Foundations of Restaurant Management & Culinary Arts

LEVEL ONE

LEVEL ONE

Program

Curriculum of the

CODE

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VERSION

v.0910

©2009 National Restaurant Association Educational Foundation. All rights reserved. ServSafe and

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Foundation, and used under license by National Restaurant Association Solutions, LLC, a wholly owned

subsidiary of the National Restaurant Association.

FOUNDATIONS

of Restaurant Management

& Culinary Arts

Level One

National Restaurant Association

Boston  Columbus  Indianapolis  New York  San Francisco Upper Saddle River Amsterdam  

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ii

ISBN 10: 0-13-801938-X

ISBN 13: 978-0-13-801938-9

Editor in Chief: Vernon Anthony

Executive Editor: Wendy Craven

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Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook

appear on appropriate page within text (or on page 873).

© Copyright 2011 by the National Restaurant Association Educational Foundation (NRAEF) and published by

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a wholly owned subsidiary of the National Restaurant Association.

2 3 4 5 6 7 8 9 10 V011 15 14 13 12 11 10 9

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iii

Brief Table of Contents

Level 1

Th is is the fi rst book in a two-book series covering the Foundations of Restaurant Management &

Culinary Arts.

Chapter 1 – Welcome to the Restaurant and Foodservice Industry

Chapter 2 – Keeping Food Safe

Chapter 3 – Workplace Safety

Chapter 4 – Kitchen Essentials 1 – Professionalism

Chapter 5 – Kitchen Essentials 2 – Equipment and Techniques

Chapter 6 – Stocks, Sauces, and Soups

Chapter 7 – Communication

Chapter 8 – Management Essentials

Chapter 9 – Fruits and Vegetables

Chapter 10 – Serving Your Guests

Chapter 11 – Potatoes and Grains

Chapter 12 – Building a Successful Career in the Industry

Appendix A – Staying Connected with the National Restaurant Association

Appendix B – Handling a Foodborne-Illness Outbreak

Appendix C – Identifying Pests

Level 2

Table of Contents for the second book of this two-book series covering the Foundations of Restaurant

Management & Culinary Arts. Th e ISBN for the Level 2 book is 0-13-138022-2.

Chapter 1 – Breakfast Food and Sandwiches

Chapter 2 – Nutrition

Chapter 3 – Controlling Foodservice Costs

Chapter 4 – Salads and Garnishing

Chapter 5 – Purchasing and Inventory

Chapter 6 – Meat, Poultry, and Seafood

Chapter 7 – Marketing and the Menu

Chapter 8 – Desserts and Baked Goods

Chapter 9 – Sustainability: The “Greening” of Foodservice

Chapter 10 – Global Cuisines 1: The Americas

Chapter 11 – Global Cuisines 2: European, Mediterranean, and Eastern Cuisines

Appendix A – Staying Connected with the National Restaurant Association

Appendix B – Handling a Foodborne-Illness Outbreak

Appendix C – Identifying Pests

Appendix D – Developing Your Career

iv

Students using this book can receive recognition

from the National Restaurant Association?

Yes!

The Foundations of Restaurant Management & Culinary Arts—Levels 1 and 2 curriculum

teaches students the fundamental skills they will need to begin a career in the industry.

What’s more, after completing each level of this industry-driven curriculum, students can sit

for the National Restaurant Association’s exam for that level. Students who pass both the

Level 1 and Level 2 exams receive certificates from the National Restaurant Association.

LEVEL ONE

C E R T I F I C A T E O F R E C O G N I T I O N

For successfully completing the objectives set forth in Level One

of Foundations of Restaurant Management & Culinary Arts,

the National Restaurant Association awards this certificate to:

MARY SMITH

P R E S I D E N T & C E O , N A T I O N A L R E S T A U R A N T A S S O C I A T I O N / E X A M D A T E

N A T I O N A L R E S T A U R A N T A S S O C I A T I O N E D U C A T I O N A L F O U N D A T I O N

©2010 National Restaurant Association Educational Foundation. All rights reserved.

09101501 v.0910

LEVEL ONE

Certificate No.

LEVEL TWO

C E R T I F I C A T E O F R E C O G N I T I O N

For successfully completing the objectives set forth in Level Two

of Foundations of Restaurant Management & Culinary Arts,

the National Restaurant Association awards this certificate to:

MARY SMITH

P R E S I D E N T & C E O , N A T I O N A L R E S T A U R A N T A S S O C I A T I O N / E X A M D A T E

N A T I O N A L R E S T A U R A N T A S S O C I A T I O N E D U C A T I O N A L F O U N D A T I O N

©2010 National Restaurant Association Educational Foundation. All rights reserved.

09101501 v.0910

LEVEL TWO

Certificate No.

v

Welcome Students!

Dear Students:

Welcome to the exciting restaurant and foodservice industry!

We at the National Restaurant Association are thrilled to take this journey with you as you learn more

about our industry. Restaurant and foodservice operations make up one of the most dynamic indus￾tries in the United States today. They are a shining example of the entrepreneurial spirit and a place

where employees become owners every day.

