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TYNDALE ST-GEORGES

HIGH LEVEL DESIGN


KITCHEN PERFORMANCE
ERIKA SULLIVAN
ROAD MAP
IMPROVEMENT PERFORMANCE CAMPAIGN

01
02

02 Intervention 1: 01
01
Kitchen 02
03
Training
Intervention 8: Intervention 2:
04 Staff Incentive Canada Food
Program Guide
06
05

Job 1:
The kitchen staff member Intervention 3:
Intervention 7: Dishwasher
completes kitchen tasks
Colour-coded Poster
autonomously.
Dishes
01 03

03

Intervention 6: Intervention 4: 05
Community Sticker Chart
01 Cooking 06
Intervention 5:
05 Paid Taxis 08 07
08

02

CORRESPONDING COMPETENCIES

Kitchen Staff Other Centre Staff Participants


03
01 06
Use the resources within the
Serve the daily meal to Eat their food until they are
kitchen to provide food to the
all of the participants. full.
participants.

02 04 07
Obtain enough food for Read all memos and/or staff Place their dishes in the bin
all of the participants to emails that are sent out by when they are finished
eat. staff. eating.

05
08
Communicate with the children
Follow instructions from their
so that all participants are
educator.
behaving.
BRIEF DESCRIPTION OF THE CAMPAIGN
The Tyndale Kitchen Department Performance Improvement Campaign aims primarily to prepare
kitchen staff to work without supervision. A series of interventions address existing issues within the
kitchen and also within the greater organisation.

The majority of the interventions are non-instructional and cam be implemented as soon as the
materials are ready (posters, sticker charts, new dishes etc.). However, interventions targeting the
entire system require considerable planning and development. For this reason, the final intervention
aimed at increasing the quality of life for all part time staff, should have at least 3-to-4 weeks of
careful planning.

Regarding potential issues: the majority of the interventions are inexpensive and sustainable. The final
intervention however, is financial and requires a significant shift in organizational values. The
Fundraising Director will need to acquire more funds, and the department heads will need to invest
time in performance evaluations. It’s unclear if this is an achievable goal for Tyndale St-Georges
Community Centre. Otherwise, the only intervention requiring significant time investment is the
Community Cooking, but attendance is optional at this event

If the campaign is successful, the centre will have not only a more efficient kitchen department, but
also a more efficient work force.

INTERVENTIONS

Intervention 1: Kitchen Training Week 1

Description: Targeted Performers:


The Kitchen Training Program at Tyndale St-Georges Community Centre is a Kitchen Staff
comprehensive four-hour synchronous activity for all new kitchen staff. The
one-on-one training includes an introductory tour & kitchen orientation, a
segment on meal planning and a safety & hygiene component. During the last
hour of training the new kitchen staff has an opportunity to practice their new
skills while assisting the trainer as they serve the participants. The goal of the Performance Need:
training is to prepare the kitchen staff to work autonomously while carrying out Knowledge/Skills
their tasks.
Rationale:
As no formal training procedures were in place for new kitchen staff, a basic
Performance
training is a natural first intervention to address gaps in performance. A training competencies:
helps prepare inexperienced staff and ensure that they have the knowledge they 01 Serve the daily
need to perform their tasks. meal to all of the
Format: (Form, medium, conventions) participants.
This is a traditional one-on-one training. Information is transmitted orally, and is
also presented in a paper-based student guide. This intervention meets 02 Obtain enough
conventions and should align with performer’s expectations and experiences food for all of the
with teaching and learning. participants to eat.

