on HACCP principles.
USDA guidance for SFA is available at:
uidance.pdf Or

46. HACCP Principles Conduct a hazard analysis.
Determine critical control points.
Establish critical limits.
Establish monitoring procedure.
Instructor notes:
Since the school food safety plan needs to be based on HACCP principles, it may be more helpful to present them as principles rather than a checklist. Also, the seven principles apply to traditional HACCP and the Process Approach. This may not be necessary to point out to participants in a food safety basics course; however, the title implies that the principles are unique to the Process Approach, which is inaccurate.
The USDA Guidance slightly modified the 6th and 7th principles – the 7th was moved to 6th and the 6th was slightly reworded, but holds the same meaning.
The 7 principles were defined and endorsed by the National Advisory Committee on Microbiological Criteria for Food (NACMCF)… The development was credited to ServSafe (NRA) in the pilot course at SNA ANC.
Talking points:
Conduct a hazard analysis: The first step is to determine how the menu item is prepared in your school nutrition program.
Was it prepared and served without cooking?
Was it prepared and cooked for same-day service?
Was it prepared, cooked, held, cooled, reheated, and served?
What menu items are prepared similarly?
Identify those with PHF/TCS and where the food safety hazard may be during the process.
Determine critical control points
Identify the points during the process where PHF/TCS can be prevented, eliminated, or reduced to reduced to safe levels
Depending on the food there may be more than one CCP.
Establish critical limits
Determine the minimum or maximum limits that must be met to prevent, eliminate, or reduce the hazard to a safe level.
Establish monitoring procedures
Once the critical limit is established determine how best to check that limits are consistently met
Identify who will monitor and how often

47. HACCP Principles Continued
Identify corrective actions.
Keep records.
Review and revise your overall food safety program periodically.
Identify corrective actions
What steps must be taken if a critical limit is not met?
In advance, determine what steps would be taken.
Keep records
Maintain your HACCP plan like you do your SOPs
Maintain all documentation created when developing you HACCP plan
Additional records to maintain include:
monitoring activities completed;
corrective action taken;
equipment is checked for accuracy &/or good working order;
working with suppliers on shelf life studies, invoices, specifications, etc.
Review and revise your overall food safety program periodically
Ask yourself if the plan is working as intended
Plan to evaluate monitoring charts, records, and how you conducted the hazard analysis
Review all records when updating the HACCP plan

48. The Process Approach to HACCP
Food Safety Basics
The Process Approach to HACCP
Instructor notes:
Explain what the process approach is and why it is easier for schools to take this approach than the traditional approach.
Clarify that menu items must be PHFs/TCS foods and that the menu item is categorized based on complete trips through the danger zone.
Key term to consider is measurable!

49. Process 1 Preparation with No Cook Step
Food Safety Basics
Process 1 Preparation with No Cook Step
Example Flow / Operational Steps to Consider
Spinach & Romaine Salad
Receive
Store
Prepare
Hold
Serve
Walk through application of the 7 principles with participants. Ask participants to select an additional food and walk through the 7 principles. The process worksheets in the appendix do not emphasize the principles.

50. Process 2 Preparation for Same Day Service
Food Safety Basics
Process 2 Preparation for Same Day Service
Example Flow / Operational Steps to Consider
Hamburger Patty
Receive
Store
Prepare
Cook
Hold
Serve
Walk through application of the 7 principles with participants. Ask participants to select an additional food and walk through the 7 principles. The process worksheets in the appendix do not emphasize the principles.
Instructor notes:
Can note that cook can also be reheat if item is commercially prepared and being reheated for the first time…

51. Process 3 Complex Preparation
Food Safety Basics
Process 3 Complex Preparation
Example Flow / Operational Steps to Consider
Baked Lasagna
Receive
Store
Prepare
Cook
Cool
Reheat
Hot Hold
Serve
Walk through application of the 7 principles with participants. Ask participants to select an additional food and walk through the 7 principles. The process worksheets in the appendix do not emphasize the principles.

52. National Food Service Management Institute
Thank You!
National Food Service Management Institute