TG - Apply Safety Proc Handling Food - FN - 020114

Apply standard safety procedures for
handling foodstuffs
Apply standard safety
procedures for handling
foodstuffs
D1.HRS.CL1.02
Trainer Guide
Project Base
William Angliss Institute of TAFE

555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie

Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Project Manager: Alan Maguire
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu, Kaly Quach
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Front Office, Food and Beverage Services and Food Production Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2013.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
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and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
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Institute.
Additional images have been sourced from Flickr and SKC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: 484634516.docx
Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers...........1
Competency standard......................................................................................................11
Notes and PowerPoint slides...........................................................................................17
Recommended training equipment.................................................................................187
Instructions for Trainers for using PowerPoint – Presenter View....................................189
Appendix – ASEAN acronyms........................................................................................191
© ASEAN 2013
Trainer Guide
Apply standard safety procedures for handling foodstuffs
© ASEAN 2013
Trainer Guide
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and

assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
 Performing individual tasks
 Managing a range of different tasks
 Responding to contingencies or breakdowns
 Dealing with the responsibilities of the workplace
 Working with others.
Unit of Competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a ‘unit’.
Each unit of competency identifies a discrete workplace requirement and includes:
 Knowledge and skills that underpin competency
 Language, literacy and numeracy
 Occupational health and safety requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Trainer Guide 1
Element of Competency
An element of competency describes the essential outcomes within a unit of competency.
The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an ‘element’.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate
achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
 Training
 Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
 On-the-job – in the workplace
 Off-the-job – at an educational institution or dedicated training environment
 As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning Approaches
This manual will identify two avenues to facilitate learning:
Competency Based Training (CBT)
This is the strategy of developing a participant’s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
 Completion of the training program or qualification
 Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in Learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
 Consider individuals’ experiences, learning styles and interests
 Develop questions and activities that are aimed at different levels of ability
 Modify the expectations for some participants
 Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
 Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other’s learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
 Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
 Acknowledges prior knowledge and experience – The learning activities should be
planned with participants’ prior knowledge and experience in mind
 Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
 Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
 Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
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Trainer Guide 3
 Enhances motivation – Learning is most effective when participants are motivated.

Various strategies should be used to arouse the interest of participants
 Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
 Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
 Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
 Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active Learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)

Principle of Competency Based Training
Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training Strategies
The aims of this curriculum are to enable participants to:
 Undertake a variety of subject courses that are relevant to industry in the current
environment
 Learn current industry skills, information and trends relevant to industry
 Learn through a range of practical and theoretical approaches
 Be able to identify, explore and solve issues in a productive manner
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 Be able to become confident, equipped and flexible managers of the future

 Be ‘job ready’ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant’s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Trainer Guide 5
Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)

Principle of Competency Based Assessment
Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
 Training and development programs
 Formal education
 Life experience
 Apprenticeships
 On-the-job experience
 Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the ‘collection of evidence’ in determining overall
competence.
This evidence can be collected:
 Using different formats
 Using different people
 Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in Assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency must be proven regardless of:

 Language
 Delivery Method
 Assessment Method.
Assessment Objectives
The assessment tools used for subjects are designed to determine competency against
the ‘elements of competency’ and their associated ‘performance criteria’.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of Assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
 Work projects
 Written questions
 Oral questions
 Third Party Report
 Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative Assessment Tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do what
they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there are
many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues to
gather evidence about performance.
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A range of assessment methods to assess competency include:

 Practical demonstrations
 Practical demonstrations in simulated work conditions
 Problem solving
 Portfolios of evidence
 Critical incident reports
 Journals
 Oral presentations
 Interviews
 Videos
 Visuals: slides, audio tapes
 Case studies
 Log books
 Projects
 Role plays
 Group projects
 Group discussions
 Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
 Recognition of Current Competencies (RCC)
 Skills auditing
 Gap analysis and training
 Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant’s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
 Pass Competent (PC)
 Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as ‘Pass Competent’
(PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.
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Competency standard
Competency standard
UNIT TITLE: APPLY STANDARD SAFETY PROCEDURES FOR HANDLING FOODSTUFFS NOMINAL HOURS: 45
UNIT NUMBER: D1.HRS.CL1.02
UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to apply standard safety procedures for handling foodstuffs in a range of settings
within the in the hotel and travel industries workplace context
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Identify hazards and risks Unit Variables

1.1 Identify key hazards and risks associated with The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing
the individual work role for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates
1.2 Check own work area to identify hazards and holistic assessment
risks
This unit applies to standard safety procedures for handling foodstuffs within the labour divisions of the
Element 2: Follow enterprise hygiene standards, hotel and travel industries and may include:
procedures and practices
1. Food and Beverage Service
2.1 Implement required personal hygiene practices
2.2 Maintain clothing to meet work area standards 2. Food Production.
2.3 Follow hygiene procedures in accordance with Hazards and risks may include:
enterprise requirements  Biological hazards, such as bacteria, moulds, yeast, other organic matter and contaminants
Element 3: Handle and store foodstuffs  Physical hazards, including broken glass, metal, plastic, foreign matter, dirt, etc.
3.1 Handle and store foodstuffs according to
 Chemical hazards, such as additives, chemicals and natural poisons
enterprise guidelines
 Hygiene, such as personal habits, illness, clothing and cleanliness of self, work area and
3.2 Handle and store foodstuffs in a manner that
equipment.
avoids damage and contamination, meets
hygiene standards, and maintains quality Hygiene procedures may include enterprise procedures covering:
3.3 Store foodstuffs at the correct temperature  Personal habits/hygiene
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Competency standard
 Using protective clothing

Element 4: Follow food safety program
 Equipment/work area
4.1 Ensure work activities conform with the
enterprise food safety program  Product contamination/cross contamination.
4.2 Identify and monitor areas of risk in individual Foodstuffs may include:
work area  Meat, such as beef, pork, lamb and chicken
4.3 Take corrective actions within individual scope of  Fish and shellfish
responsibilities to minimise risk in accordance  Commodities, including fresh, dried and preserved
with the enterprise food safety program
 Cooked and raw product
4.4 Report risks beyond the control of the individual
to the appropriate person(s)  Fruits and vegetables
4.5 Complete records according to enterprise  Dry goods

requirements and work responsibility  Frozen foods
 Pre-prepared food products.
Contamination may include:
 Cross contamination when a cooked product is contaminated by contact with a raw product
 Edible product contaminated by waste
 Biological contamination, such as bacteria, moulds, yeast, other organic matter and
contaminants
 Physical contamination, including broken glass, metal, plastic, foreign matter, dirt
 Chemical contamination, such as additives, chemicals and natural poisons.
Appropriate persons may include:
 Supervisors
 Managers
 Local authorities.
Records may include:
 Temperature charts
 Delivery information
 Storage information
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Competency standard
 First In First Out (FIFO)

 Use by dates.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
 Knowledge of the enterprise’s policies and procedures in regard to complying with the enterprise
food safety program
 Understanding the basic principles of food safety
 Demonstrated ability to follow food safety procedures when moving food between locations
 Demonstrated ability to use storage equipment.
Linkages to other units
 Comply with workplace hygiene procedures
 Receive and store kitchen supplies and food stock
 Maintain strategies for safe storage of prepared foods
 Receive and store stock.
Critical Aspects of Assessment
Evidence of the following is essential:
 Demonstrated ability to inspect the work area to identify common foodstuff safety hazards/risks
 Demonstrated ability to maintain personal hygiene and conduct to minimise risk to food products
 Knowledge of handling and storing foodstuffs.
Context of Assessment
This unit may be assessed on or off the job
 Assessment should include practical demonstration either in the workplace or through a
simulation activity, supported by a range of methods to assess underpinning knowledge
 Assessment must relate to the individual’s work area or area of responsibility.
Resource Implications
Training and assessment to include access to a real or simulated workplace and workplace documents
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Competency standard
and access to workplace standards, procedures, policies, guidelines, tools and equipment.
Assessment Methods
The following methods may be used to assess competency for this unit:
 Case studies
 Observation of practical candidate performance
 Oral and written questions
 Portfolio evidence
 Problem solving
 Role plays
 Third party reports completed by a supervisor
 Project and assignment work.
Key Competencies in this Unit
Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating and reshaping tasks
Key Competencies Level Examples
Collecting, organising and analysing 1 Interpret procedures correctly

information
Communicating ideas and information 1- Share information with other staff
Planning and organising activities 1 Prioritise actions
Working with others and in teams 1 Identify and minimise hazards
Using mathematical ideas and techniques -
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Competency standard
Solving problems 1 Use relevant enterprise procedures to resolve

problems
Using technology -1 Use temperature recording equipment
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Competency standard
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Notes and PowerPoint slides

Slide
Slide No Trainer Notes

1. Trainer welcomes trainees to class.
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Trainer Guide 17
Slide

2. Trainer advises trainees this Unit comprises four Elements, as listed on the slide explaining:
 Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
 Trainees can obtain more detail from their Trainee Manual
 At times the course presents advice and information about various protocols but where
their workplace requirements differ to what is presented, the workplace practices and
standards, as well as policies and procedures must be observed.
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Slide

3. Trainer advises trainees that assessment for this Unit may take several forms, all of which are
aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to trainees the methods of assessment that will be applied to them for this Unit.
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Slide

4. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.
Class Activity – General Discussion
Trainer leads a general class discussion on identifying workplace food safety hazards and risks
by asking questions such as:
 Why is it important maintain food safety in the workplace?
 What issues might or food safety?
 What are examples of things which could contaminate food?
 How might food become contaminated?
 What are the possible results of people being poisoned by food?
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Slide

5. Trainer states identifying workplace food safety hazards and risks is a critical element in
applying safe food handling practices as identification of the problem is necessary to allow
problems to be addressed advising the standard ways to identify key food safety hazards and
risks in the workplace are:
 Personal observation – of:
 Workplace practice
 Foodstuff
 Equipment
 Compliance with safe food handling practices and established, internal requirements
 As a result of personal experience with items and situations – you will gain increasing
knowledge as you work with food which will help you identify issues and analyse
situations
 Analysis of food safety records, documents and logs – which can reveal issues such as:
 Refrigeration and freezers operating at incorrect temperatures
 Food holding and display equipment operating at incorrect temperatures
 Equipment and areas requiring attention or repair
 Staff who are ill and who should be excluded from food handling duties
 Conducting regular and scheduled workplace inspections and checks (audits) – to

identify problem situations.
Class Activity – Handouts
Trainer distributes and discusses sample workplace food safety inspection checklists/audits.
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Slide

6. Trainer advises trainees in relation to hazards and risks explaining:
 Hazards and risks can occur at any stage in the food handling process
 A hazard may be seen as something which actually exists and is likely to cause/result in
harm
 A risk may be seen as:
 Something likely to occur which would cause harm
 The potential for harm or injury to occur when a hazard occurs
 For practical purposes the two terms can be used interchangeably.
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Slide

7. Trainer advises microbiological contamination is caused by bacteria, moulds, yeasts and viruses
via intoxication or infection informing students problem bacteria include:
 Clostridium perfringens – usually caused when food is cooked, chilled overnight and
re-heated, or found in foods that are cooked 'rare'. The initial source of the
contamination is faeces (man, birds, animal or insects) which is introduced somewhere
along the food chain/production line (failure of staff to wash their hands after the toilet;
flies carrying it onto food; contamination at the abattoir)
 Salmonella – a very common contaminant. Faecal contamination is a prime source
(failure to wash hands after the toilet; flies carrying it onto foods; leaky plumbing; fish
harvested from waters polluted by sewage)
 Streptococci – caused by nasal or oral discharges into food (coughing, sneezing), either
directly or via hands that have been so contaminated
 Staphylococcus aureus – rapidly-acting bacteria where the main source is the food
handler: nose, throat, mouth, skin, pimples and cuts
 Contamination may occur directly (coughing or sneezing onto food) or indirectly
(coughing/sneezing into hands and then using the hands to handle food)
 Clostridium botulinum – a rare bacteria but a very lethal contaminant (65% mortality
rate). Can occur when heat processing of tins and jars is incomplete allowing spores
(see below) to survive and cause the problem. Any tin that 'spurts' when opened, is
leaky or is 'blown', or jars with broken seals must be discarded as this is a sign of
botulism contamination: there is no adverse smell and food must not be tasted to test it
as the small amount ingested during tasting can kill.
Note there is usually no sign food has been infected by bacteria.
Slide
© ASEAN 2013
Trainer Guide 23