Millions of opportunities: As the nation’s second-largest private￾sector employer, the restaurant and foodservice industry creates

opportunity for millions of Americans. The industry employs some

13 million Americans today and is expected to add almost

2 million positions over the next decade.

This means there are many opportunities and career paths

ahead of you. Whether it’s a quick service restaurant, a family

operation, or a multi-million-dollar company providing on-site

foodservice at schools or hospitals, our industry is the place

to build your career.

Industry-backed learning materials matter: Foundations of Restaurant

Management & Culinary Arts was developed with input from industry

leaders. We believe that an industry-backed education is the best way

to prepare you to lead us into the future. Together, we have identifi ed

the management, operational, and culinary skills critical to success in

the industry. The skills you develop in Level 1 and Level 2 will give you

a competitive advantage as you embark upon your career or further

your education.

We are proud that you have chosen to take this fi rst step in your

career with the National Restaurant Association. As the leading

business association for the restaurant industry, the Association

works to lead America’s restaurant industry into a new era of

prosperity, prominence, and participation, enhancing the quality

of life for all we serve. Our philanthropic foundation, the National

Restaurant Association Educational Foundation, enhances the

restaurant industry’s service to the public through education,

community engagement, and promotion of career opportunities.

The National Restaurant Association looks forward to partnering with you throughout your career!

We invite you to learn more about us at www.restaurant.org and www.nraef.org, and be sure to check

out Appendix A in this book to learn more about scholarships, educational programs, industry certifi ca￾tions, member benefi ts, and more.

LEVEL ONE

C E R T I F I C A T E O F R E C O G N I T I O N

For successfully completing the objectives set forth in Level One

of Foundations of Restaurant Management & Culinary Arts,

the National Restaurant Association awards this certificate to:

MARY SMITH

P R E S I D E N T & C E O , N A T I O N A L R E S T A U R A N T A S S O C I A T I O N / E X A M D A T E

N A T I O N A L R E S T A U R A N T A S S O C I A T I O N E D U C A T I O N A L F O U N D A T I O N

©2010 National Restaurant Association Educational Foundation. All rights reserved.

09101501 v.0910

LEVEL ONE

Certificate No.

vi

Preface

Our objective with this program is simple yet significant:

Provide an industry-driven curriculum that prepares students for a career in restaurant

and foodservice management.

To achieve that objective, Foundations of Restaurant Management & Culinary Arts was

meticulously developed by the National Restaurant Association with input and contribu￾tions from countless representatives from both industry and education. That balanced

perspective is important in helping students make the connection between classrooms

and careers.

The visual tour that follows summarizes many of this textbook’s most distinguishing and

remarkable features. Foundations of Restaurant Management & Culinary Arts, Level 1

and Level 2, provide the following benefits:

■ Comprehensive coverage of culinary and management topics

■ An industry-infused approach

■ Pedagogy that supports 21st Century Learning

■ Relevant and timely topics from global cuisines to sustainability

■ Content aligned to certificates and ProStart program opportunities

■ Certificate opportunities that meet Carl Perkins funding requirements

■ Supplements and technologies that help educators do more in less time

Thank you for considering Foundations of Restaurant Management & Culinary Arts!

We offer a pedagogy that is fortified by 21st Century Learning

themes and objectives:

■ Critical thinking and problem solving

■ Communication and collaboration

■ Creativity and innovation

vii

■ Global awareness

■ Health literacy

Foundations of Restaurant Management & Culinary

Arts provides teachers and students with tools care￾fully developed to reinforce 21st Century Learning.

Industry-infused case studies:

CASE STUDY – Each chapter begins with a Case

Study that features the chapter content applied in

a real-world situation. The Case Studies introduce

several different restaurant and foodservice profes￾sionals at work in various jobs and industry settings.

The Case Studies draw the students into the chapter

content with several thought questions for students to

consider as they read the chapter.

CASE STUDY FOLLOW-UP – Each chapter

concludes with a follow-up to the chapter-opening

Case Study, recapping the case study and asking

students questions they can answer and apply with

the knowledge they have gained in the chapter.

PROFESSIONAL PROFILE – Each Case Study is followed by a profile of a leading industry profes￾sional, featuring notables such as Emeril Lagasse, Guy Fieri, and many others from all levels and types of

industry settings. Each profile describes the subject’s industry experience and views on the chapter topic,

as well as interesting quotes and career vignettes.

Chapters organized as sections:

GRAPHIC ORGANIZER – Chapter content is divided

into sections, and each section begins with a Graphic

Organizer at the top of the page showing teachers and

students what to expect in the upcoming section, as

well as where they are within the chapter structure.

STUDY QUESTIONS – Each section begins with a list

of Study Questions that give students an active way to

consider the section content with the understanding that

after they finish the section they should be able to answer

each of the questions.

At the end of each section:

SUMMARY – Bullet points that tie in directly to the section content

and the Study Questions.

SECTION REVIEW QUESTIONS – Questions designed to assess

students’ understanding of the section content through critical thinking.

Chapter 7 | Communication

413

SECTION 7.1 THE COMMUNICATION PROCESS Communication is an important part of everyday life. It allows us to interact

with each other and to share our knowledge, ideas, and experiences. Most peo￾ple think communication is just speaking and listening, but it is so much more.

