ITHHBCMC13AEM-Implement Food Safety Procedures

Package for Hospitality Training
(Including Competency Standard, Teacher Focused & Student

Centered Materials and Assessment Tools)
Unit Title:
IMPLEMENT FOOD SAFETY PROCEDURES
Unit Code: ITHHBCMC13AEM

Acknowledgements
Writer:
Dra. Nia Yuniar, Teacher, SMKN 3 Bogor
Dra. Siti Ridhayani, Teacher, SMKN 3 Bogor
Dra. Maulany, Teacher, SMKN 3 Bogor
Others:
Indonesian Hotels and Restaurant Association
Jakarta International Hotels Association
Ministry of Manpower and Transmigration
Ministry of National Education
Ministry of Culture and Tourism
Tourism Training Australia
Australian National Training Authority
Australian Agency for International Development
This package has been produce to provide information that can be used to
complement the materials that are already available. The package is not
intended to replace current resources.
Package for Hospitality Training - Implement food safety procedures i

Glossary
Access and equity

Refers to the fact that training should be accessible to everyone regardless of age, gender,
social, cultural, religious or educational background.
Assessment
The formal process ensuring training meets the standards required by industry. This process
is performed by a qualified assessor within a nationally agreed framework.
Assessor
An assessor is a person who is certified by industry to assess whether a worker is competent
to undertake specific tasks.
Competent
Able to do the job and has all the necessary skills, knowledge and attitude to perform
effectively in the workplace, according to agreed standards.
Competency Based Training

Training that relates to what people must be able to do and measures performance against
agreed standards.
Critical aspects of assessment

Explains the central point of the assessment and the key points to look for when assessing.
Context of assessment
Specifies where, how and by what methods assessment should occur.
Elements
The skills, which make up a unit of competence.
Evidence guide
These are guidelines on how a unit should be assessed.
Fair
Does not disadvantage particular trainees or students.
Flexible
Acknowledges that there is no single approach to the delivery and assessment of
performance in a competency-based system.
Formative assessment
These are small assessment tasks done during training. They assist in making sure that
learning is taking place and also give the trainees or students feedback on their progress.
Key competencies
Competencies that underpin all work performance. These are: collecting, analysing and
organising ideas and information, communicating ideas and information, planning and
organising activities, working with others and in teams, solving problems, using technology,
using mathematical ideas and techniques.
Package for Hospitality Training - Implement food safety procedures ii

These competencies are graded in different levels.
Level of ability to be demonstrated in achieving the key competencies
Level Characteristics
1 Undertakes routine tasks within established procedures and is subject to
frequent progress checks by supervisor.
2 Undertakes broader and more complex tasks with increasing personal autonomy
for own work. Supervisor upon completion checks work.
3 Undertakes complex and non-routine activities, is self directed and responsible
for the work of others.
Linkages to other units

Describes the role of the unit and its place within the full set of competencies specified by
industry. It provides guidance as to which units may be assessed together.
National competency standards

Nationally agreed statements of the skills and knowledge that people need at work and the
standards of performance that are required.
Performance criteria
This is used to judge whether an individual has achieved competence in a unit.
Range of variables
This details the range of different contexts that may apply to a particular unit.
Reliable
Uses methods and procedures that confirm that the competency standards and their levels
are interpreted and applied consistently in all contexts and to all trainees or students.
Standards and certification institute

Ministry of Manpower and Transmigration (MOMT) has given authority to Indonesian Hotels
and Restaurants Association (PHRI) and Association of Indonesian Tours and Travel
Agencies (ASITA) to establish the Institute for the Standardisation and Certification of the
competency of Indonesian workers in the hospitality and tourism industry. The institute will
develop competency standards and information systems for the Standardisation and
Certification of competencies as well as administer competency tests and certify Indonesian
workers in the hospitality and tourism industry.
Summative assessment
The assessment done after training of the completed unit of competence to ensure that
trainees or students have achieved the performance criteria.
Trainee or student
A trainee or student is a person who is being taught knowledge or skills.
Trainer or teacher
A trainer or teacher is a person who facilitates learning.
Underpinning skills and knowledge

Defines the skills and knowledge required to be competent at the specified level.
Unit descriptor
A general description of the competency standard.
Valid
Judgement on the same evidence and criteria
Package for Hospitality Training - Implement food safety procedures iii

will produce the same assessment outcomes
from different assessors.
Package for Hospitality Training - Implement food safety procedures iv

Table of Contents
1. Introduction to this guide
1.1 Introduction______________________________________________1
1.2 Time required to achieve competency__________________________1
2. Help for the trainer or teacher
2.1 The role of the trainer or teacher______________________________2
2.2 Delivery strategies_________________________________________2
2.3 Delivery requirements______________________________________2
2.4 Sources of additional information_____________________________2
3. The competency standard
3.1 Use of the competency standard______________________________3
3.2 Competency standard______________________________________3
4. Delivery strategy
4.1 The content plan__________________________________________5
4.2 How to teach the competency standard________________________7
4.3 Support materials (Overhead transparencies/Handouts)__________10
5. Assessment
5.1 Workplace assessment issues______________________________36
5.1.1 Workplace assessment.....................................................................36
5.1.2 Competent.........................................................................................36
5.1.3 Recognition of current competence...................................................36
5.1.4 Assessors..........................................................................................36
5.2 Underpinning skills and knowledge___________________________36
5.2.1 Assessment of underpinning skills and knowledge...........................36
5.2.2 Examples of assessment tasks.........................................................37
5.3 Suggested assessment for Implement food safety procedures______37
Appendices
1 Competency assessment result.
2 Group trainee or student assessment record.
3 List of overheads and handouts.
4 Trainee or student evaluation sheet.
5 Amendment list.
Section 1
Introduction to this guide
1.1 Introduction
Welcome to this guide.
This guide uses Competency Based Training to teach workplace skills. It is based on
competency standard that is a nationally agreed statement of the skills, attitude and
knowledge needed for a particular task. The major emphasis is on what an individual can do
as a result of training. One of the most important characteristics of Competency Based
Training is its focus on training individuals for actual jobs in the workplace.
This will help you teach the competency Implement food safety procedures.
This guide deals with the skills and knowledge required to the implementation of Food Safety
Procedures, using the HACCP method (Hazard Analysis and Critical Control Points) as a food
safety regime.
Linkages to other units:

This unit may be assessed on or off-the-job. The assessment should include comprehensive
theory tests or questioning, case studies and / or projects in order to assess underpinning
knowledge.
Care should be taken in developing training to meet the requirements of this unit. For general
and prevocational training, organisations providing training must take into consideration the
full range of industry contexts, with no basis towards individual sectors. The Range of
Variables will assist in this regard. For sector-specific delivery, training should be tailored to
meet the needs of that sector.
Teachers and trainers should structure their sessions according to the:

 needs of their students/trainees
 requirements of their organisation
 time available for training
 training situation.
A delivery strategy has been provided for the teachers and trainers. The suggested content
gives an indication of what needs to be covered in the program to meet the competency
standard.
The delivery strategy used and assessment provided in this unit is not compulsory and should
be used as a guide. Teachers and trainers are encouraged to utilise their own industry
knowledge, experience, local examples and products to adapt the materials or develop their
own resources, in order to ensure the relevance of the training.
1.2 Time required to achieve competency

Under Competency Based Training, the focus should be on achieving competence, not on
fulfilling a particular time requirement, as different trainees may take different lengths of time
to be competent in a particular skill.
Package for Hospitality Training – Implement food safety procedures 1

Section 2
Help for the trainer or
teacher
2.1 The role of the trainer or teacher
One of your roles as a trainer or teacher is to ensure high standards of service through
effective training. To ensure that you are ready to start working on this competency with
trainees or students, consider the following questions:
How confident do you feel about your own knowledge and skills required to deliver each
element?
Is there any new information or laws that you may need to access before you start training?
Do you feel confident about demonstrating the practical tasks?
Will you be able to clearly explain the underpinning knowledge that your trainee or student will
need to do the job properly?
Are you aware of the scope of industry situations in which the competency may apply?
Are you aware of the language, literacy and numeracy skills your trainees or students need to
demonstrate competency in this standard?
Have you consider access and equity issues in planning the delivery of this training program?
2.2 Delivery strategies

The range of training activities that has been suggested for delivering this competency may
include:
 actual tasks
 projects and assignments
 case studies
 lectures
 videos and references
 group activities
 role plays and simulations.
Trainers or teachers should select training strategies that are appropriate for the competency
being taught, the situation and the needs of the learners. For example, if practising on-the-job
is not possible, varied simulations and role-plays may be appropriate.
2.3 Delivery requirements

Classroom space for delivery to trainees, whiteboard / blackboard, overhead projector,
overhead projector screen, flip chart, flip chart paper and multimedia.
2.4 Source of additional information

Sources of information may include some of the following categories:
 text books
 professional journals
 Tourism Training Australia website: www.Tourismtraining.com.au
 Industry Associations – Indonesian Hotels and Restaurants Association (PHRI)
Jl. R.P. Soeroso 27 GHI (Gondangdia lama) Jakarta 10350
Phone: (021) 310 2922
 Teacher Associations – PPPG
Jl. Raya Parung KM.22-23 Bojongsari, Sawangan – Bogor
Phone: (021) 743 1271

Section 3
The competency
standard
3.1 Use of the competency standard
In a training situation the competency standard assists the trainer or teacher to:
 identify what trainees or students have to do
 identify what trainees or students have already done
 check trainees’ or students’ progress
 ensure that all elements and performance criteria in training and assessing are
covered.
3.2 Competency standard

UNIT ITHHBCMC13AES IMPLEMENT FOOD SAFETY PROCEDURES
UNIT DESCRIPTOR This unit refers to the implementation of Food Safety Procedures,
using the HACCP method (Hazard Analysis and Critical Control
Points) as a food safety regime.
ELEMENTS PERFORMANCE CRITERIA

01 Identify food safety 1.1 All biological, physical and chemical hazards are
hazards and risks identified including:
 bacteria, moulds and yeast
 broken glass or metal
 additives
 chemical and natural poisons.
02 Identify critical control 2.1 Control points in the food production system are
points in the food identified including:
production system,  purchasing, delivery & storage
using the HACCP  preparation and cooking
method  cooling & storage
 holding or display
 rethemalisation
 service.
03 Implement the 3.1 Food is prepared to the enterprise food safety
enterprise HACCP plan specifications based on the HACCP method.
3.2 The process flow chart is followed.
3.3 Appropriate records are maintained.
3.4 Critical control points are monitored.
3.5 Corrective actions are taken.
3.6 Internal and external auditing and validations are
undertaken.
RANGE OF VARIABLES
1. This unit applies to all catering operations where food and related services are
provided and includes the following establishments / operations:
1.1 Educational institutions
1.2 Cafeterias / kiosks / canteens / cafes / gourmet food shops / restaurant / hotels
1.3 Fast food outlets
1.4 Health establishments
1.5 Mining operations
1.6 Defence forces
1.7 Corrective services
1.8 Residential catering
1.9 In-flight catering

1.10 Transport catering
1.11 Events catering
1.12 Private catering.
EVIDENCE GUIDE
1. Evidence is required of knowledge and understanding of:
1.1 HACCP principles and methods of food production
1.2 Hygiene and food safety regulations
1.3 Local regulations pertaining to food production and packaging
1.4 ‘at risk’ client groups
1.5 Microbiological hazards
1.6 Process flow planning
1.7 HACCP recording requirements according to regulatory standards
1.8 Standard operating procedures.
2. This unit may be assessed on or off the job. The assessment should include
comprehensive theory tests or questioning, case studies and / or projects in order to
assess underpinning knowledge.
KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

UNIT UNIT
Collecting, organising and 1 Using mathematical ideas and -

analysing information techniques
Communicating ideas and 2 Solving problems 2

information
Planning and organising activities 2 Using technology 2
Working with others and in teams 2

Section 4
Delivery strategy
4.1 The content plan
Note: In delivering the training below, teachers, trainers, trainees, students and assessors ensure compliance with full
details contained in the competency standard.
Element and Performance Range of Variables Additional Training Topics Activity Visual
Criteria Content
0.1 Identify food safety hazards This unit applies to all catering Introduction to B OHT 1
and risks. operations where food and related HACCP systems Dis HO 1
services are provided and includes the Q
following establishments/operations:
1.1 All biological, physical and  educational institutions Identifying all Dis OHT 2a-b
chemical hazards are identified  cafeterias/kiosks/canteens/cafes/ biological, physical B HO 2a-c
including: gourmet food and chemical Q
 bacteria, moulds and yeast shops/restaurant/hotels hazards to food
 broken glass or metal  fast food outlets safety
 additives  health establishments
 chemical and natural  mining operations Identification of OHT 3 &
poisons.  defence forces hazards HO 3
 corrective services
 residential catering
 in-flight catering
 transport catering
 events catering
 private catering.
0.2 Identify critical control points Identifying control Dis OHT 4

in the food production points in food GW HO 4a-d
system, using the HACCP production
method.
2.1 Control points in the food Food Purchasing, deliver &
production system are storage
identified. Beverages Preparation and
cooking cooling and
storage Holding or