8. Trainer states high risk food handling situations that may involve microbiological contamination
include:
 Working with any high risk/potentially hazardous foods
 Working in temperatures that promote rapid bacterial growth
 Displays of food and buffets – where the temperature may be compromised (hot food
may fall below 60°C, cold food may rise above 5°C), plus there is always the danger
members of the public – untrained in correct food handling procedures – may
contaminate the food
 Processing the food where it is touched by the bare hand and not subsequently cooked
 Any situation requiring thawing and re-heating of high risk food always poses a risk
the food may stay in the Temperature Danger Zone too long.
© ASEAN 2013
24 Trainer Guide
Slide

9. Trainer informs students chemical contamination can include contamination caused by
chemicals:
 Used on the food to produce and/or process it
 Which find their way inadvertently into the food due to careless handling – for
example:
 Fly spray sprayed into the air and landing on food
 Using a jug/container to measure chemicals and then using the same jug (without
washing and sanitising) to mix a sauce which is poured over food.
Specific and identified measuring vessels should always be allocated for chemicals – staff must
not be allowed to use food service items to obtain, measure or pour any chemical. All chemicals
must be stored away from food areas at all times.
 Naturally occurring poisonous food are also classified as part of the ‘chemical
contamination’ threat. Be aware of the following:
 Mushrooms – certain fungi can be poisonous but those purchased from reputable
suppliers should be safe: do not buy mushrooms from people calling door-to-door, and
do not use in a commercial setting, mushrooms picked by private individuals
 Rhubarb leaves are poisonous so great care should be given when stemming them
 Green and sprouting potatoes contain a substance called 'solanine' which has been
linked with food poisoning outbreaks so green potatoes should be discarded, returned to
the supplier or rejected on delivery.
Slide
© ASEAN 2013
Trainer Guide 25

10. Trainer tells students all food handlers must be on their guard to ensure foreign objects do not
find their way into food for human consumption, remembering the foreign object may have
found its way into the food before the product/item arrived at the premises.
Students must be constantly on the lookout for physical contaminants.
Class Activity – Question/Discussion
Trainer asks students to identify possible physical contaminants.
Possible answers include:
 Hair from the head or beard
 Metal filings left by can openers
 Flies and insects – and their droppings
 Bits of equipment and utensils which break off during the food preparation process and
become incorporated into the food
 Bits of glass.
© ASEAN 2013
26 Trainer Guide
Slide

11. Trainer informs trainees in practice they will have direct responsibility for the position/work role
they are employed in and these specific responsibilities will be explained to them as part of their
Induction and Orientation, and as part of the formal on-the-job training provided by the
employer.
Examples may include responsibilities for:
 Purchasing and receiving goods delivered into the premises by suppliers
 Dry, cold and frozen storage of food which has been delivered
 Thawing of frozen food
 Food preparation activities (washing, peeling, chopping, mixing, weighing) food
 Cooking food ready for immediate consumption and cooling food which has been
cooked so it can be refrigerated or frozen for later use.
© ASEAN 2013
Trainer Guide 27
Slide

12. Trainer continues providing examples of the food handling work students may have direct
responsibilities for:
 Cold holding and hot holding of prepared food so it can be kept ready for sale or service
 Re-heating of prepared food where previously prepared food (or left-over food) is
safely heated up for service
 Displaying hot and cold food for service to customers
 Supervising the self-service of food by customers to themselves
 Serving food which may packaging food for take-away consumption or plating food for
eat-in consumption
 Cleaning food equipment, utensils, work areas and food contact surfaces.
Class Activity – Guest Speaker
Trainer arranges for local health authority to visit and talk to students about:
 Obligations/requirements imposed on food handlers by legislation
 Safe food handling techniques
 Support available to assist with maintaining a safe and hygienic workplace.
© ASEAN 2013
28 Trainer Guide
Slide

13. Trainer indicates students are also expected to:
 Participate in venue-wide food safety
 Assist other staff in their designated work roles to identify hazards and address issues
 Seek advice and direction from a more experienced and senior person when unsure
about what to do in terms of maintaining a safe food handling environment.
© ASEAN 2013
Trainer Guide 29
Slide

14. Trainer stresses need for students to check their own work area to identify hazards and risks
indicating this can involve:
 Inspecting the work area prior to commencing work:
 Food areas, equipment and utensils are clean
 No evidence of pests/vermin
 Temperatures of refrigerators, cool rooms and freezers are correct
 Deliveries have been inspected and stored appropriately and promptly
 Following the requirements of any workplace-specific checklists which may be
provided to guide inspections and checking procedures
 Monitoring work on an ongoing basis – to ensure:
 Required SOPs and work practices and protocols are being implemented
 Food safety is being maintained
 Equipment is operating correctly
 Required temperatures (for processing and holding and display) are being maintained
 Required cooking times for food is being achieved
 Cleaning and sanitising of food equipment is occurring in between uses
 Cleaning of food areas and food contact surfaces is occurring at least every four hours
 Spills are cleaned up as they occur
 Rubbish is being removed regularly
 Personal hygiene requirements are being consistently implemented.
© ASEAN 2013
30 Trainer Guide
Slide

15. Trainer continues providing advice as to how students may check their work areas:
 Verifying safety of food to be used:
 Inspecting for signs/evidence of contamination
 Checking use-by date
 Ensuring packaging has not been compromised
 Observing food handling practices of colleagues – to ensure they also handle food
safely and hygienically
 Testing equipment – to make sure it is operating correctly.
Trainer arranges for management-level person in a local food handling venue to attend and talk
to students about:
 Their expectations and requirements regarding activities of food handling
 Examples of in-house food safety training
 Examples of SOPs to enable/support safe food handling
 Requirements of Food safety Plan
 Documents used to monitor and record safe food handling practices.
© ASEAN 2013
Trainer Guide 31
Slide

16. Trainer stresses the need for constant vigilance by all food handlers and presents additional
hazards/situations they need to be aware of:
 Food contaminated by vermin – through urine, faeces, gnawing, their presence in it
 Airborne dust – either due to natural causes (dust storms, weather) or due to internal
causes (renovations)
 Contaminated items – such as linen, tea towels contaminated with human waste such as
blood, secretions (sweat) or food
 Dirty equipment and utensils – which can include:
 Items not properly cleaned and sanitised after use
 Items dropped on the floor
 Items contaminated by clothing, coughing/sneezing, or cross contamination of any sort
 Garbage – all garbage presents a potential hazard whether it is stored in bins inside the
premises or in containers outside the premises: remember hands must be washed after
handing garbage and all garbage containers must be kept clean when not in use.
© ASEAN 2013
32 Trainer Guide
Slide

17. Trainer continues to present additional hazards/situations they need to be aware of:
 Out-of-date food handling practices – hazards can occur where:
 The nature of the food operations being undertaken have changed
 The food equipment being used has altered
 The food items being processed have changed and there is no subsequent and
appropriate alteration to the previously existing food handling protocols
 Colleagues who require training – even where staff have undertaken an approved food
safety course there is no guarantee they will apply, in the workplace, the lessons they
have learned: where workers are using incorrect food service practices and/or failing to
observe other safe food handling principles (especially in relation to personal hygiene,
hand washing) there is a need for re-training
 Equipment not operating as intended – this typically includes all food processing and
holding equipment (especially refrigerators/cool rooms, freezers, food warmers and
bain-maries) as well as food thermometers.
© ASEAN 2013
Trainer Guide 33
Slide

18. Trainer explains appropriate action to take in response to situations will depend on the hazard
identified and more detailed responses are provided on later slides but at this stage it is important
to realise keys in responding to these threats are:
 Awareness – of what causes problems and poses hazards and risk: which is why safe
food handling training is important
 Constant vigilance – of what is happening (or not happening) in the workplace
 Quick and effective responses – where you are able to act effectively in accordance
with the scope of authority for your job
 Immediate reporting – to (for example) supervisor, chef, manager or owner where you
identify non-compliance with safe food handling requirements and any out-of-control
situations.
© ASEAN 2013
34 Trainer Guide
Slide

19. Trainer provides a recap of the Element asking questions to check trainee understanding and
responding to questions from trainees, as required.
© ASEAN 2013
Trainer Guide 35
Slide

© ASEAN 2013
36 Trainer Guide
Slide

© ASEAN 2013
Trainer Guide 37
Slide

© ASEAN 2013
38 Trainer Guide
Slide

Class Activity – Discussion
Trainer asks trainees questions about following enterprise food hygiene standards, procedures &
practices by asking questions such as:
 What do you might be workplace food safety standards, procedures and practices?
 Why have they been developed?
 What are examples of standard/required personal hygiene practices for food handlers?
 Why is it important to adhere to them?
 How do you learn what they are?
 What happens if you do not follow them?
© ASEAN 2013
Trainer Guide 39
Slide

24. Trainer introduces and explains the importance of personal hygiene presenting personal hygiene
practices which minimise the possibility of food contamination:
 Avoid touching cooked and/or ready-to-eat food with the bare hands – use tongs, a
spatula, fork, serving spoon or gloves
 Avoid touching food surfaces with the bare hands – this means avoiding touching
preparation benches, preparation equipment and the food contact surfaces of serving
items (plates, cutlery, glasses, cups)
 No jewellery to be worn on hands and wrists – food can lodge in the jewellery,
deteriorate and then fall back into food
 There is also a chance stones/gems may fall out into the food providing a physical food
contaminant
 If you must wear a ring then cover it using a coloured band-aid and glove
 Facial hair must be kept neat and controlled – hair should either be covered or sprayed
to keep it controlled in such a way that hairs do not fall into food
 Long hair must be tied back (this is applicable to waiting staff as well as food
preparation and food service staff), and beards should also be covered with a snood. In
kitchens, hair nets or hats should be worn.
© ASEAN 2013
40 Trainer Guide
Class Activity – Presentation and Demonstration

Trainer shows students examples of:
 Tongs
 Spatula
 Service fork
 Serving spoon
 Disposable gloves
 Hair net/cap
 Beard snood.
Trainer demonstrates correct procedure for:
 Controlling hair
 Wearing hair net/cap and beard snood.
© ASEAN 2013
Trainer Guide 41
Slide

25. Trainer continues presenting personal hygiene requirements for food handlers:
 Fingernails must be short, clean and free of polish (including clear nail polish) –
cracked fingernails and chipped nail polish can harbour bacteria and may also flake off
into food
 Fingernail decorations and artificial nails are also prohibited
 Clothing must be clean – a minimum requirement is for clean clothes for each shift with
further changes as spillages and 'working dirt' dictate
 It is not permitted to wear ‘food handling’ clothes to and from work
 Refraining from smoking or chewing tobacco in any food area – it is also a good idea to
put up ‘No Smoking’ posters and to remove ash trays from these areas
 Staying away from work when suffering cold or flu symptoms – and obtaining a
doctor’s certificate stating that as a food handler it is safe to return to work.
© ASEAN 2013
42 Trainer Guide
Slide

 Food handlers with any communicable disease must not deal with food until they
receive a certificate from a doctor stating as a food handler they are cleared to work
with food
 Refraining from spitting in any food area
 Avoiding tasting of food with a spoon and then returning the utensil to the food
 Wearing a sweat band – or mopping areas that sweat and then thoroughly washing
hands (to prevent sweat falling into food).
© ASEAN 2013
Trainer Guide 43
Slide

 Covering all cuts and sores on hands and fingers with approved (coloured) waterproof
dressings and bandages – and adding a finger stall and/or disposable glove, as
appropriate
 Not blowing with the breath into a bag to be used to wrap food
 Not wetting fingers to assist with separating sheets of wrapping paper when packaging
take away foods
 Not touching anybody opening – such as ears, eyes, nose: thorough hand washing must
occur if this happens
 Hands must be washed properly – and washed when required (more information and
demonstration on later slides).
© ASEAN 2013
44 Trainer Guide
Slide

28. Trainer talks about food handlers eating food in food preparation areas stating there is no law
forbidding staff from eating in food areas but they must:
 Not eat any food over an unprotected food surface – such as food preparation
equipment, preparation benches, serving equipment or crockery, cutlery or glassware
 Not eat any food over any unprotected food – this applies to raw food, ready-to-eat food
or any food that is not covered, wrapped or packaged so that it cannot become
contaminated through food falling onto it
 Note individual premises may have house policies forbidding the consumption of food
while working
 Note also the above requirements in relation to eating over unprotected food and
unprotected food surfaces applies to anyone on the premises – including members of
the public, customers and visitors.
© ASEAN 2013
Trainer Guide 45
Slide