We communicate through body language, gestures, writing, speaking, listening,

and in many other ways. Of course, this means that just as many ways exist to

miscommunicate. It is important to use positive communication by focusing

and listening.

Study Questions

Aer studying section 7.1, you should be able to answer the following

questions:

■ What is the communication process?

■ What are the barriers to effective communication?

7.3 Types of Communication

• Organizational Communication

• Interpersonal Communication

7.2 Communication Skills

• Personal Characteristics that

Affect Communication Skills

• Effective Writing

• Effective Speaking

• Effective Telephone Skills

• Effective Writing

7.1 The Communication Process

• Process of Communication

• Barriers to Communication

The Process of Communication Communication is the process of sending and receiving information by talk,

gestures, or writing for some type of response or action. Communication is a

learned skill. Most people are born with the ability to express themselves, but

need to learn how to effectively communicate. Communication includes both

verbal (speaking and writing) and nonverbal communication (body language

and gestures).

About Communication

Communication is one of the most important of all skills. But you’re only an effec￾tive communicator if you are able to engage your audience. So it’s critical to (1) be

aware of your surroundings and (2) be sensitive to who your audience is. Then you

can adjust your communication style accordingly.

213

Chapter 4 | Kitchen Essentials 1—Professionalism and Understanding Standard Recipes

Case Study The Art of Professionalism

Chef Jean hired Alex, a culinary student, for a prep cook position to

help with catering jobs. Alex is an aspiring chef. He knows that he

will gain invaluable experience as a prep cook and that this will help

him move to the next level.

Chef Jean is teaching Alex about professionalism including provid￾ing courteous, friendly, and efficient customer service. Chef Jean also

stresses the importance of being a team player. Chef Jean says, “A

good prep cook is always aware of what is going on in the kitchen

and is always willing to help others get the job done.”

Chef Jean is pleased with Alex’s work ethic and his good people

skills. He thinks that Alex will progress rapidly. So, he decides to ask

Alex to help with menu planning and execution for several functions.

Some of the menu items will be the same, but the numbers of people

attending ranges from a small dinner party of 18 to large celebrations

of 150. Alex will need to understand how to read a recipe, measure

ingredients, convert recipes, and calculate yields. Yet, Alex admits

that he is a bit math-phobic and is afraid of making a mistake that will

cost the restaurant.

As you read the chapter, think about:

1. Does Alex appear to be a professional employee?

2. What can be done to address Alex’s math phobia?

3. What skills does Alex need to possess to be able to complete his

assignment properly?

Chapter 4 | Kitchen Essentials 1—Professionalism and Understanding Standard Recipes

263

Chapter 4 | Kitchen Essentials 1—Professionalism and Understanding Standard Recipes

263

Case Study Follow- Up

At the beginning of the chapter, Chef Jean hired Alex as prep

The Art of Professionalism

cook.

1. How are Alex’s ”people skills” relevant to his work as a prep cook?

2. Explain how Alex provides customer service. Who are his customers?

3. How can Chef Jean reinforce the lessons in professionalism he is

teaching Alex, other than just telling him how to behave?

4. Chef Jean is ultimately responsible for Alex’s work. How can he help

Alex succeed in his assignment to help convert recipes?

Chapter 4 | Foundations of Restaurant Management & Culinary Arts

214 [professional profi le] Dr. Jerald Chesser, CEC, FMP, CCE, AAC

Professor (Educator)

The Collins College of Hospitality Management

California State Polytechnic University, Pomona

Author of:

The Art and Science of Culinary Preparation

The World of Culinary Supervision, Training and

Management

I grew up in the restaurant business, working with my father

in the kitchen and my mother in the dining room. I saw the pleasure they created for

themselves and others. I wanted to be able to bring that same enjoyment to other

people, so going into the restaurant business and becoming both a chef and owner

was a natural fit.

When I was in high school and began to think about college, I decided I wanted to

become a chef like my father. I can remember telling dad and still recall his answer:

“No! You are going to go to college and make something of yourself.” My parents

were entrepreneurs, accomplished business professionals, and highly successful,

but they were not considered to be (and did not perceive themselves to be) at the

same level as other professionals—bankers, doctors, professors, or lawyers.

In fact, I still remember the day that my father apologized to me for coming to my

school to get me in his chef’s uniform because he was afraid he had embarrassed

me! I have spent my life working to ensure that no father or mother ever again has

to worry about embarrassing his or her child by being seen in a chef’s uniform or

because they are a restaurateur. And I ask that you carry on this challenge.

After getting a bachelor’s and master’s degree in history, I got a doctorate in edu￾cation. I then went into education because I saw an opportunity to impact both

individual lives and the industry that is so important to me. The match between the

culinary/restaurant industry and education was a natural fit. I think that there is no

greater achievement than to assist others in reaching their goals.

So, being able to help people to succeed in the restaurant industry, while helping to

generate a sense of pride in what they do—well, it doesn’t get any better than that.

The key to quality food and service is a sincere desire to feed both the body and the

spirit. This is accomplished by doing everything to the absolute best of your ability.

Constant pursuit of knowledge, training, and experience is necessary to be the

best you can be and deliver the best possible product and experience to the guest.