Element and Performance Range of Variables Additional Training Topics Activity Visual
Criteria Content
display re - heating
0.3 Implement the enterprise
HACCP plan.
3.1 Food is prepared to the Implementation of Dis OHT 5
enterprise food safety food safety GW HO 5
specifications based on the specifications based Q
HACCP method. on the HACCP
method
3.2 The process flow chart is Work procedures in a Dis OHT 6
followed. food production Q HO 6a-e
system
3.3 Appropriate records are Identification and Dis OHT 7 &
maintained. maintenance of GW HO 7
records
3.4 Critical control points are Critical control points Dis OHT 8 &
monitored. in a food production GW HO 8
system
3.5 Corrective actions are taken. Corrective action Dis HO 9a-b
3.6 Internal and external auditing Audit personnel Timing of audits Internal and external Dis HO 10
and validations are validations
undertaken.
Legend:
Brainstorm – B Guest Speaker – GS Project – Pro
Case Study – CS Hand Out – HO Questioning – Q
Demonstration – Dem Multimedia – MM Role Play – RP
Discussion – Dis Overhead Transparency – OHT Research – R
Excursion – Ex Practical Application - PA Simulation – S
Group Work – GW Presentation – Pre Video – V

4.2 How to teach the competency standard
What skills, knowledge and How will I transfer the skills, knowledge and attitude to the trainee or student?
attitude do I want the trainee or
student to have?
Identifying all biological, physical and Trainees or students in a small group discuss types of hazards and risks to food safety.
chemical hazards to food safety Trainer or teacher to show and explain OHT 1 [HACCP systems].
Trainees to take notes and participate in discussion.
Teacher to distribute Handout 1 [Introduction to HACCP systems] and explain basic operation of HACCP
and need for this system within food handling premises.
Trainer or teacher to show OHT 2a-b [Identifying all biological, physical and chemical hazard to food
safety] and discuss.
Trainer to take notes.
Trainer to distribute Handout 2a-c [Identifying all biological, physical and chemical hazard to food
safety] and discuss potential food contaminants.
Trainees or students could divide into small groups each group could concentrate on a nominated hazard,
and making a presentation to the class about the topic.
Trainer provides feedback and constructive comment.

Trainer conducts and question and answer session.
Trainer shows OHT 3 and Handout 3 Identification of hazards identifying different food related hazards,
their type and other associated factors.
Trainees to take notes.
Identifying control points in food Trainer or teacher to show controls points in food preparation, production, storage and service using OHT 4
production. [Control points in a food production system].
Trainer or teacher to give Handout 4a-d [Control points in a food production system] expanding on
previous information provided.
Trainees or students to discuss factors to be considered in food production control and take notes.

student to have?
Students divide into groups and make summaries of each section then compare notes.
Trainer provides feedback and constructive comment.
Implementation of food safety Trainer or teacher to show OHT 5 [Characteristic of hazards] explaining hazard groups A – F.
specifications based on the HACCP Trainees to take notes.
method.
Trainer or teacher to give Handout 5 [Implementation of food safety specification based on the HACCP
method]] and identify safe food handling practises.
Trainees to take notes and contribute examples of good and bad food handling techniques from their
personal experience/observations.
Work procedures in a food production Trainer or teacher to show OHT 6 [Work procedure in a food production system] highlighting the linear
system. nature of food handling within a premises.
Trainer or teacher to distribute Handout 6a-e [Work procedure in a food production system] and highlight
safe food handling practices at nominated stages within the identified workflow procedure.
Trainees to participate in discussion and provide anecdotal evidence, of personal experiences related to the
identified stages.
Maintenance records. Trainer or teacher to use OHT 7 and Handout 7 [Maintenance records] identifying relevant documentation
and records to be completed as part of a HACCP system.
Trainer demonstrates how to complete relevant documentation and provides sample record sheets, and other
record-keeping documentation.
Trainees to practice completing designated record-keeping documentation.
Critical control points in a food production Trainer to show and explaining OHT 8 and Handout 8 [Critical control points in a food production
system. system] explaining nominated points along the food chain which can be said to exist within any food handling
premises.

student to have?
Trainer to identify the limits of each control point together with how such points and limits are identified, and
why they are critical in food safety.
Trainees to take notes, and identify examples from their workplace of the application of critical control points.
Corrective action. Trainer to give Handout 9a-b [Corrective action] and work through appropriate corrective action for a range
of nominated situations where food safety is jeopardised or compromised.
Trainees to verbally identify suitable corrective action for a range of identified situations where critical control
point limits have been breached.
Internal and external validations. Trainer to distribute Handout 10 [Internal and external validations] explaining the role of internal and
external auditing under the HACCP system.
Trainer to identify personnel able to perform audits/validations, timing of same, and the areas to be
inspected/checked.
Trainer also explains the impact of audit reports, and the follow-up action that should result.
Trainees to take notes and construct sample internal audit documentation (checklist) for their workplace.
Trainer to provide advice and constructive feedback.

4.3 Support materials
(Overhead transparencies/
Handouts)
OHT 1
HACCP systems
What is HACCP?
HACCP stands for Hazard Analysis Critical Control Point.

This system is used to guarantee food safety. It is also
used for analysing food, process and product. It is used for
determining components, conditions or processes, which
must be well monitored to ensure that the product is safe
and meet food regulations.
Food safety is very important so it is needed a system to

ensure the safety which is called HACCP.
The HACCP concept must be applied in any food

production unit, whether in a modern food production
establishment or in a home catering industry.
There are 7 principles of HACCP:

1. Identification of hazards and assessment of their
seriousness and risk.
2. Establishing the critical points that are required to
control these hazards.
3. Setting critical limits to ensure an operation is under
control at a particular control point.
4. Establishment of monitoring system for critical limits.
5. Corrective action if critical limits are not met.
6. Verification that the system is operating correctly.
7. Keeping a record of each HACCP system.