29. Trainer identifies action to take such as:
 Where it is known or suspected a food surface has been contaminated by coughing,
sneezing or any other unsafe practice (such as anything giving rise to cross
contamination) the surface must be cleaned and sanitised before being used/re-used
 Where it is known or suspected unprotected food has been contaminated by coughing,
sneezing or any other unsafe practice (such as anything giving rise to cross
contamination) it must be discarded
 Any food that is known to be contaminated, or suspected of being contaminated, must
be disposed of as garbage – it must not be given away to customers, staff or any
organisation.
© ASEAN 2013
46 Trainer Guide
Slide

30. Trainer highlights the importance of food handlers washing their hands properly stating they
must wash their hands:
 Any time the hands are likely to be a source of contamination – this can cover a wide
range of possible circumstances and it is impossible to identify them all but the
following is a representative list:
 After handling rubbish/garbage and before handling food or food contact surfaces
 After undertaking cleaning duties and before handling food or food contact surfaces
 After handling animals and before handling food or food contact surfaces
 After changing a baby’s nappy and before handling food or food contact surfaces
 After accepting a delivery of food into the premises and before handling food or food
contact surfaces
 After handling money and before handling food or food contact surfaces
 In between handling raw high risk food (meat, fish or chicken) and handling other
foods such as cooked and/or ready-to-eat food.
© ASEAN 2013
Trainer Guide 47
Slide

31. Trainer continues to identify when food handlers need to wash their hands:
 Before they start their food handling duties – this means food handling staff must wash
their hands when they arrive at work even though they may have showered, bathed or
washed their hands at home before coming to work
 Immediately after engaging in nominated activities which have proved to be associated
with bacterial transfer/cross contamination. The nominated activities include:
 Smoking – including using tobacco products
 Coughing or sneezing
 Using a handkerchief or nasal tissue – which includes blowing the nose
 Eating or drinking
 Touching hair, scalp, mouth, nose, ears, anybody opening or any wound.
© ASEAN 2013
48 Trainer Guide
Slide

32. Trainer continues to identify when food handlers need to wash their hands:
 After any absence from the work station – this means every time a food handler leaves
the kitchen (or other place where they are handling food) they must wash their hands on
their return to work and before they handle food. These absences from the work station
may involve or be caused by:
 Leaving the kitchen to accept a delivery of food
 Taking a phone call
 Undertaking any work which is not related to food handling
 Immediately after using the toilet and before handling food or food contact surfaces –
this applies to all instances where the toilet was used and includes a requirement to
wash hands after urination as well as after defecation.
© ASEAN 2013
Trainer Guide 49
Slide

33. Trainer explains requirements regarding provision of hand washing facilities:
 Be supplied with a continuous supply of warm running, potable water – the accepted
temperature of this water is 40ºC
 Be supplied with soap – most premises use bulk soap dispensers dispensing liquid anti-
bacterial soap:
 The use of bars of soap is to be avoided as the soap can transfer bacteria
 Only be used for washing hands, arms and face – the wash hand basins must not be
used for other purposes such as food preparation or as a ‘slop’ sink
 Signage must indicate these wash hand basins are for the sole purpose of hand washing
 Sinks in the kitchen/food preparation area used for other purposes (washing food;
cleaning pots and pans) must not be used for hand washing
 Be of an appropriate size to enable the effective washing of hands
 Be supplied with appropriate means of drying the hands – this can be single use (paper)
towels and hot air dryers:
 It is not acceptable for a business to provide only a hot air dryer
 Re-usable towels can be used provided they are washed and dried after every use – this
is extremely unlikely to happen in most businesses so the preferred option is to use
paper/disposable towel
 Be supplied with a bin – for disposing of used disposable towels
 A nail brush should also be supplied so cleaning under the fingernails can occur.
Slide
© ASEAN 2013
50 Trainer Guide

34. Trainer explains hand washing requirements are food handlers ‘thoroughly clean’ their hands,
meaning they must:
 Rinse off visible and easy to remove dirt
 Apply soap/detergent
 Wash hands for at least 20 seconds:
 Thoroughly and vigorously massage the soap into the folds and creases of the hands
and wrists
 Clean under the fingernails
 Rinse soap from hands
 Thoroughly dry hands – the preferred method of drying hands is to:
 Shake off excess water
 Dry with paper towel
 Finish with hot air dryer.
Class Activity 1 – Demonstration and Practical
Trainer demonstrates correct procedure for food handlers to wash and dry their hands and
provides opportunity for students to practice same.
Class Activity 2 – Use of UV light kit (demonstration)
Trainer uses UV light kit to demonstrate the need for proper hand washing (following
instructions provided in the kit.
© ASEAN 2013
Trainer Guide 51
Slide

35. Trainer explains food establishments may require staff to wear a nominated uniform or other
personal protective equipment or clothing highlighting the following requirements apply:
 Uniform and protective clothing and equipment worn/used by food handlers must be
clean – dirty clothing may directly or indirectly contaminate food and/or food
preparation equipment or surfaces
 Food handlers are legally obliged to ensure their clothing does not contaminate food or
food-related equipment, utensils or surfaces
 Clothing that becomes dirty and a risk to food must be changed – you should take into
account the nature of the work being performed when making a judgement about the
state of your clothes.
 For example, a cook dealing with raw meat and blood can be expected to have dirtier
clothes than a counter-hand making sandwiches or serving prepared food
 Outer clothing needs to be changed when it has become soiled as a result of handling
exposed (that is, not packaged) high risk raw food and there is then a need to handle
exposed ready-to-eat food
 Protective clothing such as aprons, overalls, hats, gloves and other outer protective
clothing/equipment should be removed before visiting the toilet.
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52 Trainer Guide
Slide

36. Trainer continues providing requirements for food handler clothing:
 Avoid loose-fitting clothes – they increase chance of clothing dragging into food and
posing a contamination threat
 Wear clean clothes to work daily
 Have a change of clothes available at work
 Do not wear food handling clothes to and from work.
© ASEAN 2013
Trainer Guide 53
Slide

 Wear protective clothing such as aprons
 Ensure buttons on food handling clothes are not loose – or they may fall off and drop
into food presenting a physical hazard
 Avoid adding brooches, name tags, clips, pins to clothes – unless they are securely
fastened and unable to fall off
 Avoid rings and watches on hands and wrists:
 Even plain, banded rings can cause a potential food poisoning source and gloves should
be when handling food if these are worn.
© ASEAN 2013
54 Trainer Guide
Slide

 Do not wear ear-rings – ear-rings that dangle are the worst but not wearing them at all is
preferable.
 Sleepers may be acceptable in some venues but check house rules first
 Avoid fiddling/playing with jewellery – especially ear-rings in pierced ears
 Avoiding wearing hair clips
 Avoiding using hair pins
 Ensuring anything worn in the hair is securely fastened in place
 Wearing a hair net or hat to guard against items falling out of the hair and into food or
into food preparation equipment or onto food preparation surfaces.
© ASEAN 2013
Trainer Guide 55
Slide

39. Trainer introduces concept of cross contamination.
 All food handlers must be aware of the concept of cross contamination
 Cross contamination is the contamination of food (or food preparation surfaces,
equipment etc.) with bacteria, chemicals or allergens as a result of contact with a
contaminated source
 Bacteria cannot fly, jump or hop so they depend on people to move them around from
place to place via direct contact or through indirect contact
 Cross contamination may occur via direct or indirect contact.
 Direct contact:
– Using a knife to cut raw meat and then using the same knife to cut cooked, ready-
to-eat meat without cleaning and sanitising the knife in between tasks – the blood
and residual meat on the knife will carry bacteria and this will be transferred by the
knife to the previously safe cooked, ready-to-eat meat
– Using a chopping board to cut raw chicken and then using the same chopping board
to cut cooked meat for salads without cleaning and sanitising the board in between
tasks – the chopping board will carry bacteria from the uncooked chicken (the
cooking process should destroy the bacteria) which will then be transferred to the
previously safe to eat cooked meat
 Indirect contact:
– As previously explained this involved coughing or sneezing into a hand and then
using that hand to prepare/touch food or to touch a food preparation surface.
Slide
© ASEAN 2013
56 Trainer Guide

40.  Trainer presents a range of techniques/practices used in the workplace to help food
handlers prevent cross contamination
 Trainer to discuss importance of these points.
© ASEAN 2013
Trainer Guide 57
Slide

41.  Trainer presents a range of techniques/practices used in the workplace to help food
handlers prevent cross contamination
 Trainer to discuss importance of these points.
© ASEAN 2013
58 Trainer Guide
Slide

42. Trainer presents a range of techniques/practices used in the workplace to help food handlers
prevent cross contamination:
 Using separate staff to handle raw high risk food and other food that is cooked and/or
ready-to-eat
 Washing and sanitising all preparation surfaces, equipment and utensils in between each
use
 Using colour-coded chopping boards
 Ensuring proper personal hygiene practices are implemented.
Class Activity – Presentation
Trainer presents trainees with samples of:
 Colour-coded chopping boards
 Posters instructing use of different coloured boards for different foods – such as:
 White – for dairy products only
 Red – for raw meat only
 Blue – for seafood only
 Yellow – for poultry only
 Brown – for cooked meat only
 Green – for fruit and vegetables only.
© ASEAN 2013
Trainer Guide 59
Slide

43. Trainer continues presenting a range of techniques/practices used in the workplace to help food
handlers prevent cross contamination:
 Keeping chemicals away from food and food preparation/service areas – this includes
eliminating the use of chemicals in food areas when food is present
 Using cleaned and sanitised containers for every food preparation and storage
requirement – this applies to all storage, preparation or display environments
 Using only cleaned and sanitised crockery, cutlery and glassware for the service of food
and drinks – this includes ensuring all service items are properly stored after cleaning to
protect them from contamination
 Using only disposable (paper) towels for wiping hands or cleaning up spills and
immediately discard after use – do not use clothing (such as fronts of jackets, aprons) or
cloth tea towels.
© ASEAN 2013
60 Trainer Guide
Slide

 Never storing raw high risk food above cooked and/or ready-to-eat food – to eliminate
the risk posed by blood/juice dripping onto raw food below
 Never storing food containers on the floor
 Using hand wash sinks only for hand washing – and not using food preparation sinks
for hand washing
 Cleaning and sanitising probe thermometers in between each use.
Class Activity – Demonstration
Trainer demonstrates how to clean and sanitise a probe thermometer using a sanitising wipe.
© ASEAN 2013
Trainer Guide 61
Slide

 Cleaning low risk areas and equipment before cleaning high risk areas when the same
cleaning items/equipment have to be used
 Washing all fruit and vegetables, especially salad vegetables, in a sanitising solution
before use
 Wearing clean clothes and clean protective clothing for each shift
 Cleaning and sanitising food equipment, utensils and preparation areas in accordance
with the cleaning schedule for the premises – including the cleaning and sanitising of
preparation benches in between preparing raw high risk food and other foods.
Class Activity 1 – Demonstration
Trainer shows class how to wash fruit and vegetables in sanitising solution prior to use.
Class Activity – Handout
Trainer distributes and discusses sample cleaning schedule.
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62 Trainer Guide
Slide

 Using waterproof bandages and dressings on cuts and sores
 Washing – and properly drying – hands when and as required
 Separating the storage of raw and cooked/ready-to-eat foods – by storing (for example)
in different areas of the refrigerator and/or on separate trays
 Keeping foods covered as much as possible when in storage, while being processed
and displayed.
Trainer distributes samples of:
 Water proof bandages/dressings
 Coloured band aids which should be used by food handlers.
© ASEAN 2013
Trainer Guide 63
Slide

 Using separate sinks for washing ready-to-eat salad vegetables/vegetables and other
high risk foods – this includes a requirement a sink used for thawing high risk foods by
running it under cold water should take place in a different sink to the one used for
washing salad vegetables/vegetables
 Changing disposable gloves whenever there would be a need to wash hands – such as in
between handling raw high risk food and cooked/ready-to-eat food: gloves should be
changed every hour regardless
 Not mixing batches of food
 Refraining from tasting food and replacing the spoon back in the pot.
© ASEAN 2013
64 Trainer Guide
Slide

