Olit 501 ccp final design document

Running head: How to Identify and Maintain Critical Control Points
Pattie Salas Page 1
The Design Document for How to Identify and
Maintain Critical Control Points in a
Commercial Kitchen
Pattie Salas, Author
OLIT 501: Instructional Design
Victor Law, Instructor
May 7, 2013

How to Identify and Maintain Critical Control Points
Pattie Salas Page 2
Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Needs/Context Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Learner Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Objectives and Task Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Instructional Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Evaluation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Appendix 1 – Original Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Appendix 2 – Hazard Analysis – CCPs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Appendix 3 – HACCP Plan – Corrective Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Appendix 4 – Power Point Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Pattie Salas Page 3
Preface
My sincere thanks to my Instructor, Victor Law, for his support, guidance, and encouragement
throughout this semester on this project. Your passion for Instructional System Design is an
inspiration for both the methodologies and the creative process.
My deepest appreciation for the willing cooperation of my Subject Matter Experts, Chef Sean
and especially Barry Goldberg, Senior Director of Dining Services, at the University of New
Mexico. Your knowledge and expertise were valuable contributions and a significant part of the
success for Critical Control Point instruction.

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Introduction
This project began by meeting with Executive Chef Sean and his Kitchen Managers to
discover the area in most need of instruction. A questionnaire was prepared but I was informed
of an issue that is a higher priority for instruction – the specific procedure and instruction to train
the kitchen staff to identify and maintain critical control points when handling food products.
This instruction will be taught in a two hour timeframe, demonstrated by verbal descriptions to
show knowledge, and measured by the accuracy and thoroughness of the logs that must be
completed at various stations and with specific time-sensitive checkpoints. This is a very
important issue that must be addressed to stay in compliance with HACCP (Hazard Analysis and
Critical Control Points) Food Safety Standards. These were developed by the National Food
Service Management Institute (NFSMI) and coordinated with the United States Department of
Agriculture (USDA) and the Food and Drug Administration (FDA). As a thriving department at
a flagship university, the kitchen staff must adhere to all health and safety standards to continue
to provide the many venues of food preparation, storage, and service to the University of New
Mexico students, staff, faculty, and guests. These procedures are mandatory for a kitchen to
function efficiently and effectively as a cohesive team.
The main strategy to critical control points is to be aware of the hazards and health risks
if these procedures are not followed. It can range from an upset stomach to serious health
complications to closing down a whole kitchen operation. My basic solution is to inform the
class of the health and safety requirements, consequences if not followed, and a “walkthrough”
demonstration from receipt of a food product to delivery for consumption. A critical part of
successful completion will be the knowledge for determining and conducting corrective action.

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Needs and Context Analysis
Needs Assessment
Health and safety issues are the influencing factors for this instruction. Adhering to an
established code of ethics and observable behavior is necessary to run a successful kitchen staff.
The culture is one of teamwork wherein members work in a cooperative and collaborative
fashion. The appropriate intervention to train the staff in preventative measures is the focus of
this training and addressed in the four functions below:
1. Problems affecting performance: The organization and storage of food items is essential
as is the proper labeling for integrity of the food items. Especially in a high volume
commercial kitchen, it is critical to establish the guidelines for attaching dates, times, and
initials to the labels so the rotation is done in an orderly and timely manner. Proper
performance with outdated items still results in failure, damage, cross-contamination, and
illness. Cooking and food preparation is all about timing, proper organization, procedure,
and documentation as a necessary element for successful operation.
2. Critical needs: There is a significant safety risk when cooking with a stove or oven
when food is outdated or in contact with other items. All surfaces that come in contact
with raw meat must be washed and disinfected in a designated time frame before using
with other eatable items. A methodical kitchen with proper labeling will insure both easy
access and safe storage of food items as they are prepared alone or combined with other
ingredients.
3. Priorities: Critical Control Point training will allow the staff to be confident of proper
storage and labeling of all food items. The successful identification and response will
ensure the appropriate treatment for all team members to know what is where when they

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reach for a food item, regardless of what shift they may be working and consistency in
handling products.
4. Baseline data: The successful completion of a meal is the result of a systematic process
that is followed by each member. Regularly scheduled training reinforces the importance
and reminds each member of the details needed to stay in compliance. Repeated attempts
to determine the status and quality of an unmarked item results in frustration and
distraction from cooking activities and time constraints.
Cleanliness, safety, and effective productivity can only be achieved in an organized atmosphere
that promotes a streamlined area that is efficient and functional for all kitchen personnel. This
training will promote these qualities by proper procedure and documentation to ensure a quality
outcome.
Needs Assessment Process
Phase I: Planning
The target audience is the kitchen staff at the University of New Mexico’s Chartwells (on
campus food service provider) at the SUB-Catering Department and the La Posada Dining
Facility for residents/students. Executive Chef Sean and Barry Goldberg, Senior Director of
Dining Services, are my SMEs and advisors in this design. Barry’s keen experience allowed me
to focus on the identification and maintenance of critical control points needed in his kitchen.
Phase II: Collecting Data
I created a questionnaire that was distributed to collect data but my follow-up meetings
yielded a much higher priority brought to my attention by my SME, Barry Goldberg. Once this
was decided to design instruction for critical control points, I researched several health and
safety web sites including the FDA, HACCP, USDA, NFSMI, and several searches on food

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safety, control limits (ag.arizona.edu) Standard Operating Procedures (SOPs), Food Protection
and Foodborne Illnesses and Risk Factors.
Phase III: Data Analysis
Upon the completion of my research, data was analyzed and incorporated into a precise
instruction. Normative needs by which the kitchen is held to standard and comparative needs
between the two kitchens which prepare food for different consumption groups were analyzed.
Felt needs of what would improve their work performance and expressed needs to implement
desired actions were considered. Any future or critical needs will also be addressed if
appropriate.
Phase IV: Final Report
As the data was collected and digested, the determination of proper flow and
documentation was established. The Chef and Senior Director of Dining Services will provide
the subject matter expertise needed to target my instruction techniques to the desired objectives.
Context
The setting will be in a kitchen of Chartwells at the UNM Student Union Building (SUB)
or La Posada Dining facility for resident and other students located on UNM’s main campus.
This is a face-to-face training to be conducted with a facilitator who will instruct the learners in
visual and cognitive decisions to determine how the food item is to be handled and how to
determine the appropriate corrective action if necessary. The distribution of the training
materials will include a flow chart of the process for accepting, storing, preparing, and delivery
of the food item. Samples of the various logs required to be completed to document the status
and location of the food item will be provided. Copies are located in the Appendix – Power
point presentation. Next, we will look at the type of learner candidate for this class.