HO 1
Introduction to HACCP systems
Have you ever had an upset stomach that you

thought were the flu? Perhaps it was, but it is also
possible you had a food-borne illness, called food
poisoning.
Food contaminated with harmful bacteria does not

always have an odour or an off flavour: for that
reason, many people are not aware of the real
cause of their illness.
Food-borne illness is caused by certain bacteria in

food-or the toxins (poison) these bacteria produce.
Some toxins are heat resistance, so that even when
the food has been heated enough to kill the
bacteria, the toxins remain.
Throughout the world, food-borne-diseases have

caused illness and at alarming rates despite the
introduction of legislation, codes of practice and
education programmes.

OHT 2a
Identifying all biological, physical and

chemical hazards to food safety
1. Biological Hazards:
a. Bacteria
b. Molds
c. Yeast.
2. Physical.
3. Chemical hazards.

OHT 2b

(cont’d)
Pictures:

HO 2a

1. Biological Hazards
A. Bacteria
Food poisoning is caused by bacteria. We often call bacteria

germs.
The three most common types of bacteria are:

 salmonella
 clostridium perfringens
 staphylococcus aureus.
These bacteria are microscopic and cannot be seen by naked eye.

So contaminated food often looks the same as fresh food, and it
can also taste and smell as if it were all right.
The main sources of germs are:

 raw food
 humans
 animals and birds
 insects (flies, cockroaches, etc)
 soil and dust.
Germs can be killed by:

 thorough cooking
 heat processing (for example, pasteurisation).
However, toxins, the poisons of bacteria, are not always destroyed,

either by cooking or heat processing. Most food is easily
contaminated, but those less likely to cause food poisoning have a
high concentration of vinegar, sugar or salt.
Foods most easily contaminated are:

 stocks and sauces, gravies and soups
 meat and meat products
 milk and milk products
 egg and egg products
 shellfish
 poultry
 all foods which are handled
 all food which are reheated.
HO 2b

(cont’d)
Food poisoning is an illness caused by eating contaminated food.

The Symptoms of food poisoning are:
 vomiting
 diarrhoea
 abdominal pain
The symptoms may least between one and seven days. In extreme
cases, food poisoning can kill.
B. Molds
Moulds can be beneficial, such as when making certain oriental foods

such as soy sauce, but they can also be dangerous and cause food
poisoning. Like other microorganisms, moulds exist in a wide variety of
forms, and under favourable conditions, spores germinate and produce a
fluffy growth - often white or grey, but sometimes blush-green, orange,
red or black, depending on the variety. They grow on acid foods such as
lemons, on neutral foods such as bread and meat, on sweet foods like
jams and jellies. They even grow on organic substances other than food,
such as leather, wood and cotton.
Molds are likely to develop in warm, damp, dark places, although they
require less moisture than yeast or bacteria. Most molds grow well
between 25 to 37 degrees C, and a few grow above 35 to 37 degrees C.
There are certain molds however that can proliferate at refrigerator
temperatures. Molds can be destroyed by boiling for a few minutes and
with the exception of a few varieties, by heating to a temperature of 60
C, for five to ten minutes.
C. Yeasts
Yeasts are microscopic in size, usually spherical or oval in shape and

are composed of one cell. Yeast reproduces by a process called
budding. For growth, yeast requires water and a source of energy,
which is usually sugar.
Yeasts convert sugar into carbon dioxide, and ethyl alcohol. They are
used in bread making because of the carbon dioxide they produce and
are also used to make alcoholic beverages. Yeast growth is most rapid
between 25o and 30o C. It is retarded or stopped above 35o – 37o C.

HO 2c

(cont’d)
Yeast is readily destroyed by boiling and most are destroyed by

temperatures of 50o to 58o C, for 10 minutes.
Foods are often contaminated with yeasts because wild yeasts are always
present in the atmosphere. The growth of yeast in some foods can be
detected by the bubble carbon dioxide that is formed. Raw and cooked
fruits that contain small or medium amounts of sugar are likely to ferment.
2. Physical Hazards
A wide variety of things that should not be present can enter the food and
are commonly known as contaminants. Some of these contaminants are
insects, pieces of glass, metal, stone, wood, plastic, bone, feathers and
paper and are generally the result of carelessness by either the grower or
processors premises. A number of foreign objects (physical hazards)
may also be added to food to create sabotage in selected goods. Whilst
the majority will not cause food poisoning the quality of the food, its
appearance or taste may be affected. Some objects could cause injury
once swallowed or bitten.
3. Chemical Hazards
Contamination of food with harmful chemicals occurs rarely and usually is

an accident. In the kitchen or the processing plant, it is important to store
disinfectants and pesticides in a separate area, away from all food.
Containers that have held food should never be used to cleaning powders
or pesticides should never be used to store food, and food should never
be stored in cleaning or pesticide. Someone could accidentally eat or
drink the compounds thinking they were food. Chemical food poisoning
can involve outbreaks of zinc poisons are caused by acid fruits cooked or
soaked in galvanised containers.
Other example of chemical hazards includes using MSG (monosodium

glutamate) in Indonesian or Chinese food as a flavour enhancer, which
can cause severe allergic reactions if excessive quantities are used and
consumed. Certain other approved food additives also can cause illness if
used in excess.
Fish, shrimps, plants, herbs, animal parasites or their eggs can also be
grouped as natural chemical hazards.
OHT 3 & HO 3
Identification of hazards
Sample product: Pizza
Ingredients Hazard Kinds of Sources

Hazards
Flour Micro organisms Micro organisms Storing condition
 Insects.
Water Micro organisms Pathogenic Poor Sanitation
Micro organisms Water Source
Chemical Metal Water pipes
Dirt
Physical
Canned meat Micro organisms Pathogenic Unsafe food
handling
Micro organisms Poor Sanitation
Source animals
Pesticide Poor preservation
technique
Food additives
Fresh meat Micro organisms Pathogenic Unsafe food
handling
Micro organisms
Chemical Source animals
Pesticides
Physical. Poor preservation
Bone pieces technique
Fruit and Micro organisms Pathogenic Unsafe food
vegetables Micro organisms handling
Chemical Metal Poor sanitation
Dirt Poor post –
Physical harvesting
condition
Cheddar Micro organisms Pathogenic Unsafe food
cheese and Micro organisms handling
mozzarella Chemicals Pesticides Poor sanitation
Tomato paste Micro organisms Pathogenic Production

Chemical. Micro organisms techniques
Poor handling
after opening
package
Salt Chemical Heavy metal Heavy metal in
Physical Small gravel sea water
Production pieces

OHT 4
Control points in a food production

system
A critical control point (or safety point) is any step in

food preparation, cooking, storage or serving that
could make the food unsafe.
Critical control points must be carried out in order to

prevent infectious disease through contaminated
food, avoid food poisoning and improve the quality
of food.
Critical control points include:

a. Buying food
b. Delivering food
c. Storing food
d. Preparing food
e. Cooking food
f. Freezing food
g. Heating food
h. Serving food.