Success without personal growth and development is not success—it is resting on

your laurels.

Chapter 5 | Kitchen Essentials 2—Equipment and Techniques

299

Summary

In this section, you learned that:

■ Receiving equipment includes receiving tables/area, scales, and utility carts.

Aer food is received, it is stored on shelving or in refrigerators and freezers

(walk-in or reach-in).

■ Prepreparation equipment includes knives, measuring utensils, hand tools

and small equipment, and pots and pans.

■ Pots come in many shapes and sizes and are made of copper, cast iron, stain￾less steel, and aluminum, with or without nonstick coating. e most com￾mon pots include the following:

• Stock pot, used for preparing stock

• Sauce pot, used to prepare sauces, soups, and other liquids

• Double broiler, used to gently cook the food in an upper pot, over a

lower pot that holds boiling or simmering water

• Brazier, used to braise meat and vegetables

■ Pans come in many shapes and sizes:

• Saucepan, used for general cooking particularly liquid or liquid-based

mixtures

• Sauté pan, used to sauté items

• Cast-iron skillet, used for pan grilling, pan-frying, and braising foods

like meat and vegetables

• Sheet pan, used for many things, but most commonly to bake cookies,

rolls, and cakes

• Hotel pan, used for baking, roasting, or poaching meat and vegetables

• Roasting pan, used to roast and bake foods such as poultry and meat

• Braising pan, used to braise, stew, and brown meat

■ Preparation equipment includes cutters and mixers, steamers, broilers,

ranges, griddles, fryers, and ovens.

■ Holding and serving equipment can include the bain-marie, food warmer/

steam table, hot-holding cabinet, coffee maker, tea maker, ice machine, hot

box, chafing dishes, and espresso machines.

Chapter 5 | Kitchen Essentials 2—Equipment and Techniques

317

Section 5.2 Review Questions

1 Name and explain three types of basic cooking techniques.

2 Explain mise en place.

3 Describe how to use a knife properly.

4 What is the difference between seasoning and flavoring?

5 Why does Benny Gordon say that mise en place is the most important

element of cooking?

6 Why is it important for Alex to execute basic mise en place skills properly?

7 Give an example of a dish in which many different flavorings are used. How

does the cook make sure that one flavor does not overwhelm the others?

8 Explain how creating timelines can streamline your work.

viii

SECTION ACTIVITIES – Class and lab activities to provide

hands-on learning and application.

Throughout all chapters:

SERVSAFE® CONNECTION – Food safety is emphasized

throughout the book via the ServSafe® Connection, a feature box

that details important foodhandling and safety information that

comes directly from the National Restaurant Association’s industry￾standard ServSafe program.

ESSENTIAL SKILLS – Vital culinary and management skills are

featured in hands-on, step-by-step Essential Skills boxes, typically

including one or more photos to illustrate key steps.

ON THE JOB – These feature boxes show students how impor￾tant points from a section are used in an industry setting.

NUTRITION – Nutrition features provide important dietary guide￾lines for the food items discussed in a section.

FAST FACT – Interesting facts and tidbits about the chapter

content are showcased through the Fast Fact box. Examples

include the history of the grand sauces and the origins of salsa—

both the word and the food.

WHAT’S NEW – Interesting information on the latest industry trends

and news.

KEY TERMS – Highlighted in bold within the running text and

clearly defined at the point of first use.

At the end of each chapter:

APPLY YOUR LEARNING – Cross-curricular projects for math,

language arts,

science, and critical

thinking.

EXAM PREP

QUESTIONS –

Students can review

the chapter content

and prepare for the

National Restau￾rant Association’s

certificate exams using the Exam Prep Questions, which

are provided in the same objective test format as the real

certificate exams.

RECIPES – Class-ready recipes for preparing some of the

delicious dishes featured in the chapter.

Chapter 5 | Foundations of Restaurant Management & Culinary Arts

318

Section 5.2 Activities

1. Study Skills/Group Activity: Planning Ahead

A popular menu item at your bistro is a seared duck breast, served with roasted

potatoes and sautéed carrots. Work with two other students to follow the “Plan￾ning Ahead” rules on p. 303 to determine what steps are involved in creating and

serving this dish. What work can be done in advance? In what order should the

work be done?

2. Activity: Practice Basic Knife Cuts

Practice the basic knife cuts on p. 305, using a ruler to check sizes. Work on

perfecting the correct size and shape for each cut.

3. Critical Thinking: Flavorings

What are some common flavorings you enjoy, and in what dishes do you espe￾cially enjoy them? How does that reflect your family’s heritage or your commu￾nity’s nature?

Chapter 5 | Foundations of Restaurant Management & Culinary Arts

338

[ServSafe connection] [nutrit ion]

Nutritious Cooking

Some cooking techniques are naturally more nutritious than others. Sautéing and

grilling, for instance, use a minimal amount of fat, while steaming and poaching require

none at all. Deep-frying and pan-frying, on the other hand, increase the fat content of

the final product. However, fat can help carry flavor. Foods cooked with fat often taste

better than those cooked without it. For most people, it is possible to find a balance

between more and less healthy cooking methods. Practicing moderation is the key.