 Not coughing or sneezing over food or food preparation equipment, utensils or surfaces
 Cleaning and sanitising knives in between cutting raw high risk foods and
cooked/ready-to-eat foods
 Cleaning and sanitising food preparation benches and equipment that are in constant use
at least every four hours
 Avoiding the use of the same cleaning equipment between other areas of the premises
(such as bathrooms and bedrooms) and the kitchen.
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 Repairing cracked surfaces in the food preparation area
 Excluding pests and implementing an effective pest control program – which may
necessitate the use of a qualified professional external pest control company
 Discarding all food that is known to be contaminated – or suspected of being
contaminated
 Excluding food handlers who are ill from food handling and food-related activities
 Putting up signs/posters in the workplace to remind food handlers about cross
contamination.
Class Activity – Small Group Exercise
Trainer asks trainees to prepare posters suitable for placement in the work area which:
 Advise staff of personal hygiene requirements
 Advise staff on safe food handling practices
 Inform patrons at self-serve buffets regarding safe food handling practices to be
implemented at the buffet.
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 Displaying food so it is protected from contamination by customers – including the use
of sneeze guards, monitoring patron actions where self-service food is available and
taking appropriate action when the potential for cross contamination to have taken place
has been identified
 Disposing of any food dropped on the floor
 Disposing of any food returned from a patron – this includes food and beverage items
 Disposing of any single-use item which has been used once and/or has become
contaminated (or is suspected of being contaminated) for any reason – more
information on later slides
 Inspecting food deliveries into the premises to ensure they are not contaminated by any
visible sources.
Trainer shows class examples/samples of single-use items.
 Take-away food and drink containers
 Drinking straws
 Disposable gloves
 Plastic cutlery
 Food wrappers – around items such as hamburgers and other take-away menu items.
Slide
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51. Trainer informs students on practical measures to prevent direct contact with ready-to-eat foods:
 Wearing disposable gloves – and changing them as required (see following slides)
 Using utensils (tongs, spatulas, forks, spoons) instead of bare hands to handle ready-to-
eat food
 Using paper (tissue/packaging materials for take-away food) to act as a barrier between
ready-to-eat foods and bare hands.
Class Activity – Demonstration
Trainer demonstrates the practices identified on the slide for preventing direct contact between
hands and foods.
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52. Trainer instructs trainees on the use of disposable gloves by food handlers stating:
 The use of protective, disposable gloves in food handling is an excellent safe food
handling practice but gloves do not/cannot fix all food hygiene problems and
requirements relating to the use/wearing of disposable gloves include:
 Change gloves immediately they are ripped/torn
 Change gloves between handling raw high-risk food and cooked, ready-to-eat foods
 Change gloves every hour regardless
 If handling money do not use gloved hand to handle food.
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53. Trainer continues to instruct trainees on the use of disposable gloves by food handlers:
 If changing gloves during service ensure they are not taken off over food/food surfaces
if the gloves contain powder as the powder may provide a source of contamination
 Do not try to put on gloves that have already been used
 Do not turn gloves inside out and try to wear them again
 Change gloves whenever they become contaminated from whatever source – raw food,
blood, sneezing, chemicals, scratching the face, handling rubbish
 Whenever required to wash hands, gloves should be changed.
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54. Trainer re-visits single-use items stating:
 Must not be used more than once by the business – customers are free to re-use them at
home as they see fit
 Note single-use containers may, however, be used for non-food activities – such as
collecting or storing dirty cutlery
 Must be stored and/or displayed so as to be protected from contamination – this
contamination may be from:
 Flies, pests and vermin
 An infected food handler
 Airborne contamination
 Physical contamination
 Customers
 Must not be used if it has been contaminated – or there is a suspicion it may have been
contaminated. This may mean:
 Disposing of any single-use items handled by customers
 Disposing of any single-use items which have been dropped on the floor
 Disposing of any single-use items where the protective packaging they were delivered
in has been compromised
 Must be clean in order for it to be safely used – meaning free from visible
contamination of any sort (including food).
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55. Trainer provides practical measures in relation to single-use items include:
 Not preparing take-away containers (for example, pizza boxes) in advance and leaving
them ‘open’ – this allows airborne and other contamination to settle inside the boxes on
the food contact area: pizza boxes should be constructed ‘to order’
 Providing drinking straws in containers to allow one straw at a time to be dispensed
without others in the container being touched: an alternative is to only use individually
wrapped drinking straws
 Storing take-away food containers (for food and beverages) upside down – so the food
contact surface of the container is not exposed.
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56. Trainer continues providing practical measures in relation to single-use items:
 Storing the lids to take away containers safely – so that the side that makes contact with
the drink/food is protected
 Disposable cutlery should be kept covered or individually wrapped
 Toothpicks should be individually wrapped
 Disposing of any portion control units which have been damaged or already handled by
customers.
Class Activity – Presentation and Demonstration
Trainer:
 Presents examples of containers which can be used to safely provide drinking straws to
customers
 Presents sample PC units/products
 Demonstrates correct storage of take-away containers, lids and cutlery.
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Trainer asks trainees questions about handling and storing foodstuffs by asking questions such
as:
 What guidelines do you think venues have regarding the safe and effective storage of
food?
 Why is it important to store food correctly?
 What do you think are correct food storage requirements for dry food, refrigerated food
and frozen food?
 What do you think is meant by the term ‘Temperature Danger Zone’?
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60. Trainer identifies the three storage options for food explaining details will be provided on
following slides:
 Dry goods storage
 Refrigerated goods storage
 Frozen goods storage.
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61. Trainer explains basic/standard safe food handling requirements in relation to food storage are:
 Use food grade materials to store food susceptible to contamination – such as stainless
steel
 Cover food that is in storage to protect it from contamination
 Rotate stock to ensure it is used in the correct sequence – the method used for most
food is called ‘First In, First Out’: any food exceeding its use-by date must be thrown
out (more on later slides)
 Keep all storage areas and equipment clean
 Never store food (including packaged food) directly on the floor – use shelves or stack
on pallets
 Ensure pests and rodents are excluded from food storage areas (more on later slides) –
conduct a regular (at least weekly inspection to check this, and take appropriate action
when evidence of pests or rodents is discovered).
Trainer advises students ‘beverages’ are regarded as ‘food’ and all safe food handling protocols
for food apply equally to beverages/drinks.
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62. Trainer presents safe food handling requirements in relation to food receipt:
 Inspect the deliveries – the FSP may require a visual inspection of a set number of
deliveries (such as 5%) to make sure:
 The food is free from visible contamination – for example:
– Frozen food is hard frozen
– Packaging and wrapping is not torn
– The integrity of tins, bottles and other containers has not been compromised
– There are no leaking food containers
 The delivery does not bring in pests or rodents
 The use-by dates of the food are acceptable – reject any food delivered beyond its use-
by date or where it is believed it will not be able to be used before it reaches its use-by
date
 Inspect the food delivery vehicle – check it is clean and is a dedicated food delivery
vehicle
 Check the practices of the delivery driver – check things such as:
 Whether or not food is protected during the delivery process – is the delivery vehicle
left unlocked during deliveries? (It should be locked to prevent unauthorised entry) Is
food placed on the footpath? (It should not be) Are there chemicals mixed in with the
food items? (No chemicals should be with the food delivered)
 Personal hygiene of the delivery driver.
Slide
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63. Trainer continues presenting safe food handling requirements in relation to food receipt:
 Ensure someone is at the premises to receive the food – deliveries should not be left at
the premises unattended as this raises the possibility of contamination (from birds, dogs,
cats) as well as potential for theft
 Check the temperature of the food in accordance with the requirements of the FSP using
a properly calibrated thermometer (see section 3.3):
 Frozen food should be hard frozen with no evidence of defrosting: -15ºC is the
recommended temperature
 Hot food that is ‘potentially hazardous’ must be at 60ºC or above
 Potentially hazardous refrigerated food must be at 5ºC or below
 Potentially hazardous food may be accepted where the delivery driver can demonstrate
(that is, prove to your satisfaction) the combination of time and temperature have not
adversely impacted on food safety. In general terms, if the food has been in the
Temperature Danger Zone for 2 hours or longer the food should be rejected
 When accepting a delivery of potentially hazardous food that is in the Temperature
Danger Zone, it should be used first/immediately and not be subject to the standard
stock rotation principle of First In, First Out
 Check all packaged food is properly labelled with the name of the supplier,
manufacturer or vendor – all food delivered into a food premises must be able to be
identified so as to assist with food recalls and to help identify the source of
problems/contamination where an outbreak of food poisoning occurs
 Store all deliveries as soon as possible after they have been delivered and checked –
never leave refrigerated or frozen food lying around in the receival area.
Class Activity – Demonstration and Practical
Trainer demonstrates how to use a food thermometer (probe type) to take the temperature of
refrigerated, frozen and hot food.
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Trainer provides opportunity for students to practice doing the same, and checks their technique
and accuracy of readings.
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Slide