HO 4a

system
A critical control point (or safety point) is any step in food

preparation, cooking, storage or serving that could make the food
unsafe.
Critical control points must be adhered to prevent infectious
disease through contaminated food, avoid food poisoning and
improve the quality of food.
Critical control points include:

a. Buying food
b. Delivering food
c. Storing food
d. Preparing food
e. Cooking food
f. Freezing food
g. Serving food
h. Heating food.
All above activities are inseparable because each activity will affect
another. For example, If we don’t control the purchase of food, we
will not get a good result in the process of serving food.
a. Buying food:
 the quality of food
 the quantity of the food
 the time – frame being bought
 the expiration date.
b. Delivering food:
 the delivery place (cars, carts etc) must be clean
 the time of delivery must be punctual
 the temperature must be appropriate for the types of
food
 the food must be protected during the delivery.

HO 4b

system (cont’d)
c. Storing food:
It is important to prevent microbiological contamination
during storage - under poor storage conditions, bacteria can
grow to large and dangerous numbers.
The control points at this stage are:

 the food is stored at proper temperature
 storage time limit are adhered to
 cooked food must be eaten as soon as possible after
cooking
 vegetables and fruits should be use within 3 days
 poultry, fish and meat are used within 1 week
 storage areas must be cleaned continually
 ensure storage areas are well lit and ventilated.
d. Preparing food:
 cleaning up involves food stuffs, utensils, and food
preparation areas/surface
 wash vegetables before use
 ensure all utensils have been washed and sanitised
 wash the utensils with 800 c hot water for 1.5 minutes,
or with 50 p.pm. Chlorine
 ensure stock rotation of food stuffs
 always check for sign of communication insect
infection, physical hazards.
e. Cooking food:
 ensure sufficient cooking time
 use appropriate methods of cooking
 factor in required final texture
 accommodate colour, aroma and flavour characteristics
of the food.

HO 4c

system (cont’d)
f. Freezing food
Frozen food can be preserved and stored for extended
periods of time. Frozen foods are convenient for consumers
and can be prepared quickly with very little effort.
Control points for freezing:
 vegetables are blanched before freezing
 the best temperature for freezing food is –180 C
 a container or a freezer wrap does not allow air to get to
the food
 a tight seal is needed to prevent freezer burn and to
maintain food quality
 label and date frozen food must be checked regularly
 selecting products that freeze well is necessary for
successful freezing.
g. Serving food
 cleanliness of utensils, equipment and premises is vital
 wrapping of food must be effective and ensure
contamination is kept out
 the design of container/wrapping is such that:
- the food is not contaminated
- the container cannot be cleaned easily
- the food can be separated from non-food materials
- temperature, and quality of the food can be
maintained.
h. Reheating food
Food is too expensive to throw away and left – over food can
be often be made into taste dishes.
Using left-over is called rechauffe (reheated) cookery, care is
needed to kill bacteria, as food can easily be re –infected even
if the bacteria have been killed when the food was first
cooked.

HO 4d

system (cont’d)
Control points for re-heating foods are:
 cool left over- food as quickly as possible and keep, covered, in

the refrigerator
 use the food within 24 hours at the longest. It is best used as

soon as possible.
 do not reheat food more than once or will give bacteria a

chance to become active
 leftovers can be dry so add there may a need to add sauce,

stock or gravy
 consider adding extra flavourings such as herbs as some of the

flavour may have been lost when the food was first cooked
 serve re-heated foods with fresh food, vegetables or salad, as

many of their vitamins will have been lost in the first cooking
 do not give reheated foods to infants or invalids as they are less

digestible than freshly cooked foods and may have lost
vitamin B and C.

OHT 5
Characteristic of Hazards
Table 1: Characteristics of Hazards
Hazards Group Characteristics
Hazard A A certain group, which consists of un-sterile

products for high-risk consumers such as
babies, elder people or ill people.
Hazard B Products with ingredients which are sensitive

to microbiologic, chemical or physical hazards
Hazard C During the food processing, there is no

processing step, which kills micro organism,
destroys or prevents dangerous chemical or
physical contamination.
Hazard D Products, which may be decontaminated after

food processing and before packaging.
Hazard E The possibility of recontamination during

distribution (or consumers’ mishandling) so
that the products are not safe for consumers.
Hazard F There is no re-heating process after packaging

or while preparation at home, or there is no
way for consumers to detect, to take out or to
destroy the chemical or physical hazards.

HO 5
Implementation of food safety

specifications based on the HACCP
method
It is essential to pay attention to cleanliness and safety of

food safety in the workplace during the food production
process. The production process must apply HACCP so
the food product is safe to eat.
Any kind of food that is eaten by someone must:

 contain nutrition
 be flavoursome
 be safe to eat.
To ensure that the food is safe for people to consume:

 choose fresh food
 store the food properly - avoid any insects, rats and dirt:
make sure that the food is not rotten or spoiled.
 follow hygiene procedures in cooking food such as the
use of clean kitchen equipment and utensils
 make sure that people who work with food are healthy
 serve food hygienically - never let insects, dirt and
airborne contaminants come into contact with food
and use only clean serving and eating utensils.
 people who work with food should have health
certificates
 refrigerate left over cooked food quickly – label and
cover it.

OHT 6
Work procedures in a food production

system
The general work consists of:
 buying food
 receiving food
 storing food:
- dry storage
- refrigerator storage
- frozen storage.
 cooking food
 serving food.

HO 6a

system
A general work procedures in a food production system consists

of:
a. Buying food:
Whether bought in-person or via order, it must meet food

quality standards set by the establishment.
Some raw foods need little or no handling once they are
picked: lettuce, for example is picked, washed and cooled
immediately then packed and shipped to its destination.
Other foods require more processing.
There are three common types of processed foods:

 Canned foods.
The food is preserved in airtight containers by heat
processing. The containers may be metal or glass.
 Frozen foods.
The food is preserved by freezing very rapidly at low
temperatures, usually –250 C. This process, called flash
freezing, is much faster than would be the case using the
home freezer, and as such keeps bacterial growth to a
minimum.
 Dried foods.
Most of the water from the food is removed, generally by
heated air in a mechanical dyer: some fruits are sun-
dried.
For better buying and increase choices, note to food labels.