The well thought out use of herbs, spices, and other flavoring ingredients can also help

people lower their fat intake without sacrificing great taste.

Safe Cooking Guidelines

When cooking, follow these general guidelines:

■ Specify cooking time and required minimum internal cooking temperature in all

recipes.

■ Use a thermometer with a probe that is the right size for the food.

■ Avoid overloading ovens, fryers, and other cooking equipment.

■ Let the cooking equipment’s temperature recover between batches.

■ Use utensils or gloves to handle food after cooking.

■ Taste food correctly to avoid cross-contamination.

Other Cooking Methods Two other cooking methods include sous vide and microwave cooking.

Sous Vide Cooking

Sous vide is a method in which food is

cooked for a long time, sometimes well

over 24 hours. Sous vide is French for

“under vacuum.” Rather than placing food

in a slow cooker, the sous vide method

places food in airtight plastic bags in

water that is hot but well below boiling

point. is cooks the food using precisely

controlled heating, at the temperature at

which it should be served. Figure 5.42

shows sous vide cooking.

Figure 5.42: The sous vide method cooks

food in airtight plastic bags in airtight plastic

bags in water that is hot but well below

boiling point.

Chapter 7 | Foundations of Restaurant Management & Culinary Arts

436

[on the job]

Words in the Workplace

You may use a lot of slang or informal language when talking with friends and family.

These might include words such as “like,” “y’all,” “hey,” “wassup,” “totally,” “guys,” “buds,”

“y’know,” “yo,” “uh-huh,” “uh-uh,” and “see ya,” or they might not. Informal language is fluid

and changes nearly every day, so by the time you read this chapter, a whole new list of

words might be part of your vocabulary!

However, these words are not appropriate in the workplace (neither is swearing, for

that matter). These are casual expressions, used in your private life. The workplace,

on the other hand, is a professional environment in which you need to use professional

language. Using slang at work can hinder communication. Some people will pigeonhole

you as unintelligent or sloppy based on your language, so they won’t listen to you—or

respect you.

Moreover, avoiding casual language can benefit you professionally. Proper speaking

habits, like using good sentence structure and correct grammar, will help you stand out

from your coworkers. They can also give you a better professional image, which can

help you win future opportunities, such as management positions and visibility at public

events.

Essential Skills

Writing Handwritten Notes

Why take the time to send a handwritten note? For a variety of reasons: the

personal touch moves people, and it helps the communicator stand out from

the crowd. It shows attention to detail and respect for others. It makes the

recipient feel special, knowing that someone took the time to write a note.

Like any other business communication, handwritten notes should be written

professionally. Make sure handwriting is neat and no words are misspelled.

Here are some tips to use when sending a professional handwritten note.

■ Use appropriate notepaper: Plain white or ivory note cards are oen best.

If you are authorized to use company notepaper, do so.

■ Write a rough dra on plain paper to help organize your thoughts: If

you’re not sure exactly what to say, ask a colleague for feedback.

■ e salutation should be formal: For example, “Dear Ms. Gonzales.” If the

communicator is writing to someone with whomyou are on a first-name

basis, it’s acceptable to write, “Dear Sam,” but salutations such as “Hey,

buddy” are not appropriate.

■ e body of the note should refer specifically to the action for which you

Chapter 11 | Foundations of Restaurant Management & Culinary Arts are thanking the recipient: “ank you for donating a $100 gi certificate

688

[fast fact]

be used in other

dishes for several

hours. Figure 11.9

shows mashed

potatoes served

with meat.

Whenever possi￾ble, cook potatoes

in their skins to

retain their nutri￾ents. Cover cut

and peeled

potatoes in a

liquid to prevent

discoloring.

Figure 11.9: Potatoes are a great accompaniment to meat dishes.

Do You Want Fries with That?

In 1802, President Thomas Jefferson served french fries at a White House dinner.

Soon after, french fries became very popular. Today, french fries are one of the most

profitable foods in restaurant and foodservice operations.

[what’s new]

Bioplastic Quick-Service Packaging

Quick-service restaurants often package menu items in take-away containers. These

have historically been made of polystyrene or other petroleum-based polymer plastic. A

polymer is a long-chain molecule.

Potatoes, legumes, and grains can also be used for polymers. New technology has

made it possible for food polymers called “bioplastics” to be used for disposable and

take-away foodservice items.

Bioplastics are completely biodegradable and compostable. They are made from crops

instead of petroleum, so they are renewable and sustainable.

The best part is they work. A water-resistant coating helps keep them from decompos￾ing when filled with hot, steaming food. You might not even be able to tell the differ￾ence.

Chapter 7 | Foundations of Restaurant Management & Culinary Arts

456

Chapter 7 | Foundations of Restaurant Management & Culinary Arts

456

Apply Your Learning

Informal Language

What percentage of your time do you use informal language, “filler”

words (like, totally, you know), and slang in conversation? Or how

many times in a day? Make a list of ten words you commonly use that fall into

one or another of these categories. Now keep track of how often you use each of

these words in a day. Who are you with and where are you when you use these

words most frequently?