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Learner Analysis
Description: The learner characteristics for this training are most importantly those who
work in a kitchen atmosphere (personal or professional) and have the desire to work as a
successful team member in a safe, clean and health code conscious environment. The target age
range is 18 years and up and comfortable with stovetop and oven usage. Gender, race, ethnicity,
and cultural background are not factors that affect the design or effectiveness of this instruction.
Basic prior knowledge of working with, handling and storing food product (meats) is required.
This would equate to an intermediate cooking level with a high school education or equivalent
capable of using standard cookware and grasping utensils with minimal manual dexterity.
The gender, race and ethnic diversity are stable differences. The stable similarities are
the environment and culinary industry atmosphere. The changing similarities would be the
levels of knowledge from prior experience levels to the levels of new interactions currently
experienced. The changing differences among the learners would be the different levels of prior
knowledge and education absorbed through a variety of different job descriptions/capacities
utilized in the kitchen.
Barry Goldberg, Senior Director of Dining Services at the University of New Mexico
main campus is my main Subject Matter Expert (SME). After a few meetings and probing for a
genuine need for instruction, he advised me of the importance of my subject design of instruction
and the need to administer a concise training program to his kitchen staff to identify and maintain
critical control points.
Data Collection: I created a “Kitchen Questionnaire” as the procedure to gather
information (Appendix 1) and asked for Executive Chef Sean’s permission for his staff to
participate with their input for my design. After five days, there was little quality feedback due

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to confusion as to the purpose. Therefore, Chef proposed I go to speak with his Directors of
Dining Services at La Posada dining facility. At this instruction, I did a face-to-face interview
with both Sue and Barry in the La Posada Dining Hall. This yielded the information I needed as
they felt it was impractical to interview the kitchen staff individually. The direction switched to
the need for CCP instruction.
Analysis: The analysis and data presentation revealed that the first and foremost factor in
a kitchen is safety. This element is subject to the strict adherence to health codes, procedures,
and documentation. Barry (SME) stressed the importance of keeping a high visibility and
awareness of the details to be followed in a busy kitchen. Shortcuts or lack of information
regarding standards can close a kitchen at any given moment, so the need for reinforced training
is a definite need. The type of cooking performed at the La Posada Dining Facility is
approximately 50% oven and 50% stovetop. There is no microwave usage utilized as a regular
activity for cooking.
Design Implications: The prerequisites of the critical control point tasks are an adult
with an intermediate cooking knowledge and familiarity with the terminology of the standard
cookware and utensils. They must know the purpose, function, and be comfortable using this
cooking equipment. The possible implication of my proposed instruction would be someone
who is inexperienced in a standard kitchen layout or is unfamiliar with the basic standard
cookware and utensils. If such a person is identified, there would be two options for the kitchen
manager to decide. One would be to bring that individual up-to-speed with someone more
knowledgeable (mentor) or to disqualify them from this particular training. The Learning Style
is predominately an Accommodator who gains knowledge by “doing” type of activities and with
visual job aids and knowing the immediate purpose for the application. My instructional design

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would be based on these prerequisites but could be accommodated for disabled students by
adjusting height and reach of logs if approved by kitchen management. Now we will identify the
objectives and tasks to be measured.
Objectives and Task Analysis
The overarching goal of this instructional design project is to instruct learners to Identify
and Maintain the Critical Control Points from the time raw meat (chicken breast) is received by
kitchen personnel to the time it is served and consumed. As a result of several meetings with
Barry Goldberg, Senior Director of Dining Services, it was determined there is a need for
training the kitchen staff in critical control points. Therefore, the following eight (8) objectives
were identified to address the needs analysis for training in this potentially high-risk time frame
of two (2) hours. This training is intended to meet the standards of HACCP-Based Standard
Operating Procedures (Hazard Analysis Critical Control Point SOPs) and the Food and Drug
Administration (FDA).
Main Objectives
The following procedures define the steps needed for a systematic preventive approach to
food safety. Both cognitive and behavioral actions are needed and each step is intended to
provide a smooth flow of activity to achieve the desired objectives and support the above stated
overall goal. It is important to stress the importance of mandatory hygiene, thorough procedure,
and integrity in this time-sensitive environment. Surface area, cutting boards, utensils, and
storage areas are to be clean (washed, rinsed, and sanitized). Food handlers must wash hands
thoroughly and wear the appropriate gloves fresh each time between handling product. This
overall awareness and specific prior knowledge requirement is listed where needed below.