By law, all food labels must give the following information:
 the name of the food , such as “ sweet corn “
 net contents or net weight
 the name and address of the manufacturer, packer or
distributor.

HO 6b

system (cont’d)
b. Receiving food:
The quality of food as received by the consumer is determined
by the food company or food supplier, any food does not meet
contracted standards must be sent back to the supplier.
The schedule for receiving food is based on a contract. Which

can be:
 once per week, or once per month
 daily, or twice a week (for fresh food).
After being received, food must be stored appropriately as
soon as possible.
c. Storing food:
Proper food storage is an essential safe food handling
technique. Proper storage helps preserve the nutrients,
flavour, texture and appearance of food. Spoiled food wastes
money and also causes illness.
When storing food, it must be checked, packed (or re-packed)
as required by the organisation, and - in some cases -
specially pre-prepared before storage (such as removing
leaves; unpacking from outer).
For some foods, general pre-preparation may involve

blanching, cutting or shredding.
Food stored under refrigeration should be labelled to indicate:

 type of food
 net weight
 date of packing
 name of employee who handled/re-packed the food
Labelling is useful for monitoring whether the food is still in

good condition or not.

HO 6c

system (cont’d)
There are three kinds of food storage.
 Dry storage.
Dry storage can be any dry, cool, dark, clean area. It can
include closed cabinets, a pantry, or a clean area in a dry
basement. Temperatures should be cool, but not freezing-
preferably 13o C to 21o C, Foods which do not spoil easily can
be stored easily here, such as:
- most breads, crackers, grains and grain products
- dried beans and peas
- sweeteners and seasoning
- packaged dry mixes
- unopened cans and jars that do need refrigeration’s
- onions, potatoes, and sweet potatoes
- unripe fruits (which need refrigeration after ripening).
 Refrigerator Storage.
The refrigerator is used for short –term storage of highly
perishable (easily spoiled) foods. In addition, some foods that
can ordinarily be kept in dry storage areas may be refrigerated
to extend their storage life.
Perishable foods which must be refrigerated include:
- meat, poultry and fish
- eggs and foods rich in eggs such as custards
- milk, cream, cheese and other milk products
- butter and some margarine’s
- ripe fruits and most vegetables
- cakes and pies or fruit filling
- canned food if refrigerator storage is specified on the
label
- canned food after opening always remove the food from
the can and put it into another container first as some
foods can pick up an unpleasant flavour if stored in open
can, and food poisoning also result from chemical
contamination
- leftovers or foods prepared ahead of time, such as
salads, meat dishes.

HO 6d

system (cont’d)
 Freezer Storage.
The freezer is a versatile storage area and essential for foods
such as ice cream and sherbet. In addition, freezing makes it
possible to keep many foods longer than would normally be
possible when using just a dry store or refrigerated storage.
These include store-bought foods and fresh or cooked food
frozen at home.
Be aware that some foods do not freeze well – including
potatoes, gelatine, lettuce, mustards, mayonnaise, cooked
egg whites or any mixtures containing these foods.
Some points to remember in storing food:

- keep fresh food for one day only
- perishable food is stored in plastic bags. Fruit and
vegetables to be kept under refrigeration at 0 - 500 C.
Meat, milk and eggs are put I a freezer at 100 C.
- Non-perishable food is usually stored in a dry food
storage area
- Food must be inspected daily for signs of deterioration or
infestation.
d. Cooking
Cooked food must be safe, maintain its attractive appearance,

and conform to the guest's order. Only clean, sanitised and
safe kitchen equipment should be used to prepare food.
A number of different methods can be used for cooking food.
Basic cooking methods include cooking in liquid, with moist
heat, in fat, dry heat and with dry heat.

HO 6e

system (cont’d)
e. Serving food:
 food should serve as soon as it is cooked, using clean

utensils, and waiters with a high level of personal
hygiene. Hot food must be served hot, and cold food
must be served cold. The Temperature danger Zone is
between 5 C and 60 C
 food can be served at the table or buffet style: table

service, meals are served to people seated at a table,
buffet service is where tableware an assortment of food
and the necessary tableware items are arranged on a
serving table, and people serve themselves.
 display food and beverages attractively and provide

facilities to help preserve the palatable and in the case
of food, the nutritional qualities of the food and
beverage products.
 ensure good quality control-this is particularly important

in self-service display cabinets where numerous
portions of similar food and beverage products may be
offered.
 provide a fast and efficient service
 ensure good standards of food and personal hygiene

and customer workplace safety are maintained at all
items.

OHT 7 & HO 7
Maintenance records
Record keeping must be undertaken in every work

procedure to identify critical control points.
Critical control points (CCP) are a control point or a
procedure in a food production system. If this control is not
applied or followed, it will result in risks to human’s health.
Accurate records will help to track food production,
storage and service, assist in identifying the reason if
there is a food poisoning outbreak.
Control points may include time frames, storage or holding
temperatures, food processes, use of certain items of
equipment, or the/identification of specific suppliers or
personnel for nominated tasks.
Writing records is carried out in the process of:
 receiving food
 storing food
 handling food
 cooking food
 serving food.

OHT 8 & HO 8
Critical control points in a food

production system
Step Process Time Temperature

1  Preparing ingredients 4 minutes 31 – 34O C
 Mixing the dough…CCP
 Cutting and shredding cheese 30 – 34 31 – 34O C
CCP minutes
 Mixing tomato sauce ……CCP 10 minutes 31 – 34O C
 Packing using a plastic bag… 5 – 15 31 – 34O C
CCP minutes
 Storing the dough …….CCP 15 – 20 -0 – 5O C
minutes
 Delivering the food to 5 minutes – 0 – 10O C
restaurant production unit …… 2 hours
CCP
2  Moulding the dough 30 minutes- 31 – 34O C
1 hour
 Raising the dough 1 – 2 hours 31 – 34O C
3  Adding sauce and cheese 1 minute 31 – 34O C
(paint up)
 Adding vegetables, fruits and 3 minutes 31 – 34O C
meat (make up)
4  Baking …CCP 4–5 100 – 150O C
minutes
 Cutting and packing ……CCP 1 minute 31 – 34O C
 Delivering the pizza to the 1 minute – 1 31 – 34O C
consumers hours
5  Serving the pizza in the 1 hour 27 – 28O C
restaurant

HO 9a
Corrective action
Identification of CCPs is accomplished using flowcharts:

these flow charts should reflect everyday work practise for
the procedure under consideration.
Monitoring CCP can be carried out visually or by directly

observing during the food production process. This
monitoring must be done everyday, and it is the role of a
supervisor to monitor CCPs essential they are checking to
ensure staff are obeying fixed limitation and stated critical
control points.
Critical points are fixed tolerances that must be obeyed:

these points are used as effective ways to control
biological, chemical and physical hazards to food. If there
is a deviation from the CCP, there is likely to be a food
safety problem. The data from this monitoring process can
be used to identify the causal problems.
General factors for monitoring CCP are:

 temperature
 time
 humidity
 pressure
 p.h levels
 ingredients
 personal practice.