Now divide your day up into categories based on where and how you spent your

time that day: for example, “Class,” “Lunch,” and “Work” are all categories you

can use. Create a bar chart showing where you are when you use these informal

words the most. Alternately, create a bar chart using the people you spent the day

with as categories (“Parents,” “Teachers,” and “Friends,” for instance), and show

who your companions are when you use these words the most.

An example: If you used the words from your list a total of seven times during dinner

and a total of eighty times during work, then you would create a bar seven units

high for the category “Dinner” and a bar eighty units high for the category “Work.”

Assess Communication

Pick out a written document, such as a memo, newspaper article, or

advertisement, and assess it based on the following criteria:

■ How well does it communicate its message?

■ To whom is the message addressed?

■ What barriers to communication could prevent the message from being

heard?

■ Does the document have an underlying message, and if so, what is it?

■ How could the document be improved?

■ What questions about the message do you still have after reading the docu￾ment?

Create a report that answers these questions and attach a copy of the document

to the report.

Chapter 7 | Foundations of Restaurant Management & Culinary Arts

458

Exam Prep Questions

1 e process of sending and receiving

information by talk, gestures, or writing

for a response or action is

A. speaking.

B. messaging.

C. management.

D. communication.

2 What type of directional communica￾tion includes insights and feedback

shared among peers?

A. Lateral

B. Upward

C. Downward

D. Horizontal

3 A two-way communication that has

immediate feedback is __________

communication.

A. verbal

B. nonverbal

C. interpersonal

D. organizational

4 Identifying with another person’s feel￾ings or thoughts is called

A. esteem.

B. respect.

C. empathy.

D. sympathy.

5 A letter sent to employees within an

organization about a new health-care

policy is an example of __________

communication.

A. verbal

B. written

C. interpersonal

D. organizational

6 Facial expressions are an example of

what type of communication?

A. Verbal

B. Nonverbal

C. Interpersonal

D. Organizational

7 e numerous messages and informa￾tion that convey operational procedures,

policies, and announcements to a wide

range of audiences is __________

communication.

A. verbal

B. written

C. interpersonal

D. organizational

8 e variation of a language spoken by a

particular group of people is called

A. jargon.

B. accent.

C. dialect.

D. semantics.

Chapter 11 | Potatoes and Grains

727

Garlic Mashed Potatoes

Cooking time: 45 minutes

Yield: 4 pounds

Ingredients

5 pounds

Potatoes, mealy

1 tablespoon Salt

4 ounces

Whole butter, melted, hot

8 fluid ounces Milk, hot

Directions

1. Wash and peel the potatoes. Cut each potato

into four to six uniform-sized pieces.

2. Place the potatoes in a pot, cover them

with water, and add 1 tablespoon salt to the

water. Bring the water to a boil, reduce to

a simmer, and cook until the potatoes are

tender. Do not overcook the potatoes.

3. When the potatoes are cooked, drain them

well in a colander. The potatoes must be very

dry. Transfer them to the bowl of an electric

mixer. Using the whip attachment, whip the

potatoes for 30 to 45 seconds. Scrape the

sides and bottom of the bowl and whip for

another 15 seconds or until the potatoes

are smooth and free of lumps. The potatoes

must be smooth before adding any liquids,

or they will remain lumpy.

4. Sweat chopped garlic in melted butter for 5 to 10 minutes without browning. Strain the

butter if desired.

5. Add the garlic and butter, milk, and seasonings. Whip on low speed to incorporate all

of the ingredients. Scrape the sides and bottom of the bowl and whip again for several

seconds. Adjust consistency and seasoning.

2 teaspoons Salt

¼ teaspoon

White pepper

1 ounce chopped garlic

Calories 220

Calories from fat 70

Total fat 8g

Saturated Fat 4g

TransFat 0g

Cholesterol 20mg

Sodium 660mg

Carbohydrates 33g

DietaryFiber 7g

Sugars 3g

Protein 8g

Vitamin A 4%

Vitamin C 2%

Calcium 2%

Iron 8%

Recipe Nutritional Content:

Nutritional analysis provided by FoodCalc®, www.foodcalc.com

ix

Supplements:

Teacher’s Wraparound Edition

The unique Teacher’s Wraparound Edition was designed with input from educators and

industry professionals to help teachers be more prepared in less time. The Teacher’s

Wraparound Edition includes the complete Student Edition in conjunction with point-of-use

teaching notes, strategies, and review tips. Skills extensions and critical-thinking activities

challenge students by expanding upon what they are learning in the Student Edition.

Activity Guide

The Activity Guide contains a wealth of additional lab and classroom activities to supple￾ment the activities in the Student Edition. It includes critical-thinking activities that review

and enhance the text learning, as well as hands-on application activities that give students

more opportunities to experience the course content interactively. Separate books for

Level 1 and Level 2.

Test Book with ExamView® Assessment Suite CD-ROM

The comprehensive test bank includes objective and short answer questions for both

Levels of the Student Text. Questions are provided in print format for duplication with

separate answers keys, as well as on CD in ExamView® software for creating randomized

and customized exams. Separate books for Level 1 and Level 2.