64. Trainer introduces concept of ‘potentially hazardous food’ stating:
 Potentially hazardous food is food that must be stored under special temperature
conditions (out of the Temperature Danger Zone - see later slide) to prevent the growth
of food poisoning bacteria or to prevent the formation of toxins in the food
 The list of potentially hazardous food (also known as ‘high risk’ food and/or
‘potentially dangerous’ food) is really without end but focuses on high protein, high
moisture, low acid foods.
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65. Trainer provides examples of potentially hazardous foods:
 Milk and milk products, soft cheeses – butter, yoghurt, custards, cream cakes, cheese,
baked custard tarts and dips
 Egg products – quiche, fresh pasta, duck and game bird eggs, all eggs, mayonnaise
(whole egg)
 Meat and poultry – all types of meat (beef, lamb, pork, chicken, turkey) and all cuts
(sides, loins, steaks, chops, ribs, mince)
 Smallgoods products – ham, pressed chicken, but note most salami is not a high risk
food due to its high salt and low moisture content
 Processed meat products including chicken – pate, meat pies, sausages, sausage rolls,
coagulated blood, rissoles, meat balls
 Fish, shellfish, fish products, fish soups and fish stocks – caviar, fish balls, patties,
salads, sauces and stews
 Other food dishes – pizza, prepared meals, sandwiches, salads and cooked rice and
cooked pasta.
Trainer shows students a range of food items which are classified as ‘potentially hazardous’
foods.
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66. Trainer explains Temperature Danger Zone stating:
 The Temperature Danger Zone is the temperature range in which food poisoning
bacteria multiply most rapidly
 The range is 5ºC to 60ºC
 Every effort must be made to keep potentially hazardous food out of this temperature
range
 Where food has to be in this range (such as when it is being prepared), the amount of
time it spends in this zone must be minimised
 It is important to note all time food spends in the Temperature Danger Zone is
cumulative
 If a piece of meat is left out on the bench for one hour, refrigerated and then brought
back out into the kitchen, the time it then spends in the Temperature Danger Zone is
added to the previous time – the clock (and the bacteria count) does not get reset to
zero when the food was put in the fridge again.
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67. Trainer explains awareness of the 2/4 rule is critical in applying safe food handling procedures
explaining the 2/4 rule states:
 Potentially hazardous foods which have been in the Temperature Danger Zone for four
hours (or more) must be discarded/thrown out
 Potentially hazardous foods that have been in the Temperature Danger Zone for two
hours can be refrigerated and then returned to the Temperature Danger Zone for another
two hours, maximum
 When high risk food has been in the Temperature Danger Zone for two hours it must be
cooked or eaten within the next two hours or thrown out
 There are no exceptions to this rule.
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68. Trainer introduces the two-step rule for the cooling of high risk hot food explaining:
Step 1: Cool hot food down from 60°C (or above) to 21°C within two hours of removing the
food from the stove, oven or other cooking unit
Step 2: Once the food has reached 21°C it should be placed into a refrigerator/cool room, and
then cooled to 5°C (or below) within a further four hours:
 If the cooling of high risk food does not meet these criteria, the food must be thrown out
 Once food has reached 5°C it can safely be put in the freezer.
Trainer asks trainees how they might cool down hot food and monitor the activity to make sure
requirements are complied with.
Responses may include:
 Cooling in small amounts
 Frequent stirring
 Placing containers into ice water baths
 Using a fan to cool items down
 Setting timers to notify of times
 Using food thermometer to test temperatures.
Slide
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69. Trainer discusses thawing of frozen food stating:
 Frozen food must be thawed before use (also known as ‘defrosting) using one of three
methods:
 In a refrigerator/coolroom – large pieces of meat may take two to three days to defrost
so planning ahead is vital: this is the preferred method of thawing as the food is always
out of Temperature Danger Zone
 If pressed for time, use a microwave to defrost, moving pieces of food during the
procedure – food should be immediately cooked once taken from the microwave after
defrosting
 Run the item under cold water (less than 20°C) – only suitable for small portions/items.
Not suitable for products which have been ‘breaded’ or ‘crumbed’
 All meats should be cooked immediately after thawing
 It is not acceptable to thaw items out by placing them in a bowl or sink of water.
Class Activity – Demonstrations
Trainer demonstrates how to thaw frozen food using the three methods described on the slide.
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70. Trainer defines ‘clean’ as:
 Free from visible debris/contamination (dirt, food, grime).
And:
 Free from objectionable odour (which has relevance to the need for premises to have
waste bins which are clean).
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71. Trainer presents safe food handling requirements in relation to processing/preparing food:
 Ensuring only safe and suitable food is processed – food unfit for consumption must not
be processed. This includes:
 Foods that look or smell ‘off’ or shows other signs of contamination
 Food that has exceeded its use-by date
 Protecting food being prepared from contamination – this includes preventing
contamination from:
 Physical sources
 Chemicals
 Microbiological contamination – which may be caused by leaving potentially hazardous
food in the Temperature Danger Zone for too long while it is being processed, or failing
to cook food at the correct temperature. High risk food should reach an internal
temperature of 75ºC which should be verified with a thermometer
• Ensuring all fruit and vegetables are washed in a sanitising solution before being
prepared
• Excluding unhealthy people from food handling/processing activities – food processing
activities including chopping, cooking, drying, fermenting, heating, pasteurising,
thawing and washing, or a combination of these activities.
Trainer demonstrates safe food handling practices as identified on the slide.
Slide
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72. Trainer continues presenting safe food handling requirements in relation to processing/preparing
food:
 Using clean equipment and utensils that have been sanitised and which are in proper
working order – any piece of food equipment not working properly either raises safety
and welfare risks for staff or presents the possibility the food processing job it was
intended to do (such as to cook food to a certain temperature, or store/display food at a
certain temperature) may not be achieved
 Ensuring chemicals are kept separated from food and food utensils and equipment
during processing
 Keeping individual batches of processed food separate – batches of prepared food
should never be mixed together as this can give rise to situations where food may
remain able to be served even though it has passed its safe food date/time
 Avoiding touching cooked/ready-to-eat food with the bare hands where it will not be
subsequently cooked.
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73. Trainer continues presenting safe food handling requirements in relation to processing/preparing
food:
 Discarding any food dropped on the floor – even if it was only on the floor for 1 second
 Washing and sanitising any food handling tool, implement or utensil dropped on the
floor before re-using it
 Avoiding coughing or sneezing over food or food preparation utensils, equipment or
surfaces
 Using a tasting spoon to taste dishes (not the spoon used to stir the food) – and not
replacing in the food.
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74. Trainer presents safe food handling requirements in relation to using cold display units/cabinets:
 Food should be at or below 5°C
 Food should be covered/wrapped to prevent contamination
 Temperatures must be regularly checked (at least daily) and recorded using an
independent thermometer
 Serve food using FIFO principles
 Protective guards must be provided (where appropriate) to prevent customers breathing,
sneezing and/or coughing over the food
 Pre-prepared sandwiches and filled rolls should be stored in these cabinets – where they
are not so stored, some system must apply (such as the use of colour-coded stick-on
labels, or written times on the wrapping/container) that will allow control over the
length of time the food spends in the Temperature Danger Zone.
 Pre-prepared sandwiches and/or filled rolls must not be sold/eaten when they have spent
four hours or more in the Temperature Danger Zone.
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75. Trainer presents safe food handling requirements in relation to using hot display units/cabinets:
 The temperature of the food must be over 60°C (or the 2/4 Rule must be applied)
 Food to be put in hot food cabinets must be preheated rapidly before being placed in the
cabinet
 Food should be served in the order it was placed in the cabinet to minimise risk of
contamination (as well as guard against loss of taste, appearance and quality)
 Hot foods left from the day before should be served first, following the guidelines set
out in ‘Re-heating previously cooked food’ – foods can only be re-heated once. Note
some premises follow a standard operating procedure of discarding all left-over food
 Temperatures of food must be regularly checked (at least daily) using an independent
thermometer
 Food must not be topped-up but rotated to keep it fresh and avoid mixing batches.
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76. Trainer presents safe food handling requirements in relation to situations where customers serve
themselves and/or there is unpackaged ready-to-eat food:
 Customer activities are routinely and regularly monitored so unsafe practices can be
identified and remedial action taken – this means a staff member must be appointed to
watch the customers in order to prevent them from doing anything to compromise the
food, and/or to remove food from sale/service when it has been contaminated
 Special attention is paid to children at self-serve areas – they are prone to handling food
with their hands, and taking food from displays and then putting it back
 Hot food is kept hot (60°C and above), and cold food is kept cold (5°C and below) or
the 2/4 rule is applied
 Any utensils dropped by customers are immediately replaced with clean and sanitised
ones
 Spills are cleaned up immediately.
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77. Trainer continues presenting safe food handling requirements in relation to situations where
customers serve themselves and/or there is unpackaged ready-to-eat food:
 Any contaminated food is thrown out – this includes contamination by customers
coughing or sneezing over the food
 Signs are posted advising customers of safe food handling practices – such as asking
them not to use utensils in other foods, to refrain from coughing and sneezing over the
food, to refrain from handling any of the food with their bare hands
 Foods are covered and protected from contamination when not actually being used
 Separate utensils are provided for each and every food item
 Sneeze-guards are in place and are constructed/positioned to be effective.
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78. Trainer continues presenting safe food handling requirements in relation to situations where
customers serve themselves and/or there is unpackaged ready-to-eat food:
 Batches and/or trays of food items are not mixed – stock rotation is important but so is
keeping batches separate
 Throw out any plate waste/returned food
 Small batches of food are put out – and replaced frequently, rather than putting out a
large tray/platter to begin with
 Extra utensils are provided – there always seems to be a need for more
 Clean ‘rests’ for utensils (spoons and other service utensils) are provided and changed
regularly to prevent cross-contamination
 The 2/4 rule is being complied with.
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79. Trainer presents safe food handling requirements in relation to food transportation:
 A dedicated food delivery vehicle is used – food should not be transported in family
cars
 The food storage area of the delivery vehicle is maintained in a clean condition been
cleaned – also, any boxes, containers, transport boxes (including warmers/heaters) used
to store food during transport must be clean
 Raw and cooked/ready-to-eat foods are kept physically separate – to avoid cross
contamination
 The temperature of hot and cold food is checked prior to being loaded – hot food to be
60°C or above, and cold food to be 5°C or below: frozen food to be hard frozen
 Where hot food cannot be held at 60°C or above, it will need to be able to be delivered
within two hours
 Where cold potentially hazardous food cannot be held at 5°C or below, it will 100%
definitely need to be able to be delivered within two hours.
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80. Trainer continues presenting safe food handling requirements in relation to food transportation:
 Refrigerated food delivery vehicles must be able to hold food outside the Temperature
Danger Zone – this may require the vehicle to be connected to mains power and pre-
cooled prior to food being loaded into the vehicle
 Temperatures (and times) of food items are recorded onto a Food Delivery-
Transportation log (or similar) when they are loaded into the food delivery vehicle
 Food is not loaded into the delivery vehicle until it is ready to be delivered
 All food is covered to protect it from contamination.
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81. Trainer continues presenting safe food handling requirements in relation to food transportation:
 The delivery vehicle itself has been well maintained to minimise the risk of vehicle
breakdown during food delivery
 Chemicals are not stored/transported with food items – chemicals can be carried in the
same vehicle as food but they must in a separate part of the vehicle
 No pets/animals are allowed in the food delivery vehicle
 All doors on the food delivery vehicle should be locked when unattended.
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Slide