HO 9b
Corrective action (cont’d)
Deficiencies and corrective action

Identifying problems within the production process us to
take action to fix the situation so as to ensure the critical
limits previously set will be met in the future.
This is done to control the hazards and make the food
safe: action taken will depend on what the hazards was,
how bad it is and how the product was going be used.
Some examples of corrective action may be:

 re-heating the food to kill bacteria
 reprocessing the food or extending the processing time
 increasing the temperature involved
 increasing the ph level so that the food becomes more
acid
 adjusting the amount of ingredients, particularly salt
 not allowing human consumption of the product (and
only allowing it to be used for animals)
 disposing of the product.
Hopefully the quick detection of problems will allow for

quick corrective action, which will make the food safe, and
thus be able to continue to the final finish stage of
production, and to be eaten by humans.

HO 10
Internal and external validation
Every report about CCP should be submitted to a food supervisor.

A thorough report can be used as tool to identify problems where
some error has occurred in the production process.
There are two kinds of validation for CCP: external and internal
validation.
External validation
In food production based on ETOP (Environmental Threat
Opportunity Profile), there are three factors, which are monitored
using external validation:
 consumer: consumer target ( age, position )
 supplier: food origin, food supply agreement ( food qualities
food schedule, food price)
 government regulation: working permit, food production training.
Internal validation
This validation include:
 tools and equipment technology and production process.
(especially time, and temperature rotias)
 production and operation
 human resources:
- number of workers
- education of workers
- workers specialisation
- pre-test for workers to find out prior skills and
knowledge
- workers training
- working facilities
- workers salary
- working regulations in every unit/department.

Section 5
Assessment
5.1 Workplace assessment issues
5.1.1 Workplace assessment
Assessment is the process of collecting evidence and making judgements on progress

towards satisfying the performance criteria set out in the competency standard. At the
appropriate point, judgement is made as to whether competence has been achieved.
Assessment identifies the achievements of the trainee rather than relating the performance of
the trainee to other trainees.
5.1.2 Competent
Ask yourself the question, “what does an employee really need to be able to do?” The
answer to this question will tell you what we mean by the word “competent”. To be competent
in a work related skill implies that the person is able to:
 perform at an acceptable level of skill
 organise the required tasks
 respond and react appropriately when things go wrong
 fulfil a role in the scheme of things at work
 transfer skills and knowledge to new situations.
When you assess this competency you must take into account all of the above issues to
reflect the real nature of work.
5.1.3 Recognition of current competence
An integrated national assessment principle provides for the recognition of current

competencies regardless of where they have been acquired. Assessment recognises that
individuals can achieve competence in a variety of ways:
 prior qualifications
 informal learning.
Recognition of current competence gathers evidence to assess an individual against

competency standards in order to determine whether they have achieved the required
competence for a job role or for recognition for a formal qualification. The assessment of
recognition of current competence is undertaken by industry certified workplace assessor.
5.1.4 Assessors
In workplace situations, an industry certified assessor would determine whether a worker was
competent to undertake the tasks entailed by this unit of competency. If you are certified to
assess this unit, then you may choose from the methods offered in this guide, or develop your
own to conduct assessment. Assessors must look at the evidence guides in the competency
standards before arriving at the assessment methods to use.
5.2 Underpinning skills and knowledge
5.2.1 Assessment of underpinning skills and knowledge
Evidence should include a demonstrated ability to correctly explain and apply principles and
practices in the hospitality industry.

You must now assess your trainees or students’ underpinning skills and knowledge. This
section must be completed before you go on to the next section. Underpinning skills and
knowledge for competency standard are:
a. HACCP principles and methods of food production
b. Hygiene and food safety regulations
c. Local regulations pertaining to food production and packaging
d. ‘At risk’ client groups
e. Microbiological hazards
f. Process flow planning
g. HACCP recording requirements according to regulatory standards
h. Standard operating procedures.
Should your trainees or students not have the underpinning skills and knowledge required,
you must ensure that you deliver this material before you progress to the next section.
This training may be delivered through a variety of activities including:

 theory/practical session
 workplace observation
 workplace training
 questioning – oral/written
 role play
 project work/case study.
5.2.2 Examples of assessment tasks
Use these tasks to determine if your trainees have the necessary underpinning skills and
knowledge. The table below can be used to record the result of each student and what further
training is needed.
Assessment tasks Yes No Further training

needed
Give an example of a biological, physical and

chemical hazard.
5.3 Suggested assessment for Implement food safety

procedures
The following pages list some of the methods that can be used to assess this competency.
The proposed assessments have been designed to address each element, performance
criteria and underpinning skills and knowledge for the competency.
Results of a successful
assessment should indicate
sufficient and relevant
knowledge and understanding to
be able to infer competence.
Therefore the trainee is assessed
as either competent /
competence to be achieved.
Examples of assessment results
sheets are included in Appendix
1 and 2.

Evidence gathering methods
Assessment of practical demonstration in the workplace may include observation of the trainee:
 implementing an enterprise HACCP plan as a food safety regime.
 completion processes as required by the food safety plan.
 place a piece of bread, apiece of cheese and leaf of lettuce on separate plates: leave at room temperature for one week. After three days
observe and regards any changes. Again, after one week, note and record changes. Describe and explain what has occurred?
Third party/documentary evidence may include:

 a relevant portfolio i.e.: certified documents from previous experience
 documentary evidence from a supervisor report
 details of previous training, work experience.
Oral question or some form of written assessment/project would be useful to determine underpinning knowledge such as:
 HACCP principles and methods of food production
 at risk client groups
 hygiene and food safety regulations
 local food production and packaging regulations
 process flow planning
 microbiological hazards
 standard operating procedures.
In off-the-job assessment, simulated activities could be used to allow the trainee to provide evidence of skills through practical
demonstration:
 a case study of an the implementation of HACCP (based on a provided food safety plan)
 implementation of food safety procedures within the training kitchen.