Teacher’s Resource CD

A complete media CD supports the teaching package. It includes PowerPoint® presen￾tations, videos, and interactive media for each chapter, as well as point-of-use teaching

notes and tips, answers, and class/lab set-up information for the activities in the student

Activity Guide. Separate CDs for Level 1 and Level 2.

CourseSmart Textbooks Online

The CourseSmart Textbooks Online enable students to access the textbook they use in

class from home or anywhere with an Internet connection. CourseSmart eTextbooks give

schools an affordable alternative to providing students with the essential learning resourc￾es they need to succeed. And, with a CourseSmart eTextbook, students can search the

text, make notes online, print out reading assignments that incorporate lecture notes, and

bookmark important passages for later review. For more information, or to subscribe to the

CourseSmart eTextbook, visit www.coursesmart.com.

Additional Supplements

The Companion Web site includes student resources and additional activities, such as

crossword puzzles, essay questions, and self-grading quizzes. To access the Companion

Web site, please visit http://www.pearsonhighered.com/nra. Recipe Cards are printed on

laminated cards for durability and ease of use.

x

Acknowledgements

The development of Level 1 and Level 2 of Foundations of Restaurant Management & Culinary Arts

would not have been possible without the expertise and guidance of our many advisors, contribu￾tors, and reviewers. We would like to thank the thousands of educators who have been involved in

the ProStart program and given us invaluable support and feedback as they have taught the National

Restaurant Association’s curriculum. Additionally, we offer our thanks to the following individuals and

organizations for their time, effort, and dedication in creating these first editions.

Curt Archambault

Jack in the Box, Inc.

Linda Bacin and the staff

of Bella Bacinos, Chicago, IL

Allen Bild

Hammond Area Career Center

Hammond, IN

Brian Bergquist

University of Wisconsin-Stout

Scott Brecher

Long Beach High School

Long Beach, NY

Barbara Jean Bruin

The Collins College of Hospitality Management

Nancy Caldarola

Concept Associates, Inc.

Jerald Chesser

The Collins College of Hospitality Management

Billie DeNunzio

Eastside High School

Gainesville, FL

Mary K. Drayer

Trotwood-Madison High School

Trotwood, OH

John A. Drysdale

Johnson County Community College, Emeritus

Therese Duffy

Warren High School

Downey, CA

Michael Edwards

EHOVE Career Center

Huron, OH

Annette Gabert

Ft. Bend ISD Technical Education Center

Sugar Land, TX

Elizabeth Hales

Compass Group North America

Abbie Hall

Lithia Springs High School

Douglasville, GA

Nancy Haney

Tri-County Regional Vocational High School

Medfield, MA

Lyle Hildahl

Washington Restaurant Association Education

Foundation

Tanya Hill

Golden Corral Corporation

Steven M. Hinnant, II

National Academy Foundation High School

Baltimore, MD

Nancy Iannacone

Capital Region BOCES Career and

Technical School

Schoharie, NY

Gary E. Jones

Walt Disney World

xi

Mary June

Adams Twelve Five Star School District

Magnet Program

Thornton, CO

Betty Kaye

Ohio State University

Thomas Kaltenecker

McHenry County College

Lauren Krzystofiak

Lake Park High School

Roselle, IL

Terri Kuebler

Eureka CUSD #140 High School

Goodfield, IL

Lettuce Entertain You Enterprises

and the staff of Wildfire, Chicago, IL

Michael Levin

Peabody Veterans Memorial High School

Peabody, MA

Paul Malcolm

Johnson & Wales University Charlotte

Edward Manville

Apex High School

Apex, NC

Victor Martinez

Hospitality Industry Education Foundation

Timothy Michitsch

Lorain County JVS

Oberlin, OH

Patricia A. Plavcan

Le Cordon Bleu College of Culinary Arts

Mark Molinaro

New England Culinary Institute

Scott Rudolph

The Collins College of Hospitality Management

Michael Santos

Micatrotto Restaurant Group

Greg Schaub

Aramark Corporation

Susan G. Seay

North Carolina Hospitality Education Foundation

Ed Sherwin

Sherwin Food Safety

Rudy Speckamp

Culinary Institute of America

John Stephens

Compass Group North America

Karl Titz

University of Houston

Laura Walsh

Walsh Nutrition Group, Inc.