82. Trainer presents specific requirements for people who work in a bar:
 Use a fork or tongs when putting fruit or ice in a glass – do not use fingers
 Do not re-use any fruit, straws, beverage, food, garnish left by a guest, or which comes
back from the tables – it must be thrown out
 Ensure straws are correctly stored – they must be stored so they are kept free from flies,
dust and contamination. They must be able to be obtained one at a time without the
others being touched so it is not acceptable to store straws in a glass on the bar
 Check glass washing machine has detergent, and is operating at the prescribed
temperature (which is 70° C)
 Put de-naturing agent in drip trays (drip trays are trays which are placed under beer
drawing taps to catch the drips/overflow from glasses) – there must be sufficient de-
naturing agent to actually de-nature the waste beer and stop premises pouring this waste
beer back into the barrel.
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83. Trainer continues presenting specific requirements for people who work in a bar:
 No smoking or spitting behind the bar
 Wash hands at all times that kitchen-based food handlers are required to wash their
hands
 Ensure clean clothes, hands and fingernails
 Stay away from work if ill or suffering from an infected cut: notify doctor of food
handler status – bring a medical clearance stating fitness for work on return
 Ensure all glassware and utensils are clean – plates and glasses must also be free of
chips and cracks.
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84. Trainer describes dry goods store and identifies requirements:
 The area is fly- and vermin-proof to minimise contamination by pests
 It is well ventilated and lit – to deter pests and to allow staff to see what they are doing
and identify and remedy spillages
 It is never overstocked – excess stock costs money, clutters things up, and increases the
chance of out-of-date stock being used
 It is fitted with doors which make a proper fit when fully closed to help exclude pests
 The lowest shelf is sufficiently far enough above floor level to enable air circulation
around produce, and to allow mops and brooms to reach under the shelves when
cleaning is required.
Trainer demonstrates requirements for storage as identified on the slide.
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85. Trainer continues describing dry goods store and identifies requirements:
 Bulk food containers used are made from food grade materials and have tight-fitting
lids – plastic garbage bins (even brand new/unused ones) are not permitted to be used
for food storage as they are liable to splitting, do not have a smooth internal surface that
facilitates cleaning and do not protect against mice and rats
 Food storage containers are cleaned and sanitised before being re-used/re-filled – to
guard against batch-mixing
 Any canned, tinned or bottled food must be transferred to an appropriate container and
refrigerated once the container has been opened – it is not acceptable (for example) to
open a can, use half of the contents and then return the open can to dry storage. The
food must be transferred to a plastic or stainless steel (or other appropriate) container
and then placed in the refrigerator.
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86. Trainer describes refrigerated storage and identifies requirements:
 The temperature is kept at 5°C or below and this temperature is checked with an
independent calibrated thermometer – checks must be done at least once per day
 The coolroom/refrigerator door is closed between uses and an effort made to minimise
opening times by planning these openings – an open door raises the temperature and
makes the unit more expensive to operate
 The cool room is not overcrowded to enable air to circulate freely around food items.
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87. Trainer continues describing refrigerated storage and identifies requirements:
 Food loads put into the coolroom/refrigerator are broken down into smaller units to
enable faster cooling: where large units of food are placed in the refrigerator it takes a
lot longer for the core of that food to move out of the Temperature Danger Zone.
 Hot foods should be allowed to cool (perhaps by placing the food in pots into tubs full
of a water-ice mixture) before being placed in the cool room: frequent stirring of the
item will help it to cool quicker
 If ‘too much’ hot food is placed into refrigeration it will raise the temperature of the
unit and may cause condensation which could lead to cross-contamination (see below)
 The ‘Two-step rule for cooling hot foods’ (see below) must be complied with.
 All food is covered and protected from contamination – plastic film with a label
attached to identify the food and date it was placed under refrigeration may be used
 Potentially hazardous raw food is separated from cooked and/or ready-to-eat foods –
this is to prevent cross contamination.
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88. Trainer describes frozen food storage requirements:
 Must keep food at -15˚C or below – many venues will operate freezers at -18˚C: food
must stay hard frozen
 Hot food is never frozen – cool it first following the two-step rule for cooling hot food
 Thawed items must never be refrozen
 That freezers are defrosted regularly to maintain operating effectiveness and encourage
use (or disposal) of items.
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89. Trainer continues describing frozen food storage requirements:
 Freezer doors are kept closed when the freezer is not in use
 Freezer temperature is be checked at least daily to ensure correct operating temperature
 Large pieces/amounts of food are not frozen as this encourages others to defrost the
item and then re-freeze it – in practice this means:
 Freezing slices rather than slabs of meat
 Using shallow storage containers rather than deep ones
 Manufacturer’s instructions regarding the storage of frozen food products are followed
– these may relate to storage temperatures and the length of time the product can be
stored (for quality and/or safety reasons).
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90. Trainer explains FIFO stock rotation explaining effective stock rotation for foods means using
the FIFO approach to stock rotation – First In, First Out:
 This method requires food is used/served in the order it was delivered meaning the
foods which have been in stock the longest are used first
 In practice this means when storing food:
 Old/existing stock must be moved forward on the shelf and the newly delivered stock
must be placed behind it – this allows the stock at the front (the oldest stock) to be used
before the newer stock
 Existing product in a chest freezer should be removed and the new stock placed at the
bottom of the freezer – the existing/old stock is then replaced in the freezer on top of the
newer stock.
Trainer demonstrates practical application of FIFO stock rotation in relation to:
 Food on shelves
 Food in refrigerators
 Food in freezers.
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91. Trainer presents ‘cleaning’ requirements explaining businesses are required to keep their food
premises and equipment clean which can be seen as:
 A state in which there is no accumulation of:
 Garbage, except in garbage containers
 Recycled matter, except in containers
 Food waste
 Dirt
 Grease
 Other visible matter
 The business must also maintain all its fixtures, fittings and equipment (in a clean
condition.
 This requirement applies to things such as walls, floors, ceilings, windows, benches,
shelves, sinks, wash hand basins, cupboards, grease filters, cooking equipment, food
preparation equipment, food utensils, food vending machines, light fittings, ventilation
ducts, pipes and electrical wiring
 Equipment used to do the cleaning (for example, brooms, mops and buckets, hoses)
must also be cleaned – they should be cleaned, washed and/or sanitised after each use.
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92. Trainer identifies cleaning tools and equipment used in a kitchen to clean food equipment as
listed on slide.
Trainer (or representative from cleaning supply company):
 Presents sample items for each product listed
 Identifies use of each.
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93. Trainer identifies range of cleaning agents/chemicals used to clean equipment in a kitchen as
listed on slide:
Trainer (or representative from cleaning supply company):
 Presents sample chemicals as listed on slide
 Identifies use/s for each
 Demonstrates how to use each chemical
 Identifies safety issues.
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94. Trainer presents general cleaning procedures and techniques for food preparation equipment
which can include:
 Allowing item to cool down before cleaning or disassembly (where required)
 Checking with other staff to determine item:
 Is no longer required and can be cleaned
 Needs to be cleaned
 Ensuring required cleaning tools, equipment and cleaning agents/chemicals are
available
 Cleaning the item where it is physically located – or moving it to the cleaning area
 Making sure you know and/or have access to the required cleaning procedures and
techniques for the individual item
 Pre-cleaning items – such as:
 Physically removing food scraps/debris
 Using bristle brush to remove food debris
 Rinsing
 Soaking in detergent solution
 Washing items:
 Thoroughly
 Using hot water
 Using designated/appropriate detergent for the item and the cleaning job to be
performed
 Scrubbing
 Using abrasive pads as/if required
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 Rinsing items
 Sanitising the item – using hot water, steam or chemicals.
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95. Trainer explains some venues have detailed cleaning instructions to guide staff in the cleaning of
food equipment, utensils and areas.
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96. Trainer provides example of cleaning instruction for ‘utensils and cutting boards’ as shown on
slide.
Trainer demonstrates how to follow cleaning instructions for cleaning:
 A cutting/chopping board
 Several food utensils.
Trainer provides opportunity for students to practice same.
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97. Trainer shows another example of cleaning instruction as per slide.
 Microwave.
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98. Trainer shows another example of cleaning instruction as per slide.
 Bain-marie.
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99. Trainer provides additional information about cleaning:
 Cleaning instructions/directions must be followed – they are not optional
 Venues that have developed cleaning instructions will also generate cleaning
instructions to identify names of individual staff with responsibility for cleaning
designated items/areas at set times and/or on stated days of the week.
Class Activity – Individual Exercise
Trainer asks trainees to develop sample cleaning instructions for one item of food
preparation/cooking equipment.
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100. Trainer presents temperature information for storing dry goods:
 The dry goods store is a non-refrigerated store where canned and dried food are kept
 It may be room-size, or a variety of cupboards and/or pantries
 Desired temperature for dry store should be in the range 15°C to 20°C.
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101. Trainer presents temperature information for storing refrigerated goods:
Refrigerated storage is used for perishable fresh products such as fruit and vegetables, dairy
products, eggs, meat, poultry and seafood.
 The basic requirement is storage is at 5°C or below: many operate at 2°C
 Meat poultry and seafood are best stored fresh at 1°C to 2°C
 If purchasing on daily basis this means a high turnover and 4°C is sufficient but if high
risk foods are purchased less frequently then colder temperatures are best
 Fruit and vegetables require less severe temperature:
 Tomatoes can be stored in the dry store if they are purchased regular basis.
 Most vegetables only require refrigeration to keep their quality, not for food safety
reasons
 Refrigerated storage may occur in cool rooms, under-counter refrigeration units or
domestic refrigerators.
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102. Trainer presents temperature information for storing refrigerated goods:
 Freezers are used to store frozen produce
 Freezers may be chest type, up-right, or walk-in, but they must be maintained such that
the food remains hard frozen – domestic freezers can be used in commercial situations
 Standard operating range is -15°C to -18°C.
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103. Trainer recaps display temperatures for potentially hazardous food :
 Cold food – at 5°C or below. Between 1°C and 5°C will keep high risk food out of the
Temperature Danger Zone and prevent freezing of product (which makes it unattractive
and unappealing to customers)
 Hot food – at 60°C or above
 Frozen food – maintained in a ‘hard frozen’ state (in the range of -15°C to -18°C or
below).
Trainer asks trainees:
 Define ‘potentially hazardous food’
 Give examples of potentially hazardous food.
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104. Trainer states food premises should have a probe thermometer explaining this thermometer must
be:
 Readily available for food handling staff to use as required
 Checked/calibrated very six months (minimum) to ensure it is giving an accurate
reading. Instructions on how to do a hot and cold calibration to check the accuracy of
the thermometer are sometimes included in the instructions that accompany the
thermometer when it is purchased
 Thermometers must be accurate to +/- 1ºC or they must be repaired or replaced
 Cleaned and sanitised between uses when it is being used to check the temperature of
food – the use of a sanitising wipe to achieve this is common
 Allowed to reach room temperature when being alternated between use on hot and cold
food or vice versa
 Treated with care – do not knock, drop or damage it: if it is knocked, dropped or
damaged, it should be immediately checked for accuracy.
Trainer shows students:
 How to use probe thermometers in hot and cold food to measure temperature
 How to use probe thermometer to take temperature of frozen items
 How to read temperature of cool room using probe thermometer
 Use of infra-red thermometer highlighting limitations of this type as it can only provide
a surface reading.
Slide
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105. Trainer explains manufacturer’s instructions when calibrating thermometers:
Cold Calibration
 The following procedure must be applied at least every six months (some do every
month) for the ice point calibration of thermometers:
 Put ice and pre-cooled water (about half-and-half) into a container and allow to stand
for about five minutes
 Insert the probe of the thermometer into the ice-water mixture and allow to stand for
two minutes
 Record temperature reading – it should be 0°C – on Equipment Calibration Log,
Independent Thermometer Calibration Record (or similar)
 Replace, repair or get recalibrated if temperature reading is ±1°C or more.
Trainer demonstrates how to do ice point calibration and provides opportunity for students to
practice same.
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106. Trainer explains manufacturer’s instructions when calibrating thermometers:
Hot Calibration
 The following procedure must be applied at least every six months (some do every
month) for hot calibration of thermometers:
 Boil water and place thermometer probe into the boiling water
 Allow to stand for two minutes
 Record temperature reading – should be 100°C – on Equipment Calibration Log,
Independent Thermometer Calibration Record (or similar)
 Replace, repair or get recalibrated if temperature reading is ±1°C or more.
Trainer demonstrates how to do hot calibration and provides opportunity for students to practice
same.
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Trainer asks trainees questions about following a food safety program by asking questions such
as:
 What do you think a food safety program is?
 Why do venues have them?
 How do you learn about the requirements of the food safety program at your
workplace?
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112. Trainer states venues may have a Food Safety Plan (also known as a Food Safety Program)
explaining the FSP may be:
 A legal requirements – there are places where an FSP is a mandatory/legislated
obligation
 As a result of the venue taking a decision in its own right to put in place a range of safe
food handling practices.
Trainer advises a FSP will:
 Provide guidelines for safe food handling protocols in the business and compliance with
the requirements of the plan is mandatory even where the plan itself is not a legislated
requirement
 Have been developed after an analysis of the food handling operations of the business.
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113. Trainer states the FSP will/may:
 Contain a range of detailed ‘support’ information on requirements (the safe food
handling practices for the venue) for topics such as:
 Cleaning and sanitising – of equipment, utensils and work areas
 Personal hygiene practices and requirements
 Health of food handlers
 Equipment and property maintenance
 Thermometer use and calibration
 Pest control – see later slides
 Waste disposal – see later slides
 Identify the food safety records to be established and maintained by the venue
 Describe the training all food handlers must receive before they handle food.
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114. Trainer continues explaining (possible) contents of FSP:
 Identify the food safety records to be established and maintained by the venue – details
on later slides
 Describe the training all food handlers must receive before they handle food – training
may be local/mandatory training as imposed or required by local health authorities and
may also prescribe extra training as well as refresher training.
Trainer obtains a copy of a local FSP and:
 Distributes and discusses with class.
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115. Trainer introduces topic of pest control stating effective pest control comprises three elements,
all of which have to be implemented and all of which will be detailed on following slides:
 Physical exclusion of pests – also known as ‘Build them out’
 Chemical and mechanical control – also known as ‘Chase them out’
 Sound housekeeping practices – also known as ‘Starve them out’.
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116. Trainer explains physical exclusion of pests/vermin involves:
 Checking all deliveries – to eliminate pests coming in with foodstuffs
 Correct fitting of fly wire to doors and windows – to stop pests entering through doors
and windows
 Sealing of holes around pipes and other fittings – that allow pests entry to the premises
 Exclusion of animals from food areas – as a standard operating practice.
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117. Trainer presents examples of chemical and mechanical control of pests:
 Electronic fly zappers – ‘insectocutors’ which use UV light to attract insects and then
electrocute them
 Air curtains
 Traps
 Bait stations
 Sprays
 Fogging
 Professional pest control companies – who should:
 Inspect the venue first to identify the types of pests present
 Be properly licensed/certified.
Trainer obtains samples of items listed on slide, presents them to students and discusses their
use.
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Slide