Level: Phase:
Individual Ideal for NEW performers
Intervention 2: Canada Food Guide Week 1

Description: Targeted Performers:


The Kitchen Supervisor puts up the Canada Food Guide poster and reviews it Kitchen Staff
with the Kitchen Staff member. Additionally, the Staff member is directed to the Participants
online resources that the government provides on the Food Guide website.
Recipes are printed out and laminated and given a designated place in the
kitchen. At the same time, the Kitchen Supervisor posts a second copy of the
poster in the community room for the children to see. Performance Need:
Knowledge/Skills
Rationale:
Resources
This intervention will ensure that staff are aware of healthy food items and
portion sizes. The information is printed and made physically available because
there is no regular computer access in the kitchen. A poster is provided to the
Performance
children in an effort to encourage healthy eating. competencies:
Format: (Form, medium, conventions) 01 Serve the daily
This is a job aid. Information is transmitted through posters and print-outs of meal to all of the
recipes. The tone of the Canadian Government resources is light and informative participants.
with messages that are clear and neutral.
02 Obtain enough
food for all of the
participants to eat.
Level: Phase:
Individual Ideal for NEW performers 06 Eat their food
Ideal for PICKY eaters until they are full.

Intervention 3: Dishwasher Poster Week 2

Description: Targeted Performers:


A diagram-based poster is designed to explain how the dishwasher is operated Centre Staff
and the poster is affixed directly beside the dishwasher controls. The poster is
predominantly images of the buttons displayed in the order they need to be
pressed in, and also addresses a few misconceptions (“No need to add soap”).
Rationale:
Performance Need:
As dishwasher procedures are already covered in the Kitchen Training, the
Knowledge/Skills
primary target for this intervention is other Community Centre staff who are not
washing their dishes at all. The dishwasher can be intimidating, and manually Motivation
washing dishes can be time-consuming. The goal is to decrease time spent
cleaning up after others by the Kitchen staff member.
Performance
Format: (Form, medium, conventions) competencies:
This is a job aid. Information is transmitted through a poster. The poster is light 01 Serve the daily
on written language and features actual images of the dishwasher buttons for meal to all of the
quick transfer of information. participants.

03 Use the
resources within
the kitchen to
provide food to the
Level: Phase:
participants.
Individual and Organization Ideal for ALL phases of performers
Intervention 4: Sticker Chart (for participants) Week 2

Description: Targeted Performers:


The Centre Staff unveil a behaviour-tracking initiative for the children Centre Staff
participants that’s based on stickers for positive reinforcement. Expected Participants
behaviours are explained and written out on small posters for children to refer
to. Behaviours include: Try the food! Put your dishes away. Listen to your
teacher, etc. At the end of mealtime, children are given a sticker if they have
followed the rules. Performance Need:
Motivation
Rationale:
This intervention will support staff in communicating to the children what
behaviour is needed at Tyndale. Children motivated to behave well are more
likely to eat their food without distracting others, which will result in healthier
Performance comp…:
eating habits for participants. Stickers are chosen as a prize for their low costs,
05 Communicate
versatility and popularity. Additionally, better-behaved children would result in a
with the children.
less stressful working environment, and potentially happier staff. 06 Eat their food
Format: (Form, medium, conventions) until they are full.
This is an incentive program with stickers. Information is transmitted primarily 07 Place their
through verbal communication, and behaviour is reinforced when children see dishes in the bin
others with stickers and become motivated to earn their own. This is a standard when they are
convention that will be familiar to the children. finished eating.
08 Follow
Level: Phase: instructions from
Individual Ideal for ALL phases of performers their educator.

Intervention 5: Paid Taxi Rides Week 2

Description: Targeted Performers:


The Kitchen Staff member is offered a weekly refund for taxi receipts related to Kitchen Staff
shopping for groceries.
Rationale:
The two most frequently cited challenges by Kitchen Staff members is knowing
what food to get and getting it. With the introduction of the Food Guide the first
Performance Need:
challenge has been addressed, and with paid taxis the second one is as well. A
Resources
taxi ride ensures that staff without a vehicle can still shop for healthy groceries.
Capacity
Weekly refunds allow for fresh items like fruits and vegetables. For those with a
vehicle, a small gas refund is suggested.
Format: (Form, medium, conventions) Performance
This is a form of compensation. A monetary refund is being offered above the competencies:
base salary. Refunds are common in many organisations, though some non- 01 Serve the daily
profits may be less likely to offer them. In order to manage expectations, limits meal to all of the
will be clearly outlined (e.g. 30$ per week, for example). participants.