Anthony Wietek

The Cooking and Hospitality Institute of Chicago

LaDeana Wentzel

Restaurant Association of Maryland Education

Foundation

Michael Yip

Tulsa Technology Center

Tulsa, OK

Michael Zema

Elgin Community College, Emeritus

xii

Table of Contents

Chapter 1 — Welcome to the Restaurant

and Foodservice Industry 2

Section 1.1 Overview of the

Restaurant and Foodservice

Industry 6

Section 1.2 Career Opportunities

in the Industry 34

Section 1.3 Overview of the

Lodging Industry 53

Chapter 2 — Keeping Food Safe 70

Section 2.1 Introduction to

Food Safety 72

Section 2.2 Good Personal

Hygiene 94

Section 2.3 Preventing Hazards

in the Flow of Food 104

Section 2.4 Food Safety

Management Systems 126

Section 2.5 Cleaning and

Sanitizing 135

Chapter 3 — Workplace Safety 152

Section 3.1 Introduction to

Workplace Safety 155

Section 3.2 Preventing Accidents

and Injuries 174

Section 3.3 First Aid and

external threats 199

Chapter 4 – Kitchen Essentials 1—

Professionalism 212

Section 4.1 Profesionalism 216

Section 4.2 Using Standardi zed

Recipes 234

Chapter 5 – Kitchen Essentials 2—

Equipment and Techniques 268

Section 5.1 Foodservice

Equipment 271

Section 5.2 Geting Ready

to cook 302

Section 5.3 Cooking Methods 319

Section 5.4 Cooking and

Nutrition 345

Chapter 6 – Stocks, Sauces,

and Soups 366

Section 6.1 Stocks 369

Section 6.2 Sauces 382

Section 6.3 SOUPS 393

Chapter 7 – Communication 410

Section 7.1 The Communication

process 413

Section 7.2 Communication

Skills 424

Section 7.3 Types of

Communication 443

Chapter 8 – Management Essentials 460

Section 8.1 Learning to Work

Together 463

Section 8.2 Being a succesful

leader 478

Section 8.3 Interviewing and

Orientation 500

Section 8.4 Training and

Evaluation 523

Chapter 9 – Fruits and Vegetables 542

Section 9.1 Fruit S 546

Section 9.2 Vegetables 571

xiii

Chapter 10 – Serving Your Guests 614

Section 10.1 The Importance of

Customer Service 617

Section 10.2 Ensuring a Positive

Dining Experience 628

Section 10.3 Service Styles ,

set -ups, and Staff 652

Chapter 11 – Potatoes and Grains 674

Section 11.1 Potatoes 677

Section 11.2 LeGumes and

Grains 692

Section 11.3 Pasta 711

Chapter 12 – Building a Successful

Career in the Industry 730

Section 12.1 Starting a career

in foodservice 733

Section 12.2 Completing

ApPlications Effectively 750

Section 12.3 The Job interview 761

Section 12.4 Advancing in a

career 777

Section 12.5 Careers in the

industry 790

Appendix A – Staying Connected

with the National Restaurant

Association 807

Appendix B – Handling a Foodborne￾Illness Outbreak 811

Appendix C – Identifying Pests 815

Glossary 818

Index 853

Photo Credits 873

Emeril Lagasse

Chef / Restaurateur

Emeril Lagasse is the chef/proprietor of 13 restaurants including

three in New Orleans (Emeril’s, NOLA, and Emeril’s Delmonico);

four in Las Vegas (Emeril’s New Orleans Fish House, Delmonico

Steakhouse, Table 10, and Lagasse’s Stadium); two in Orlando

(Emeril’s Orlando and Tchoup Chop); one in Miami (Emeril’s Miami

Beach), one in Gulfport, Mississippi (Emeril’s Gulf Coast Fish

House), and two in Bethlehem, Pennsylvania (Emeril’s Chop House

and Burgers And More by Emeril).

The recognition and awards he has garnered have made him known

to food-loving Americans everywhere. His restaurants consistently win critical praise and top

ratings, and he is the best-selling author of 13 cookbooks.

In September 2002, Emeril established the Emeril Lagasse Foundation to support and encourage

culinary arts and education programs for children. As of May 2009, the foundation has contributed

$3 million to organizations in New Orleans and on the Gulf Coast. The Foundation also extended

its partnership with the New Orleans Center for the Creative Arts (NOCCA) to establish the city’s

first comprehensive 4-year professional training program in culinary arts for high school students,

and has donated capital funds to develop the Emeril Lagasse Foundation Culinary Learning Center

at Cafe Reconcile in New Orleans. Each fall, the Foundation hosts its annual Carnivale du Vin, a

premiere wine and food event to benefit the children of the New Orleans region.

The Story Behind the Man

I became interested in cooking at a very early age, and it’s something I’ve always been passionate

about. My mom, Miss Hilda, who is Portuguese and French Canadian, and my dad, Mr. John, were

a huge influence on my life. I learned a great deal from my mom—she taught me how to cook and

that started my passion for the culinary arts. I also worked at a local Portuguese bakery while in

school, where I learned the art of making breads, pastries, and cakes. I found out that there are no

shortcuts when it comes to baking. Everything is so precise. It was an important lesson that paid

off when I decided to pursue cooking as a career.

While in high school, music was another big passion for me. I was in

a local band and played the drums, and it’s something that continues

to be a big part of my life. I was even offered a scholarship to music

school, but I decided instead to enroll in culinary school at Johnson

& Wales University. It was definitely one of the toughest decisions

I’ve had to make, and I remember my mom cried!

After culinary school, I spent some time doing apprenticeships

in France. Early in my career, I worked in some busy restaurant

kitchens in New York City. At the time, being a chef was not a

glamorous job. You started very early and ended very late at night.

Seeing how much work went in to creating every dish is what really

pushed me forward. A few years later, I was offered a job as chef

at Commander’s Palace in New Orleans. I found that Louisiana’s

rich food culture melded very well with my background, training, and

travels. While cooking in New Orleans, I worked hard to honor the traditional foods that people

have been eating for generations, and still find new ways to experiment and make them my own.

[professional profile]