118. Trainer explains need for good/sound housekeeping practices as part of effective pest control
providing examples such as:
 Ensuring equipment, floors, benches and other areas are properly cleaned at end of
shift/day so that no liquid or food remains to serve as a food source for pests and
rodents
 Inspecting/checking under items of equipment at end-of-shift to make sure no food
scraps are there
 Making sure no water remains after cleaning to serve as a drinking source for pests
 Removing cartons and other items which may provide shelter for them
 Correct storage of food in vermin-proof containers
 Making immediate repairs to cracked surfaces and tiles which can provide an
inadvertent source of food.
Trainer arranges for representative from pest control company to come and talk to students
about:
 Effective pest control protocols
 How to identify signs of infestation
 Assistance pest controllers can provide
 Cost/charges for services.
Slide
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119. Trainer discusses waste disposal with students presenting two basic requirements:
 Wear disposable gloves when handling garbage – and discard after use
 Wash hands after handling garbage or bins – even where disposable gloves have been
worn.
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120. Trainer identifies requirements for the handling of garbage within the kitchen can include:
 Emptying internal bins regularly
 Emptying bins when three-quarters full – and not waiting until they are full/overflowing
 Always emptying internal bins at the end-of-shifts/session – never leave waste in bins
between shifts or overnight
 Using bin liners – of appropriate strength and size for each bin: fix securely
 Cleaning in and around bins – lift/move bins and clean under them too
 Cleaning bins at the end of each shift/session – using detergent and hot water.
Trainer demonstrates how to clean internal bins and fit bin liners, and provides opportunity for
students to practice same.
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121. Trainer gives requirements for the handling of garbage outside the kitchen in external bins and
dumpers:
 Ensuring sufficient numbers of bins – to cater for the waste produced by the business
 Making sure all bins have tight-fitting lids’
 Keeping lids closed when bins are not in use – to help prevent access to garbage by
pests
 Ensuring bins/dumpers are in good condition – to prevent leaks and protect against
access by vermin
 Cleaning the external bins and dumpers – using detergents, degreasers and deodorants
 Emptying external bins on a regular basis – to help avoid accumulation of rubbish and
objectionable odours
 Applying appropriate recycling techniques.
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122. Trainer introduces basics for identifying & monitoring risk:
 An area of risk is frequently the result of poor organisational practices
 All food handlers are under an obligation to identify and report poor organisational
practices that are inconsistent with required hygiene procedures
 This requirement applies whether the unsafe/poor practice relates to an organisational
policy or procedure, or if it relates to the activities/practices of an individual food
handler
 Poor organisational practices include sub-standard performance by staff and
compromise the requirements of your workplace FSP.
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123. Trainer states it is impossible to identify an all-inclusive list of possible bad/sub-standard
practices but they are likely to fall into one of the following categories:
 Poor personal hygiene practices
 Poor food handling practices that may result in the contamination of food
 Poor cleaning practices that may result in cross contamination of food and other items
including food preparation equipment, utensils and surfaces.
Trainer leads a question on the poor organisational practices listed on the slide by asking
questions such as:
 What are examples of poor personal hygiene practices?
 Why are they a problem?
 What are examples of poor food handling practices?
 What are examples of poor cleaning practices?
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124. Trainer continues providing examples of poor organisational practices:
 Practices that are inconsistent with the FSP for the premises
 Implementation and continuation of food handling practices that are out-dated by virtue
of their failure to align with changing workplace conditions and food handling activities
 Use of equipment and utensils that are broken, damaged or otherwise failing to operate
or function as intended
 Employment of staff who have not received the necessary and appropriate training to
allow them to work effectively with the required skills and knowledge.
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125. Trainer mentions possible outcomes of failing to identify, monitor and address poor/unsafe food
handling practices and procedures.
Impacts on customers
 Customers can be affected in the following ways:
 Food poisoning – which can make them ill and even give rise to the need to take time
off from work, seek medical attention or be hospitalised
 Death – every year a number of people die as a result of food poisoning.
 The three sectors of society who are most susceptible to food poisoning (and
subsequent death) are:
 The very young – babies and children
 The very old
 People who are already ill and/or who have their immune system already compromised.
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126. Trainer gives examples of possible impacts of poor food handling practices on an individual
business:
 They may be fined by the authorities
 The authorities may temporarily close the business down
 Jail for the owner or staff – especially in situations where there unsafe practices have
been intentional (and designed to harm customers) or extremely negligent
 Being sued by customers
 Bad media exposure
 Permanent closure of the business
 Loss of jobs for staff – as a result of reduced trade, there is often less of a need for the
business to employ as many staff.
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127. Trainer lists and explains ways to identify ‘out of control’ situations:
 Encouraging and training staff to constantly be on the lookout for poor practices –
constant attentiveness to food safety is critical
 Conducting regular workplace inspections using comprehensive checklists designed
specifically for each individual premises – staff and management should cooperate in
the conduct of these inspections and all areas listed on the checklists must be covered
 Raising staff awareness and maintaining that awareness in the workplace – through
management initiatives such as:
 Refresher training for food handlers
 Recognitions and rewards for consistent safe food handling practices
 Development of posters to be put up throughout the food handling workplace
 Making food safety a standing item at all staff meetings/briefings
 Creating a workplace-based library of food safety information, references and fact
sheets
 Undertaking personal observation – of all food handling areas and practices
 Conducting formal audits of the workplace every six months to identify areas and issues
that may require attention.

Trainer arranges for management-level person from a food premises to attend and talk to
students about:
 Their venue protocols to establish and maintain a safe food environment
 Internal food safety training
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 Aspects of their FSP

 Monitoring protocols.
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128. Trainer explains:
 The corrective action needed in response to a food safety risk or hazard will depend on
what has been identified
 Corrective action is action taken to address or retrieve an out-of-control situation
 When corrective action is taken in response to a food safety issue there is usually a need
to complete an establishment-specific Correct Action Report.
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129. Trainer discusses CARs stating :
 They will detail:
 Date and time of the event
 Indicator which identified there was a problem – for example ‘Temperature reading of
cool room was 15˚C at 5:30AM when I arrived for work’, or ‘Mice droppings found in
food’
 Food involved – naming and describing the type and amount of food
 Action taken to address the problem – explaining (for example):
 ‘Discarded food’
 ‘Called service technician to check/repair cool room’
 Recording corrective action taken should not be regarded as an ‘admission of guilt’ in
relation to an out-of-control situation – rather, it should be seen as a positive indication
you were actively monitoring food safety and took appropriate action when the need to
do so arose.
Trainer obtains sample CAR and distributes same to class, explains all sections and discusses
how to complete.
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130. Trainer introduces concept of ‘scope of authority’ stating:
 Individual scope of responsibility refers to the authority to take action without needing
to have it approved by someone else
 If action is required which falls outside personal scope of responsibility it must be
reported/referred to the ‘appropriate person’ (see later slide).
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131. Trainer lists possible corrective action which may need to be taken in relation to the purchasing
of food highlighting the action must reflect/address the identified problem/s:
 Obtain proof from suppliers they are registered as a food business and/or have a FSP in
place and operational
 Add required/new suppliers to Approved Suppliers List (see next section) as necessary
 Set purchase specifications for suppliers to comply with.
Trainer obtains, distributes and discusses:
 Sample ‘Approved Suppliers List’
 Example of food specification/s.
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132. Trainer lists possible corrective action which may need to be taken in relation to receiving food
highlighting the action must reflect/address the identified problem/s:
 Refuse/reject refrigerated high risk foods delivered at more than 5°C (or as otherwise
stated in your FSP)
 Refuse/reject frozen produce not hard frozen
 Refuse/reject hot food delivered at less than 60°C – unless you are convinced it has
been at this temperature for less than two hours: note this food must be thrown out after
it has spent four hours total (including delivery time) in this temperature range
 Refuse/reject products which are not adequately marked with manufacturer’s details
 Refuse/reject food delivered in an unclean vehicle, or which is being delivered in a non-
food vehicle such as a private car
 Refuse/reject foods delivered to you mixed in with chemicals: this includes
refusing/rejecting foods where the chemicals were sealed and unopened – food and
chemicals must not be mixed together even in their original containers, drums.
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133. Trainer lists possible corrective action which may need to be taken in relation to storage of dry
food/goods highlighting the action must reflect/address the identified problem/s:
 Where there is evidence of pest or rodent infestation:
 Lay baits
 Engage the services of a licensed pest control company
 Investigate where they are getting in and make repairs – fit fly wire, fill in holes
 Record the action you take on the Corrective Action form
 Throw away all infested/contaminated food
 Up-date and/or repair lighting/globes/fluorescent tubes – if lighting is poor or not
working properly
 Revamp stock control measures – throw away out-of-date food; implement FIFO
procedures.
 What action might be able to be taken to address pest infestation?
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134. Trainer continues listing possible corrective action which may need to be taken in relation to
storage of dry food/goods highlighting the action must reflect/address the identified problem/s:
 Allocate more space for dry storage of food where conditions are too crowded/cramped
 Train staff in stock control procedures
 Discard products with damaged packaging
 Revise cleaning protocols – allocate more time, get more/better equipment and/or
chemicals, provide training in cleaning, clean the area more frequently.
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135. Trainer lists possible corrective action which may need to be taken in relation to storage of
refrigerated food highlighting the action must reflect/address the identified problem/s:
 Discard all food that exceeds the ‘2/4 rule’
 Discard all food beyond its ‘use by’ date
 Train staff in cleaning techniques and practices
 Call in refrigeration mechanic where the refrigeration units are reading above 5°C:
consider implementing a preventative maintenance schedule through a reputable
refrigeration company.
Class Activity – Question
Trainer asks students to describe/explain the 2/4 rule.
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storage of refrigerated food highlighting the action must reflect/address the identified problem/s:
 Discard all food where there is evidence – or a belief – cross contamination has
occurred
 Revamp stock control procedures, as required – if out-of-date stock is identified
 Revamp cleaning procedures, as necessary – where cool room/refrigerated units are
unclean.
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137. Trainer lists possible corrective action which may need to be taken in relation to storage of
frozen food highlighting the action must reflect/address the identified problem/s:
 Where frozen food has thawed out but is still below 5°C, you are allowed to refrigerate
it and then treat it as refrigerated food
 Where frozen food has been allowed to reach 5°C or higher (perhaps the freezer has
broken down or there has been an extended power failure) for less than four hours –
you may use it if you do so immediately
 If the frozen food has been at 5°C or more for more than four hours – throw it out
 If the frozen food has been at 5°C or more for an indefinite amount of time – that is,
you are not certain how long it has been at 5°C or above – discard it all
 Discard all food that exceeds the ‘2/4 rule’.
 What is the Temperature Danger Zone?
 Why is it important in relation to food safety?
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storage of frozen food highlighting the action must reflect/address the identified problem/s:
 Discard all food that is beyond its ‘use by’ date
 Train staff in cleaning techniques and practices
 Call in refrigeration mechanic where the freezer units are reading above -15°C: again,
consider implementing a preventative maintenance schedule through a reputable
refrigeration company
 Discard all food where there is evidence – or a belief – cross contamination has
occurred
 Revamp stock control procedures, as required
 Revamp cleaning procedures, as necessary.
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Slide

139. Trainer lists possible corrective action which may need to be taken in relation to thawing of
frozen food highlighting the action must reflect/address the identified problem/s:
 Train staff to wait until food is fully thawed before cooking
 Train staff in proper thawing practices, including the need to plan defrosting needs
 Discard all food that exceeds the ‘2/4 rule’
 Throw out all food defrosted in an uncovered state, or which has defrosted in damaged
packaging
 Discard all food that has been thawed and re-frozen
 Train staff not to re-freeze thawed product which has already been frozen once.
 What are the three acceptable options for thawing frown food?
 What practices are not acceptable?
© ASEAN 2013
Trainer Guide 159
Slide

140. Trainer lists possible corrective action which may need to be taken in relation to preparing food
 Supply sufficient time and resources to facilitate compliance with correct food handling
practices – this may be gloves, extra utensils (knives, chopping boards, bowls), more
time for hand washing
 Put up signs to prompt/remind staff of correct/safe food handling practices
 Revamp preparation procedures and practices so as to minimise time food spends in the
Temperature Danger Zone – this may include spending time planning food preparation
activities on a daily basis
 Improve stock rotation procedures – if out-of-date items are being identified during this
phase.
© ASEAN 2013
160 Trainer Guide
Slide

thawing of frozen food highlighting the action must reflect/address the identified problem/s:
 Apply the ‘2/4 rule’
 Change cloths/swabs regularly – at least hourly: consider using paper towels instead
 Monitor the performance of individual staff members in relation to food preparation-
food safety issues, and suggest improvements to practice where this is deemed
necessary
 Train staff as required.
 What staff training might be required?
© ASEAN 2013
Trainer Guide 161
Slide

142. Trainer lists possible corrective action which may need to be taken in relation to cooking food
 Repair equipment where cooking equipment is functioning below required standards
 Cook food in smaller batches – to reduce likelihood of producing left-over product
 Provide special purpose tasting spoons
 Verify thermometer readings – via calibration at least every six months
 Train staff as required
 Provide – and/or use – covers for food as it is cooked.
 How should tasting spoons be used to maintain food hygiene/safety?
© ASEAN 2013
162 Trainer Guide
Slide

143. Trainer lists possible corrective action which may need to be taken in relation to cooling hot
food highlighting the action must reflect/address the identified problem/s:
 Help hot foods to cool down by placing hot pots/containers into iced water baths
 Stir wet dishes to help release heat
 Cover cooling dishes
 Set clocks, watches or alarms to notify of required timeframes.
© ASEAN 2013
Trainer Guide 163
Slide

cooling hot food highlighting the action must reflect/address the identified problem/s:
 Make sure new staff at any change of shift are notified in relation to any food that is
cooling
 Verify thermometer readings – via calibration every six months (minimum)
 Train staff as required
 Place signs around the workplace to remind staff of what is required in relation to the
cooling of food.
 How are food thermometers calibrated?
 Why do they need to be calibrated?
 With what frequency should they be calibrated?
© ASEAN 2013
164 Trainer Guide
Slide

145. Trainer lists possible corrective action which may need to be taken in relation to storing and
holding hot food highlighting the action must reflect/address the identified problem/s:
 Train staff as required – handling, heating, display, stock rotation and cleaning
protocols
 Revamp hot holding procedures to ensure food stays at or above 60°C
 Check operational efficiency and accuracy of all hot holding equipment and have units
serviced as required
 Pre-heat all food properly (minimum 70°C for two minutes) prior to placing it into
hot/pre-heated holding devices.
© ASEAN 2013
Trainer Guide 165
Slide

storing and holding hot food highlighting the action must reflect/address the identified
problem/s:
 Ensure temperatures of all hot held food are being taken as required using a properly
calibrated thermometer
 Revise display protocols if tags are actually touching food
 Revamp times when bain-maries and warmers are turned on – turn them on earlier to
allow sufficient time for them to get to 60°C or above
 Operate bain-maries and/or warmers at higher settings so as to reach 60°C.
© ASEAN 2013
166 Trainer Guide
Slide