02 Obtain enough
food for all of the
participants to eat.

Level: Phase:
Individual Ideal for ALL phases of performers
Intervention 6: Community Cooking Week 2

Description: Targeted Performers:


The Kitchen Supervisor, in coordination with other department leaders, Kitchen Staff
organises a monthly cooking event in which all staff, participants and Centre Staff
community members are invited to use the space to cook and share food with Participants
one another. This two-hour event is intended to build community while
simultaneously offering opportunities for healthy home-cooked meals. Funding
Performance Need:
is provided for groceries and free food is offered to all who attend.
Knowledge/Skills
Rationale: Resources
As a community centre, Tyndale is equipped with resources and facilities to host Motivation
large groups of people. Sharing meals with others is generally considered a
warm and positive experience. A low-stakes, optional event with revolving
participants can help unite the various families and staff members and may Performance
even inspire potential meal ideas for the Kitchen Staff member. competencies:
01 Serve the daily
Format: (Form, medium, conventions) meal to all of the
This is a community group or cohort. Information is transmitted through participants.
experience with others and experience with food. To manage the process, a 05 Communicate
sign-up sheet can bet set-up, those in leadership positions can take on tasks in with the children
a revolving fashion (once a year, for example) and participants can vote on so participants
meal ideas. behave.
08 Follow
Level: Phase: instructions from
Individual and Organization Ideal for ALL phases of performers their educator.

Intervention 7: Colour-Coded Dishes Week 3

Description: Targeted Performers:


The dishes (cups, plates, bowls) and plastic utensils will be replaced by sets that Kitchen Staff
are colour-specific for each department. For example, the Early Childhood Centre Staff
Department will use the pale blue dishes while the High School Department will
use the pale green dishes. All dishes will remain in the kitchen when not in use,
but the departments will be expected to use their own dish colour when serving
their participants. These staff will also be responsible for cleaning and putting Performance Need:
these dishes away. Resources
Rationale:
With each department responsible for their own dishes, the Kitchen Staff will
have more time to complete their own tasks. Because each department does not
Performance
have their own kitchen area (or even storage space for kitchen materials) competencies:
colour-coded dishes will clearly distinguish which materials are allocated to who. 01 Serve the daily
Additionally, buying sets specific to departments will allow for any special meal to all of the
considerations to be met (e.g. the Early Childhood department will buy smaller participants.
items).
Format: (Form, medium, conventions) 03 Use the
This is a minor organizational re-design. Messaging will be conveyed by e-mail resources within
regarding new policies around the dishes and clear labels will be posted. the kitchen to
provide food to the
Level: Phase: participants.
Organization Ideal for ALL phases of performers
Intervention 8: Staff Incentive Program Week 4

Description: Targeted Performers:


Tyndale develops and releases a policy on opportunities for employee Kitchen Staff
growth within the organisation. This includes an outline of: scheduled Centre Staff
performance reviews and criteria that will be evaluated, recognition of
seniority and years worked, a salary scale with set points for raises Performance Need:
when performance and/or seniority have been met, and more. Incentives
Rationale: Motivation
As with many non-profit organisations, salaries are low and staff
turnover is high. Implementing this intervention would likely lead to Performance competencies:
stronger performing staff with lower turnover. Staff would know 01 Serve the daily meal to all
exactly what performance benchmarks exist for them and whether of the participants.
their performance is on par with expectations. Once employees start 02 Obtain enough food for all
earning a living wage, they will be able to devote more attention to of the participants to eat.
their work and may experience a higher level of motivation. 03 Use the resources within
the kitchen to provide food to
Format: (Form, medium, conventions) the participants.
This is a financial incentive. Multiple communication strategies must be 04 Read all memos and/or
employed including face-to-face meetings, emails and posters. staff emails that are sent out
Updated policy paperwork should be made available to all employees. by staff.
05 Communicate with the
Level: Phase:
children so participants
Organization Ideal for ALL phases of
behave.
performers

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