In summary, the student will be able to identify the mandatory features for each critical
control point according to the Hazard Analysis and Critical Control Points (HACCP) Food
Safety Standards. These features reflect the following behavior and required response:
 Student actions reflect each CCP must have the ability to be prevented by acting
in a proactive method according to given standards.
 Student actions reflect each CCP must have the ability to be measured and is
accomplished by proper temperature readings at each stage of handling.
 Student actions reflect each CCP must have the ability to be corrected and a
determination is made in response to deviated temperatures and/or unsafe contact.
 Student actions reflect each CCP must have the ability to be documented and is
accomplished by completing each CCP log at each stage of handling.
The learners should be able to identify, classify, label, choose storage location, inventory,
prepare, test, appraise appropriate corrective action and evaluate status before, during, and after
preparation. These actions are achieved by the following objectives:
Objective 1. The student will be able to document the date, description, quantity noted on the
appropriate log and a conduct a visual inspection for every item every time to determine the
appropriate location.
Enabling Objectives:
a. The student will be able to determine if the product is to be stored in a cooler for
preparation/cooking by visual inspection.
b. The student will be able to determine if the product is to go to a freezer for longer
term storage by visual inspection.

c. The student will be able to observe and interpret both color and texture of the product
and note on the receiving log to determine its next location.
d. The student will be able to compare the delivery invoice with product ordered and
product delivered for accuracy and signed acceptance.
e. The student will be able to classify each package with a “use by” date and a label to
be marked accordingly when received.
Objective 2. The student will be able to clearly separate raw meat from all other items (meats,
fish, produce and dairy) and store in the appropriate area.
a. Student will be able to place the product in the appropriate area (cooler or freezer) in
clean dry package or container, free of any fluids to ensure freshness, until ready to
use according to the meal plan.
b. Student will be able to observe and ensure there should be no moisture (water, blood
or fluid or any kind – crystals indicate a refreeze after thawing) visible inside or
outside the packaging. If liquids or crystals are present, product will be returned to
vendor for credit.
c. Student will have prior knowledge and able to test temperatures prior to storing or
preparing the product as follows: Storage of refrigerated foods will be 40 degrees F
or less; Frozen foods will be 0 degrees F or less.
d. Student will have prior knowledge of the standard product use of First-In-First-Out
(FIFO) method used on labels in all commercial kitchens.

e. Student will be able to label product with date and initial on appropriate log for the
stage of the product (storage, thawing, or preparing).
Objective 3. The student will be able to retrieve and prepare only the amount of chicken for a
safe thawing process or cooking preparation within a 30 minute window at a time after safety
temperatures have been logged, initialed, and witnessed.
a. Student will have prior knowledge of the “hard limit” to demonstrate proper thawing
procedure. All product is to be thawed in potable water with temperature of 70
degrees F or less and observed as such.
b. Students will have prior knowledge this process of handling raw meat must happen
within 2 hours and respond accordingly. This is demonstrated by the time frame
documented from one log to the next stage log in line.
Objective 4. The student will be able to prepare, cut, fillet, chop or shred the product as directed
according to the meal plan and specifications provided by Chef, Director of Dining Services or
Kitchen Manager.
a. Students will demonstrate the proper handling environment for storing or preparing
product in a safe and clean, area free of bacteria contaminants (all contact areas will
be washed with soap, water and disinfectant rinse).
b. Students will demonstrate hygiene awareness and emphasis from prior knowledge on
foodborne risk and continually monitor all contact areas to comply with standards.

c. Students will perform and demonstrate accurate time and temperatures are taken
from kitchen clock, timer and thermometer, and are logged when cooking, cooling,
holding or reheating product.
Objective 5. The student will be able to appraise the product and evaluate the status to
determine the proper corrective actions if necessary.
a. When CCPs are monitored, the student will be able to evaluate, adjust, move or reject the
product according to the inspection and determination.
b. If there is a possibility of contamination in any way, the student will return the product to
the cooler or reheat for the designated time required to stay within safety standards prior
to consumer availability.
c. If past Modification, the student will discard the product without question.
Objective 6. The student will be able to monitor the product and safety measures by designated
measurement and observation tools (visual observation, thermometer and logs).
a. Students demonstrate control and devotion to the standards or critical/hard limits
provided by management that are very specific and adhered to in every way.
b. Students acknowledge these limits are subject to confirmation at all times from both
internal (UNM personnel) and external (government agencies and industry
organizations) sources, and commit to act accordingly.

c. Students demonstrate that the factors to be checked, logged, and addressed are:
(1) What is monitored – All products within their designated category guidelines.
(2) Who is filling out CCP log – Kitchen staff trained and authorized to handle the
food.
(3) How it is monitored – Calibrated meat thermometer, sight, and smell.
(4) When it is monitored – Receipt, storage, thaw/prepare/cook, plate or steam table.
Objective 7. The student will be able to determine the appropriate destination and handling for
the product at each stage that is logged from storage to serving.
a. If the product is to be held at a Food Bar, students will demonstrate proper pre-
heating or pre-chilling instructions to be followed prior to adding food items.
b. Students will ensure exposed food must be under sneeze guards.
c. Students will provide and use clean and sanitized serving utensils for each container.
Never “share” a utensil.
Objective 8. The student will be able to monitor the critical control points established for cooked
poultry.
a. Students demonstrate the proper procedure from prior knowledge when taking
the temperature for cooked poultry to read 165 degrees F.

b. Students demonstrate proper handling if chicken is included in a ready-to-eat
product. Proper handling ensures all product is to be kept below 41 degrees F
until prepared and served.
Task Analysis
The critical tasks of this instruction are designed specifically to meet the critical need of a
kitchen staff that is well informed of the required critical control points, why they are needed,
and how to determine the direction of a food product to ensure the safe and clean environment to
produce a high quality result. As stated in the Learner Analysis, the learners possess prior
knowledge as specified in the objectives listed above. The critical tasks achieved from this
training will enable the learners to confidently step in at any point and hand-off to fellow team
members a product that can easily be tracked from the point of receipt from a delivery
throughout the process of storage and preparation.
Target Performance Tasks:
a. Goals – The overall goal is to create an optimum atmosphere of teamwork
wherein the process is common knowledge and each step is documented on
the designated log sheets according to HACCP-Based standards and FDA
guidelines.
b. Objectives – The specific objectives are laid out in my flow chart below.
There are eight (8) distinct steps to be addressed in the order specified that
require the knowledge from this instruction to make quick, on-the-spot
decisions as to the proper direction and activity for the product at hand. This
is done by the visual inspection and cognition based on the documented log of