147. Trainer lists possible corrective action which may need to be taken in relation to storing and
holding cold food highlighting the action must reflect/address the identified problem/s:
 Train staff as required – handling, cooling, display, stock rotation and cleaning
protocols
 Revamp cold holding procedures to ensure food stays at or below 5°C
 Check operational efficiency and accuracy of all cold holding equipment and have units
services as required
 Ensure all food that goes into cold display units is already at or below 5°C.
© ASEAN 2013
Trainer Guide 167
Slide

storing and holding cold food highlighting the action must reflect/address the identified
problem/s:
 Ensure temperatures of all cold held food are being taken as required using a properly
calibrated thermometer
 Revise display protocols if tags are actually touching food
 Revamp times when cold display units are turned on – turn them on earlier to allow
sufficient time for them to get to 5°C or below
 Operate units at lower settings so as to reach 5°C or less.
© ASEAN 2013
168 Trainer Guide
Slide

149. Trainer lists possible corrective action which may need to be taken in relation to re-heating of
previously cooked food highlighting the action must reflect/address the identified problem/s:
 Revamp re-heating procedures to ensure 70°C for two minutes or higher is attained, and
display/holding protocols ensure 60°C or higher is maintained
 Alter re-heating practices to re-heat quicker and/or in smaller quantities
 Throw out re-heated food that fails to reach a core temperature of 70°C or higher for at
least two minutes
 Train staff – as required.
© ASEAN 2013
Trainer Guide 169
Slide

150. Trainer lists possible corrective action which may need to be taken in relation to packaging food
 Dirty and damaged containers and other packaging materials are discarded
 Service packaging equipment correctly and regularly – so it operates correctly
 Ensure packaging area is kept pest free – consider using a pest control company
 Verify the cleaning schedule for the packaging area is operating as intended – amend as
required
 Train staff – as required
 Modify labelling so it conforms with requirements
 Discard all food contaminated during the packaging/re-packaging process.
© ASEAN 2013
170 Trainer Guide
Slide

151. Trainer lists possible corrective action which may need to be taken in relation to food service
 Discard all food exceeding the ‘2/4 rule’
 Train staff in correct food handling and serving practices
 Purchase sufficient equipment and utensils to enable separate utensils for each food
item
 Maintain food holding equipment so the required holding temperatures for hot and cold
food can be obtained
 Alter the settings on units so the required display/holding temperatures can be achieved.
© ASEAN 2013
Trainer Guide 171
Slide

152. Trainer lists possible corrective action which may need to be taken in relation to the self-service
of food highlighting the action must reflect/address the identified problem/s:
 Prepare public food handling signage/advice
 Consider alternative serving options if the safety/integrity of food cannot be guaranteed
 Allocate additional staff to observe customer food handling practices
 Discard all food that exceeds the ‘2/4 rule’.
© ASEAN 2013
172 Trainer Guide
Slide

153. Trainer continues listing possible corrective action which may need to be taken in relation to the
self-service of food highlighting the action must reflect/address the identified problem/s:
 Train staff in correct monitoring procedures – and in appropriate customer relations
skills to facilitate compliance with requirements
 Purchase sufficient equipment and utensils to enable separate utensils for each food
item
 Maintain food holding equipment so the required holding temperatures for hot and cold
food can be obtained
 Alter the settings on units so the required display/holding temperatures can be achieved.
© ASEAN 2013
Trainer Guide 173
Slide

154. Trainer lists possible corrective action which may need to be taken in relation to food
transportation highlighting the action must reflect/address the identified problem/s:
 Obtain and use specially designated ‘Food Transport Vehicles’
 Service Food Transport Vehicles regularly
 Ensure food can be delivered within 2 hours
 Throw out all food exceeding the ‘2/4 rule’
 Discard any contaminated food items
 Train staff as necessary.
© ASEAN 2013
174 Trainer Guide
Slide

155. Trainer states staff who identify a food hygiene hazard are expected to take immediate action
within their scope of authority to resolve the issue however not all hygiene hazards can be
effectively addressed by staff because they may require action that extends beyond their
designated scope of authority.
Trainer advises where students cannot effectively address a situation it must be reported to ‘the
appropriate person’ who may be:
 The Food Safety Supervisor
 A department or shift supervisor
 The department or venue manager
 The owner
 Any member of the establishment food safety team/committee (where one exists)
 Head office – this may be an option where the business is a large one that has numerous
food outlets/sites and where the organisation operates its own laboratory that is central
to establishing and maintaining food safety throughout all food sites.
Trainer arranges relevant Guest Speaker to:
 Discuss protocols at their workplace for reporting food risks/hazards
 Describe situations in which reports have been made
 Provide sample reporting documentation
 Highlight need for reports to be made
 Identify who reports may be made to at their venue
 Explain contents of these reports.
© ASEAN 2013
Trainer Guide 175
© ASEAN 2013
176 Trainer Guide
Slide

156. Trainer highlights immediate verbal reports must be made as soon as the hazard has been
identified and these can/may need to be followed up with written reports.
Trainer notes acceptable ways to report are:
 Verbally – face-to-face
 Via the telephone
 Using e-mail
 Completing nominated food safety reports forms.
© ASEAN 2013
Trainer Guide 177
Slide

157. Trainer states when making a report (verbal or written) attention should be paid to:
 Stating the facts as believed to be – for example, based on actual personal experience or
personal observation: there is no room for bias, conjecture or making up things
 Being comprehensive – giving all the information
 Being specific – if possible, give dates, times, temperatures, supplier names, names of
products, names of menu items, staff names
 Being immediate – where food safety is concerned there is always a need for reports to
be made immediately/as soon as possible.
Trainer distributes and discusses a completed/sample report regarding an identified food hazard,
risk, problem or out-of-control situation.
© ASEAN 2013
178 Trainer Guide
Slide

158. Trainer explains the FSP for the venue will determine/identify and provide examples of food
safety records to be kept, which may include:
 Approved Food Suppliers List – listing those businesses from whom the food may be
bought
 Goods Receiving Form – recording a proportion (say, 5%) of inwards food deliveries to
the property
 Goods Rejected Form – detailing which have been delivered to the venue but
refused/rejected
 Cold Storage Temperature Log – recording the daily temperatures of fridges, freezers
and cool rooms
 Ready To Eat Food On Display Log – recording the daily temperatures of both hot and
cold foods which are on display.
Class Activity – Handouts, Explanations and Demonstrations
Trainer obtains sample food safety records as identified on the slide and:
 Distributes them to students
 Explains their role
 Demonstrates how to complete them.
© ASEAN 2013
Trainer Guide 179
Slide

 Hot Display Temperature Log – recording the daily temperatures of hot foods on
display in units such as bain maries and warmers
 Cold Display Temperature Log – recording the daily temperatures of cold foods in units
such as salad wells or refrigerated display cabinets
 Equipment Calibration Log – detailing testing of probe thermometers to prove they are
providing accurate readings, or to show they need repair/replacement
 Internal Review – Process Temperature Log – detailing on some regular basis (such as
once every two weeks) the processing of a food item by tracking and recording the
processes used (such as thawing, preparing, cooking, cooling, re-heating, displaying,
serving) and recording the times and temperatures involved at each process step
 Corrective Action form – detailing action taken in response to an out-of-control
situation.
Class Activity – Handouts, Explanations and Demonstrations
Trainer obtains sample food safety records as identified on the slide and:
 Distributes them to students
 Explains their role
 Demonstrates how to complete them.
Slide
© ASEAN 2013
180 Trainer Guide

© ASEAN 2013
Trainer Guide 181
Slide

© ASEAN 2013
182 Trainer Guide
Slide

Trainer thanks trainees for their attention and encourages them to apply course content as
required in their workplace activities.
© ASEAN 2013
Trainer Guide 183
© ASEAN 2013
184 Trainer Guide
Recommended training equipment

UV hand washing demonstration kit
Facilities to enable hand washing and drying
A range of chemicals used for cleaning etc. in the kitchen – such as:
 Detergents
 Sanitisers
 De-greasers
 Deodorants
 Disinfectants
 Drying aids
 Wetting agents
 De-naturing agent – for use in beer drip trays.
Sample Material Safety Data Sheets
Sample cleaning instructions for food equipment, utensils and areas
Examples of Personal Protective Equipment and clothing needed for handling chemicals
(cleaning agents) and working with food such as aprons, overalls, hats, hair nets, beard
snoods, gauntlets, masks
Access to food-related areas such as dry goods store, refrigerated storage and cool
rooms, and frozen storage, kitchen and delivery and service areas
Disposable gloves
Sample single-use items
Availability of a wide range of food-related equipment, machinery, utensils, crockery and
cutlery necessary for food processes such as receiving food,
preparing/processing/weighing and cooking food, packaging food, reheating food, thawing
food, storing and holding hot and cold food, serving food for in-house and take-away
consumption
Microwave for demonstration of defrosting
Food/probe thermometer, directions for use and facilities to calibrate same
Infra-red thermometer to show limitations of using them
Sanitising wipes for cleaning/sanitising probe thermometers
Workplace food safety posters
Colour-coded chopping boards and posters regarding use of same
Sample copy of local (or mandatory) Food Safety Plan
Internal and external waste bins
Bin liners
Sample enterprise requirements as they apply to:
 Food handling protocols
 Cleaning – cleaning instructions/SOPs/WIs and cleaning schedules
 Food safety records
 Monitoring and reporting
 Inspection checklists and audits.
Waterproof dressings and coloured band aids
A range of foods – in particular:
 Potentially hazardous/high-risk foods
 Frozen foods
 Portion control units.
Resources for controlling pests – such as fly zappers, fly sprays, baits, fogging bombs,
traps
Sample food specifications
Sample food safety records – including:
 Approved Food Suppliers List
 Goods Receiving Form
 Goods rejected Form
 Cold Storage Temperature Log
 Ready To Eat Food On Display Log
 Hot Display Temperature Log
 Cold Display Temperature Log
 Equipment Calibration Log
 Internal Review – Process Temperature Log
 Corrective Action form.
Instructions for Trainers for using PowerPoint – Presenter
View
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers’
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at: http://office.microsoft.com/training/training.aspx?
AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
Instructions for Trainers for using PowerPoint – Presenter
View
Appendix – ASEAN acronyms

AADCP ASEAN – Australia Development Cooperation Program.
ACCSTP ASEAN Common Competency Standards for Tourism Professionals.
AEC ASEAN Economic Community.
AMS ASEAN Member States.
ASEAN Association of Southeast Asian Nations.
ASEC ASEAN Secretariat.
ATM ASEAN Tourism Ministers.
ATPMC ASEAN Tourism Professionals Monitoring Committee.
ATPRS ASEAN Tourism Professional Registration System.
ATFTMD ASEAN Task Force on Tourism Manpower Development.
CATC Common ASEAN Tourism Curriculum.
MRA Mutual Recognition Arrangement.
MTCO Mekong Tourism Coordinating office.
NTO National Tourism Organisation.
NTPB National Tourism Professional Board.
RQFSRS Regional Qualifications Framework and Skills Recognition System.
TPCB Tourism Professional Certification Board.


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Apply standard safety procedures for

William Angliss Institute of TAFE

Project Director: Wayne Crosbie

Competency Based Training (CBT) and assessment – An introduction for trainers...........1

Notes and PowerPoint slides...........................................................................................17

Recommended training equipment.................................................................................187

Instructions for Trainers for using PowerPoint – Presenter View....................................189

Appendix – ASEAN acronyms........................................................................................191

Competency Based Training (CBT) and

Competency Based Assessment (CBA)

 Enhances motivation – Learning is most effective when participants are motivated.

Competency Based Training (CBT)

 Be able to become confident, equipped and flexible managers of the future

Competency Based Assessment (CBA)

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

UNIT NUMBER: D1.HRS.CL1.02

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Identify hazards and risks Unit Variables

 Using protective clothing

4.5 Complete records according to enterprise  Dry goods

 First In First Out (FIFO)

Key Competencies Level Examples

Collecting, organising and analysing 1 Interpret procedures correctly

Communicating ideas and information 1- Share information with other staff

Planning and organising activities 1 Prioritise actions

Working with others and in teams 1 Identify and minimise hazards

Using mathematical ideas and techniques -

Solving problems 1 Use relevant enterprise procedures to resolve

Using technology -1 Use temperature recording equipment

Notes and PowerPoint slides

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 Conducting regular and scheduled workplace inspections and checks (audits) – to

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Class Activity – Presentation and Demonstration

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