Sample methods On-the-ob Off-the-Job
 To comply with council regulations, the café where you are working has undergone extensive renovations. Your ü ü
supervisor has requested that you implement food safety procedures utilising the HACCP methods as a food
safety regime.
1. While carrying out the routine stock-take of your dry goods area, you notice that the lid ü
of the flour drum has not been released and signs of rodent droppings are evident. How should this be
reported, documented and rectified to implement correct food safety procedures?
2. A new trainee has been delegated the responsibility of re-trying all foodstuffs and ü
cleaning the cool room. Utilising the HACCP method, identify and explain to the trainee all critical control
points, including the importance of storage and stock rotation.
This example can also be used to assess unit ITHHBKTA03AEM Receive and store stock.
Questions On-the-Job Off-the-Job
Questioning should focus on:

1. Technique and processes
 What are the critical control points when reheating foods? ü ü
2. Organisation and planning
 Identify and describe timing issues to be considered when cooling hot foodstuffs for freezing? ü ü
3. Communication with others
 Why is important to communicate with colleagues prior to an external audit by a health authority? ü
4. Problem solving
 What would you do if an unlabelled container were found in chemical storage? ü ü
5. Health and safety
 Explain all safety issues with regards to the correct handling of uncooked poultry?
ü

Appendices
Appendix 1
Competency assessment result

Unit code: ITHHBCMC13AEA Title: Implement food safety
procedures
Trainee or student name:
Assessor name:
The Trainee was assessed as: Competent 
Competency to be achieved 
Feedback to trainee
Signatures
The trainee has been informed of the Signature of assessor:

assessment result and the reasons
for the decision
Date:
I have been informed of the Signature of trainee:

assessment result and the reasons
for the decision
Date:
Package for Hospitality Training – Implement food safety procedures Appendix 1 - Page 1
Appendix 2
Group trainee or student assessment record

procedures
Group:
Assessor name:
Trainee name Competent Competency

to be
achieved
Appendix 3
List of overheads and handouts
Overhead Handout Title

number number
(OHT) (HO)
1 HACCP systems
1 Introduction to HACCP systems
2a-b 2a-c Identifying all biological, physical

and chemical hazards to food
safety
3 3 Identification of hazards
4 4a-d Control points in a food production

system
5 Characteristic of Hazards
5 Implementation of food safety

specification based on the HACCP
method
6 6a – e Work procedures in a food

production system
7 7 Maintenance records
8 8 Critical control points in a food

production system
9a – b Corrective action
10 Internal and external validation
Appendix 4
Trainee or student evaluation sheet

procedures
The following statements are about the competency Agree Don’t Disagree Doesn’t
you have just completed. Please tick the appropriate know apply
box.
1. There was too much in this competency to
cover without rushing.    
2. Most of the competency seemed relevant to me.
   
3. The competency was at the right level for me.
   
4. I got enough help from my trainer.
   
5. The amount of activities was sufficient.
   
6. The competency allowed me to use my own
initiative.    
7. My training was well organised.
   
8. My trainer had time to answer my questions.
   
9. I understood how I was going to be assessed.
   
10. I was given enough time to practice.
   
11. My trainer feedback was useful.
   
12. Enough equipment was available and it worked
well.    
13. The activities were too hard for me.
   
The best things about this unit were
The worst things about this unit were
The things you should change in this unit are
Appendix 5
Hotel and Restaurant Materials

Amendment List
Unit code: ITHHBCMC13AEM
Unit title: Implement food safety procedures
Example:
No Amendment Version Page Line Amender Date

number number number initials completed
1. Replace ‘garish’ into ‘garnishes’ A 34 5 WW 12 Mar. 02
No Amendment Version Page Line Amender Date

number number number initials completed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Package for Hospitality Training – Implement food safety procedures Appendix 5 – Page 1

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Package for Hospitality Training

(Including Competency Standard, Teacher Focused & Student

Unit Code: ITHHBCMC13AEM

Package for Hospitality Training - Implement food safety procedures i

Access and equity

Competency Based Training

Critical aspects of assessment

Package for Hospitality Training - Implement food safety procedures ii

Linkages to other units

National competency standards

Standards and certification institute

Underpinning skills and knowledge

Package for Hospitality Training - Implement food safety procedures iii

Package for Hospitality Training - Implement food safety procedures iv

Linkages to other units:

Teachers and trainers should structure their sessions according to the:

1.2 Time required to achieve competency

Package for Hospitality Training – Implement food safety procedures 1

2.2 Delivery strategies

2.3 Delivery requirements

2.4 Source of additional information

Package for Hospitality Training – Implement food safety procedures 2

3.2 Competency standard

ELEMENTS PERFORMANCE CRITERIA

Package for Hospitality Training – Implement food safety procedures 3

KEY COMPETENCIES IN THIS LEVEL KEY COMPETENCIES IN THIS LEVEL

Collecting, organising and 1 Using mathematical ideas and -

Communicating ideas and 2 Solving problems 2

Planning and organising activities 2 Using technology 2

Working with others and in teams 2

Package for Hospitality Training – Implement food safety procedures 4

0.2 Identify critical control points Identifying control Dis OHT 4

Package for Hospitality Training – Implement food safety procedures 4

Package for Hospitality Training – Implement food safety procedures 5

Trainer provides feedback and constructive comment.

Package for Hospitality Training – Implement food safety procedures 7

Package for Hospitality Training – Implement food safety procedures 8

Trainer conducts and question and answer session.

Package for Hospitality Training – Implement food safety procedures 9

HACCP stands for Hazard Analysis Critical Control Point.

Food safety is very important so it is needed a system to

The HACCP concept must be applied in any food

There are 7 principles of HACCP:

Package for Hospitality Training – Implement food safety procedures 10

Introduction to HACCP systems

Have you ever had an upset stomach that you

Food contaminated with harmful bacteria does not

Food-borne illness is caused by certain bacteria in

Throughout the world, food-borne-diseases have

Package for Hospitality Training – Implement food safety procedures 11

Identifying all biological, physical and

Package for Hospitality Training – Implement food safety procedures 12

Identifying all biological, physical and

Package for Hospitality Training – Implement food safety procedures 13

Identifying all biological, physical and

Food poisoning is caused by bacteria. We often call bacteria

The three most common types of bacteria are:

These bacteria are microscopic and cannot be seen by naked eye.

The main sources of germs are:

Germs can be killed by:

However, toxins, the poisons of bacteria, are not always destroyed,

Foods most easily contaminated are:

Identifying all biological, physical and

Food poisoning is an illness caused by eating contaminated food.