information reflecting location, temperature, and contact to corroborate the
best practice.
c. Information Processing – It is important to note that each step requires a
cognitive element to decide if the food product continues onto the next step or
must take a corrective action and logged as such. As a result of this cognitive
action, a behavioral element is required to complete the information on a pre-
designated formatted log.
Specific Criteria:
 The conditions for the training will be an average day, temperature, and kitchen setting.
The parameters and standards are the health and safety codes that every commercial
kitchen is subject to for operation and sale of consumable food items. The constraints are
the formal format of the CCP logs at pre-determined locations in the kitchen.
 Prior knowledge for certain tasks is specified in each of the objectives where necessary.
A basic level of experience to identify storage locations and visual cues when described
what to look for to determine the path of the product is needed.
 Prior knowledge for receiving procedures and taking an accurate temperature is required.
Thawing procedures and knowledge of standard expectations for time frames to prepare
an item according to meal plans should be included as an experience prerequisite.
 The learner should have a clean background in hygiene and be free of safety violations.
This is demonstrated by a basic knowledge of temperatures and food born health risks.
 Specific knowledge of the chain of command within the kitchen is important to make
informed decisions within their scope of authority.

 The overall appearance and behavior of the participants should reflect an awareness of
proper hygiene and food safety. Observable behavior will include an automatic response
to washing and sanitation procedures as well as glove requirements.
 As stated in the Needs Analysis, it is imperative to train and maintain a staff that is
consistent is methodologies of storage, labeling and preparation to adhere to the required
standards of HACCP, prevention of cross contamination, and deliver food items with
integrity.

Task Analysis: Critical Control Points Process Flow Chart

Instructional Design Plan
Summary
This instruction will take place in a designated kitchen so the students are comfortable and will
simulate the pre-determined locations to look for the critical control point logs to be completed.
The four categories of Generative Strategies by Jonassen (1988) will be employed to inform and
reinforce prior knowledge. The sequencing will be knowledge-based as the product could be
different every time and must be analyzed to determine its fate and direction. It is not a simple to
complex process, but a cognition “at the time” to determine the next step in the process.
Design Specifications for Instructions
a. Sequencing of Materials – A sample of the log sheets to be completed will be viewed
and reviewed so there is familiarity of required information according to the Hazard
Analysis and Critical Control Points (HACCP) Plan. This information includes the
product description, time, product temperature, location and initials. For purposes of this
training, the first two logs will be utilized.*
1) Product Temperature Log*
2) Chilling Log*
3) Mid-shift Cleanup Log
4) Cooler Temperature Log
5) Pre-Shipment Log
6) CCP Process Flow Chart
The sample assessment sheets will be distributed to each student to follow as the process
step, food safety hazard, basis, action, designated critical control point, and corrective action is

reviewed in detail. This will be an intensive portion of the training taking 75 to 90 minutes and
students will be asked to take notes for personal study and further review until mastered.
Rationale:
The purpose for this is to ensure there are no surprises or questions about the data
required to be documented and the purpose thereof. A series of “what if” scenarios will
be presented to reiterate the importance for food safety. According to Morrison, Ross,
Kalman, and Kemp, the Learning-related sequencing proposed by Posner and Strike
(1976) is the most appropriate. This is based on the needs of the learner and incorporates
the five learning concepts as follows:
1. Identifiable prerequisite – this is noted in objectives where it is imperative to have a
basic working knowledge and experience with kitchen terminology, equipment and
working with food products.
2. Familiarity – it is important to be familiar with the look and feel of food products and
the constant awareness of hygiene among storage and preparation surfaces.
3. Difficulty – it is important to demonstrate the basic knowledge of receiving and
labeling for storage before discussing procedures to retrieve product and proceed with
preparations.
4. Interest – the purpose of Critical Control Point training is for health and safety
requirements. Therefore, the health risks and consequences should be disclosed up
front to gain and hold the learners interest and attention. This emphasis will impress
the seriousness of the interim small steps that can make a big difference in safety.

5. Development – this training is designed to build knowledge on the basic
foundation of handling and preparation of food products in a commercial kitchen. It
is intended to elevate the professionalism of a culinary position and refine the
disciplinary procedures thereof. In addition, the specific corrective actions will be
supported by the flow chart located in Task Analysis above.
b. Sequencing of Activities – The literal tour of the kitchen, location of the logs to be
completed, and walk-through process will assure each student has “been there” and is
comfortable to record the needed information. The class format will be conducted in a
lecture and demonstration method, allowing for the students to practice each objective or
sequence before moving forward. Questions and answers will be addressed at each stage.
Throughout the class, the instructor will ask a pertinent question for each point of
reference, subject, form and/or consequence to be answered on a volunteer basis.
Prompting questions will be used to encourage discussion and ensure complete
comprehension until all are confident with their knowledge.
c. Preparation - The instructor must prepare handout materials for each of the learners to
include the five logs listed above, the CCP Process Flow Chart, four (4) sheets of Hazard
Analysis Process steps with scenarios, conditions, and actual critical points. In addition,
four (4) sheets of the HACCP Plan that indicates location, critical limits, documentation
needed and specific Corrective Actions will be provided. Aside from these visual aids,
actual food product must be made available to instruct the learners regarding cues of
color, smell, texture, and look of the item. This class will use a fresh chicken breast
ready for preparation at the correct temperature, a properly frozen item, an improper

frozen item, a slightly failed chicken breast that can be corrected, and a failed product
that must be discarded.
Rationale:
By actually walking through the process, the emphasis of repeated washing, sanitizing,
and glove changing incorporates Gagne’s Effective Learning Conditions to stimulate
recall of prerequisites. The various stages that require cognition and action will provide
the hands-on activities necessary for reinforcement and long term retention.
d. Delivery
The following list indicates how the objectives will be delivered:
Objective 1 - The visual inspection and documentation will be conducted in a lecture
style class that will actively complete the inspection and document one line item on each
of the logs.
Objective 2 – Hands-on storing of the food product in the proper location, labeling and
placement will be accomplished by active participation.
Objective 3 – Retrieval of said product will be actively done after determining the
temperature and proper amount accordingly to the meal plan provided. Close attention
will be noted of the critical time frames and hard rules for temperatures prior to cooking.
Objective 4 – Actual preparation and use of various knives, utensils, and cutting boards
will be observed to determine that adequate washing, sanitizing, and glove changing is
observed between each procedure as required.
Objective 5 – Various corrective actions will be presented to assess the proper steps to be
taken when needed and the conditions that require cognitive action. Options will be

reviewed and discussed to realize proper direction and action (HACCP Plan in
Appendix).
Objective 6 – The student will demonstrate verbally and physically the decisions and
actions taken to monitor the product by all health and safety standards.
Objective 7 – Each student will actively participate in the transfer of product and basis
for the location chosen. In addition, each line of documentation on the logs will be
defended and monitoring a food bar process will be observed in a workshop manner.
Objective 8 – Each student will take the food product temperature to determine its
appropriate path. These hands-on duties allow the student to practice the feel and
placement need for an accurate reading and document on logs.
1) Content – The group of learners will receive an orientation that stresses the
importance of the HACCP and the FDA. These pre-determined Standard Operating
Procedures (SOPs) are the result of extensive studies that have been determined to be
the proper guidelines when handling and preparing food products.
2) Method – The learners will be paired up to consult with each other in a mentorship
format and to practice answers for frequently asked questions. This also reinforces
the “second opinion” needed for some documentation on logs.
3) Training Time – The actual training time to lecture and go through the various
scenarios for corrective actions will take up to 90 minutes for viewing the product,
cognitive reasoning and proper documentation.
4) Problems and Opportunities – A potential problem would be the apathy or lack of
attention to detail. If there is a slight existence of a desire to take shortcuts or
eliminate a washing or glove-changing, it can be fertile ground for bacteria to cross-

contaminate almost immediately. The opportunity is to establish the non-negotiable
steps for the level of professionalism needed in the culinary industry.
e. Description of Strategies and Links to Objectives – The most appropriate strategy to be
used for this instruction is the Keller’s Motivational Instructional Model: ARCS.
 Attention – To gain and hold the attention of the learner, the logs will be passed
around and each student will be required to complete one line item of activity.
This will engage the learner to actively look for the visual signs to record the
status of the product.
Rationale: This documentation requires attention and focus, as well as the responsibility
of signing off that they were responsible at that particular stage.
 Relevance – The HACCP standard operating procedures and FDA regulations
will be reviewed to reinforce the severity of violations.
Rationale: Violations and their consequences will be stated to reinforce the knowledge of
possible penalties including legal and criminal fines.
 Confidence – The team of students will be made aware of the trust factor each
must ensure to every other member to be confident in the product at any stage of
the process.
Rationale: By emphasizing the interdependency and professionalism needed by every
member to deliver a quality product, a confidence will produce a pride and accountability
to all.
 Satisfaction - Each member will be advised that they are part of an elite crew to
work as a team with pride in their chosen profession. The accountability that

accompanies this trust results in the satisfaction of ensuring an outcome of
integrity.
Rationale: Members of a team that take pride and satisfaction in what they do and how
they do it, are stable and loyal employees that eliminate the turnover factor and need to
retrain.
f. How to Apply the Instruction Design Model – A generative strategy to recall knowledge
(health and safety requirements) will incorporate two steps for their observable
performance:
1) A verbal quiz or request to paraphrase the procedure and why the behavior is
required.
2) Each learner will be required to inspect, describe, and document that information on
the appropriate log for the stage of the product.
An organizational strategy using the pre-determined logs will allow one to see patterns
of offenses for evaluation of both people and product. This will justify any further action
needed with Human Resources or the supplier. A review of these logs will also indicate
recall patterns and serve as an association tool.
An elaboration strategy will be used to emphasize the repeated need for washing hands
and surfaces with soap and water, followed by the sanitation procedure, and changing of
gloves that are required without multiple contacts.
Rationale: Gagne’s final step for effective learning conditions is to enhance retention and
transfer. This is the principle of repetition and assessment to instill the attitude for “going
the extra yard” for the good of the overall team’s goal and to heighten awareness making
the objective behaviors second nature in anticipation and reaction. Let’s evaluate!

Evaluation Plan
Formative Evaluation
The purpose of this formative evaluation is to identify how well the instruction for critical
control points is serving the objectives described in the Instructional Design Plan. It will be used
as a guide to observe the progress, mastery, or lack of, to know where more time, practice or
emphasis is needed. The learner performance will be measured by two actions:
A. The cognitive demonstration of the critical control point knowledge is measured by
the decision-making action without delay. These evaluate “objectives related to
information or knowledge, naming, solving, predicting, and other intellectual aspects
of learning” (Morrison, Ross, Kalman, Kemp p. 109). In other words, a confident
and swift path to follow is obviously observed from a visual test:
1. Ability to identify and recognize acceptable food product via visual inspection.
The taxonomy developed by Bloom, Englehart, Furst, Hill, and Krathwohl (1956)
for the cognitive domain applies very well to CCP cognitive demonstration
because the student must recall specific information (knowledge), comprehend the
reasoning for decision made (comprehension), apply the rule or principle set forth
in the HACCP Standards (application), analyze the relationship to the directive
given and the time constraints (analysis), assemble the parts for the desired
outcome/meal (synthesis), and make the appropriate judgments (evaluation).
B. The behavioral demonstration of the critical control knowledge is measured by
the performance skills needed to follow the activities and responsibilities described in
the CCP Flow Chart. These will include:

1. Correctly label each item with dates/time and initials and differentiate the proper
storage location for each item.
2. Locate the various log sheets to document the required information of product
description, temperature, date/time, and initials.
3. Ability to take, record, and follow proper temperature procedure.
4. Conduct proper hygiene and safety procedures throughout the process.
These are the methods that will be used to assess the instruction at the formative stage (Morrison,
Ross, Kalman, and Kemp 2011). Both observation of these skills demonstrated and verbal
queries at each designated stage or station will be utilized to determine if further reinforcement is
needed.
Who Will Read the Evaluation Plan
The goal of instructional design is to make learning more efficient and effective.
However, the purpose of this particular instruction is to ensure compliance with a predetermined
window of time (2 hours). The evaluation plan will measure the actions of the students
according to the preset objectives. This plan will reviewed by several stakeholders. The
supervisors/managers who act in a lead position, and are the direct reports for the students, will
review the evaluation plan to determine compliant behavior or the need for additional training or
corrective action. Next, the Director of Food Services and the Executive Chef (senior
management) will read the report to verify compliance. Finally, the report will be held for audit
review by any and all relevant external sources (FDA, USDA, and HACCP).
Data Collection and Resources
The appropriate data will be collected by direct observation and by the actual logs. The
logs are in regulated formats and are designed to be filled in with specific data at pre-designated

times. The kind of data needed is product description, storage location, initials (originator and
monitor), time, date, and temperatures. The resources needed are copies of the logs to be
completed, Product Temperature Log and Chilling Log, and any other similar appropriate logs
for designated locations. Another resource is the equipment needed to measure temperatures, the
manual and/or digital stem thermometers. Lastly, the appropriate manpower trained to evaluate,
various levels of kitchen management. Next, we will review stages and timelines.
Stages of the Evaluation and Timeline
A. Formative – This is conducted in order to inform the instructor how well the
instruction is meeting the objectives. The timing of these milestone measurements
will take place after completing objectives 2, 4, 6, 7, and 8. This will identify and
eliminate any weakness so confusion is not passed on to the next steps.
B. Summative – This evaluation measures how well the outcomes meet the goals and
objectives once completed. A collection of documented observations and accuracy of
the required log sheets will determine the results for a final examination. The timing
for this stage is at the end of the training course. Reflection and analysis will
determine the return on the investment (ROI) and if a confirmation evaluation is
needed.
C. Confirmation – This is an additional stage that is required after a period of time has
passed that creates a pattern of subpar results. A particular area may surface that
requires a follow-up evaluation due to sloppy records (incomplete log sheets) or
negative responses with a particular process or procedure. Interviews or
questionnaires may yield feedback that will be analyzed to determine if steps could be
combined, split, or eliminated. Other suggestions can be discussed, materials may be

revised, or additional training may be needed. The timing for this, if needed, should
take place within 30, 60, and 90 days from the original instruction to stay within
compliance.
Summative Evaluation
Like the Formative Evaluation, this will be evaluated by direct observation and by the
actual logs. Categorizing each of the logs can reflect if (1) an area is in smooth operation or
problematic. Dividing the log sheets by (2) employee - will reflect if there is confusion by
inconsistency or poor performance by incomplete or inaccurate data. Each of these methods will
answer different questions to surmise if further action is need for the training and/or the
individual.
The summative evaluation will be used to measure the learning outcomes and effectiveness
of the training. This will be determined by the time-efficiency of decision-making behaviors,
thoroughness of proper health and safety procedures, and the documentation on the logs is
complete and accurate. These factors will be based on the following items:
1. Effectiveness – The workers operate as a team and communicate openly with consistent
terminology and methodology. This is measured by the observation method and verbal
queries.
2. Efficiency – The workers conduct their activities without delay and logs are easily read
to promote an overall awareness of food product status at all times. This is measured by
the observation method and a review of the accuracy of the log sheets.
3. Cost – The instruction is a frugal investment for the overall knowledge and overall
professionalism of the staff. This is measured by careful calculation of factors including
productive man hours, reduction of product shrinkage, smooth operation (no incident

reports), meeting deadlines (prep and meals delivered as scheduled), and ratio of income
to overhead by management.
4. Attitude – The workers exemplify a willingness and cooperation in their behaviors
realizing the importance of timing, temperature and documentation of critical control
points. This is also measured by observation method and senior management’s level of
satisfaction of altruistic teamwork.
5. Long-term benefits - Further benefits may be realized as workers inform and educate new
hires and continually reinforce each other in streamlined performance. The normal
operations are smooth with health and safety risks at an extreme minimum. This is
measured by the eight objectives in a summative evaluation and confirmation evaluation
methods as data is collected and compared over time to determine patterns of behavior.
The overall success of the program will yield no incident reports, health or safety risks. In
addition, learner reaction of being better informed and contributing to the overarching goals as a
team will ensure the transfer and application of knowledge. A confident staff will operate with
pride knowing their records and documented logs are in good order for an audit.
Instruments
The attached table is developed to use as an assessment tool for the learning outcomes of the
critical control point instruction. The columns reflect the flow of the instruction as follows:
1. Learning Goals and Objectives – This indicates the eight (8) distinct objectives to be
addressed in the class.
2. Instructional Strategies – This states the type of skill category to be used to accomplish
the Learning Goals and Objectives.

3. Assessment Approach – This describes the method, step-by-step procedure, conditions,
and the actual directions for the facilitator to follow.
4. Examples of Assessment Items – This is what is being asked of the students to do,
answer, and demonstrate. It states exactly what action is expected to be observed or
measured using the log sheets to participate in and the flow chart to follow each step.
5.
Overview
Learning Goals
and Objectives
Instructional
Strategies
Assessment
Approach
Examples of
Assessment
Items
Objective 1. The
student will be able
to document the date,
description, quantity
noted on the
appropriate log and a
conduct a visual
inspection for every
item every time to
determine the
Defined
Concept –
Intellectual
Skills
Objective 1 - The
visual inspection
and
documentation
will be conducted
in a lecture style
class that will
actively complete
the inspection
and document
one line item on
each of the logs.
Conduct a visual
inspection,
determine storage
location, and
complete one (1)
line item in two log
sheets:
(1) Product
Temperature
Receiving Log
(2) Chilling
Receiving Log
(3) Take Manual
Temperature
(Digital & Stem
Thermometer)
Objective 2. The
to clearly separate
raw meat from all
Principles –
Intellectual Skills
Objective 2 –
Hands-on storing
of the food
product in the
Separate food
products so raw
meat is in a
completely

other items (meats,
fish, produce and
dairy) and store in
the appropriate area.
proper location,
labeling and
placement will be
accomplished by
active
participation.
different container
and location than
other items.
Product labels will
be filled out and
attached to each
product.
Objective 3. The
to retrieve and
prepare only the
amount of chicken
for a safe thawing
process or cooking
preparation within a
30 minute window at
a time after safety
temperatures have
been logged,
initialed, and
witnessed.
Objective 4. The
to prepare, cut, fillet,
chop or shred the
product as directed
according to the meal
plan and
specifications
provided by Chef,
Director of Dining
Services or Kitchen
Manager.
Principles –
Intellectual
Skills
Principles –
Intellectual
Skills
Objective 3 –
Retrieval of said
product will be
actively done
after determining
the temperature
and proper
amount
accordingly to
the meal plan
provided. Close
attention will be
noted of the
critical time
frames and hard
rules for
temperatures
prior to cooking.
Objective 4 – Actual
preparation and use of
various knives, utensils,
and cutting boards will
be observed to
determine that adequate
washing, sanitizing, and
glove changing is
observed between each
procedure as required
Collect and retrieve
the appropriate
amount of chicken
according to the
provided Meal
Plan. Acknowledge
the plan for
preparation
directions, retrieve
proper amount, and
take temperature of
product to be
prepared in a 30-
minute window.
Repeat preparation
stages until volume
is satisfied.
Collect appropriate
items and tools
needed to prepare
food.
Demonstrate
proper procedure
Washing, sanitizing,
and glove change.
Prepare as directed
according to Meal
Plan.

Objective 5. The
to appraise the
product and evaluate
the status to
determine the proper
corrective actions if
necessary.
Problem
Solving –
Intellectual
Skills
Objective 5 – Various
corrective actions will be
presented to assess the
proper steps to be taken
when needed and the
conditions that require
cognitive action.
Options will be reviewed
and discussed to realize
proper direction and
action.
Using three (3)
samples of product
(chicken breast),
take the
temperature and
determine the
proper action to be
taken according to
HACCP Standards
for Critical Control
Points. Chill, store,
or heat as
appropriate and
document details
on log sheets
Objective 6. The
to monitor the
product and safety
measures by
designated
measurement and
observation tools
(visual observation,
thermometer and
logs).
Principles –
Intellectual Skills
Objective 6 – The
student will
demonstrate verbally
and physically the
decisions and actions
taken to monitor the
product by all health and
safety standards.
Describe the color,
texture, smell of the
product and visible
warning signs of
inadequate
temperature.
Use the
thermometer to
take the
temperature and
document in log.
Times will be noted
for next scheduled
temp to be taken
Objective 7. The
to determine the
appropriate
destination and
handling for the
product at each stage
that is logged from
storage to serving.
Student can list the
five main steps for
CCP monitoring at a
Food Bar (steam
Principles –
Intellectual
Skills
Objective 7 – Each
student will actively
participate in the
transfer of product and
basis for the location
chosen. In addition,
each line of
documentation on the
logs will be justified with
a safety rule. Hands-on
monitoring of
temperatures at the
food bar will be
observed and corrected
Explain, at any given
stage, where
product should be
directed and why
(state rule).
Identify the five (5)
main steps for Food
Bar monitoring of
critical control
points.
1- Preparation
2- Temperature

table). if needed. 3- Sneeze Guard
4- Documentation
5- Serving Utensils
Objective 8. The
to monitor the critical
control points
established for
cooked poultry.
Log sheets should
have times listed for
taking temperatures
every 2 hours once
deposited.
Principles –
Intellectual
Skills
Objective 8 –
Each student will
take the food
product
temperature to
determine its
appropriate path.
These hands-on
duties allow the
student to
practice the feel
and placement
need for an
accurate reading
and document on
logs.
Take the
temperature of the
food product
prepared (cooked)
and document on
log sheets.
What is the time
interval to take
temperatures at a
food bar once food
is deposited?

References
Morrison, G. R., Ross, S. M., Kalman, H. K. & Kemp, J. E. (2011). Designing Effective
Instruction, Sixth Edition. Hoboken, N. J.: John Wiley & Sons, Inc.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and
Technology, Third Edition. Boston, M. A.: Person Education, Inc.
Well, W. J. and Kazanas, H. C. (2008). Mastering the Instructional Design Process, A
Systematic Approach, Fourth Edition. San Francisco, CA: Pfeiffer, A Wiley Imprint.
Robert Gagné's Nine Steps of Instruction (1985).
http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
Gagné, R. (1985). The Conditions of Learning and the Theory of Instruction, (4th ed.),
New York: Holt, Rinehart, and Winston.
U.S. Food and Drug Administration (FDA), U.S. FDA, 10903 New Hampshire Avenue, Silver
Spring, MD 20993, Ph. 1-888-INFO-FDA (1-888-463-6332)
Hazard Analysis and Critical Control Points (HACCP) Food Safety Standards,
www.fda.gov/Food/GuidanceRegulation/HACCP
National Food Service Management Institute (NFSMI), www.nfsmi.org
United States Department of Agriculture (USDA),
www.fsis.usda.gov/science/hazard_analysis_&_pathogen.../index.asp

Appendix 1 – Original Questionnaire
Kitchen Questionnaire
1. How important is kitchen organization for a positive cooking experience?
_____Extremely important
_____Somewhat important
_____Not very important
2. What are the 3 most important items to have in hands-reach when cooking stovetop?
_________________________________
_________________________________
_________________________________
3. Do you prefer open shelves or closed door cupboards to store cooking utensils?
4. What sort of counter top storage do you prefer?
Wire racks
Hanging hooks
Lazy Susan/turntable
Glass containers
5. Please give me your thoughts and/or preferences on any organization ideas or tools
That would make your cooking experience more beneficial.

Appendix 2 – Hazard Analysis CCPs – Fully Cooked, Not Shelf Stable (Sample Assessment)

Appendix 3 – HACCP Plan – Corrective Actions for Fully Cooked, Not Shelf Stable

Appendix 4 – Power Point Presentation
How to Identify
and Maintain
Critical Control
Points
OLIT 50l: Final Presentation
Pattie Salas
April 23, 2013

Overview
Learning Goals
and Objectives
Instructional
Strategies
Assessment
Approach
Examples of
Assessment
Items
Objective 1. The
to document the date,
description, quantity
noted on the
appropriate log and a
conduct a visual
inspection for every
item every time to
determine the
Defined
Concept –
Intellectual
Skills
Objective 1 - The
visual inspection
and
documentation
will be conducted
in a lecture style
class that will
actively complete
the inspection
and document
one line item on
each of the logs.
Conduct a visual
inspection,
determine storage
location, and
complete one (1)
line item in two log
sheets:
(1) Product
Temperature
Receiving Log
(2) Chilling
Receiving Log

(3) Take Manual
Temperature
(Digital & Stem
Thermometer)
Objective 2. The
to clearly separate
raw meat from all
other items (meats,
fish, produce and
dairy) and store in
the appropriate area.
Principles –
Intellectual Skills
Objective 2 –
Hands-on storing
of the food
product in the
proper location,
labeling and
placement will be
accomplished by
active
participation.
Separate food
products so raw
meat is in a
completely
different container
and location than
other items.
Product labels will
be filled out and
attached to each
product.
Objective 3. The
to retrieve and
prepare only the
amount of chicken
for a safe thawing
process or cooking
preparation within a
30 minute window at
a time after safety
temperatures have
been logged,
initialed, and
witnessed.
Objective 4. The
to prepare, cut, fillet,
chop or shred the
Principles –
Intellectual
Skills
Principles –
Intellectual
Skills
Objective 3 –
Retrieval of said
product will be
actively done
after determining
the temperature
and proper
amount
accordingly to
the meal plan
provided. Close
attention will be
noted of the
critical time
frames and hard
rules for
temperatures
prior to cooking.
Objective 4 – Actual
preparation and use of
various knives, utensils,
and cutting boards will
Collect and retrieve
the appropriate
amount of chicken
according to the
provided Meal
Plan. Acknowledge
the plan for
preparation
directions, retrieve
proper amount, and
take temperature of
product to be
prepared in a 30-
minute window.
Repeat preparation
stages until volume
is satisfied.
Collect appropriate
items and tools
needed to prepare

product as directed
according to the meal
plan and
specifications
provided by Chef,
Director of Dining
Services or Kitchen
Manager.
be observed to
determine that adequate
washing, sanitizing, and
glove changing is
observed between each
procedure as required
food.
Demonstrate
proper procedure
Washing, sanitizing,
and glove change.
Prepare as directed
according to Meal
Plan.
Objective 5. The
to appraise the
product and evaluate
the status to
determine the proper
corrective actions if
necessary.
Problem
Solving –
Intellectual
Skills
Objective 5 – Various
corrective actions will be
presented to assess the
proper steps to be taken
when needed and the
conditions that require
cognitive action.
Options will be reviewed
and discussed to realize
proper direction and
action.
Using three (3)
samples of product
(chicken breast),
take the
temperature and
determine the
proper action to be
taken according to
HACCP Standards
for Critical Control
Points. Chill, store,
or heat as
appropriate and
document details
on log sheets
Objective 6. The
to monitor the
product and safety
measures by
designated
measurement and
observation tools
(visual observation,
thermometer and
logs).
Principles –
Intellectual Skills
Objective 6 – The
student will
demonstrate verbally
and physically the
decisions and actions
taken to monitor the
product by all health and
safety standards.
Describe the color,
texture, smell of the
product and visible
warning signs of
inadequate
temperature.
Use the
thermometer to
take the
temperature and
document in log.
Times will be noted
for next scheduled
temp to be taken

Objective 7. The
to determine the
appropriate
destination and
handling for the
product at each stage
that is logged from
storage to serving.
Student can list the
five main steps for
CCP monitoring at a
Food Bar (steam
table).
Principles –
Intellectual
Skills
Objective 7 –
Each student will
actively
participate in the
transfer of
product and basis
for the location
chosen. In
addition, each
line of
documentation
on the logs will
be justified with
a safety rule.
Hands-on
monitoring of
temperatures at
the food bar will
be observed and
corrected if
needed.
Explain, at any given
stage, where
product should be
directed and why
(state rule).
Identify the five (5)
main steps for Food
Bar monitoring of
critical control
points.
1- Preparation
2- Temperature
3- Sneeze Guard
4- Documentation
5- Serving Utensils
Objective 8. The
to monitor the critical
control points
established for
cooked poultry.
Log sheets should
have times listed for
taking temperatures
every 2 hours once
deposited.
Principles –
Intellectual
Skills
Objective 8 –
Each student will
take the food
product
temperature to
determine its
appropriate path.
These hands-on
duties allow the
student to
practice the feel
and placement
need for an
accurate reading
and document on
logs.
Take the
temperature of the
food product
prepared (cooked)
and document on
log sheets.
What is the time
interval to take
temperatures at a
food bar once food
is deposited?
Comments:

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