coachâ€™s guide food hygiene

Food Hygiene Module _______________________

COACH’S GUIDE

Food Hygiene

© Commonwealth of Australia 2007

Food Hygiene — Coach’s Guide ________________________________

© Commonwealth of Australia 2007 2

Food Hygiene – Coach’s Guide ___________________________________

Contents

Introduction 4

Roles and Responsibilities of a Coach 4

About the Module 5

Overview of Content 5 Learner Assistance 6

LEARNER RESOURCE – FOOD HYGIENE 7

Glossary of Terms 7 Retorts 16 Good Manufacturing Practices 16 Allergens 18

Guidelines for Coaches – Workplace Learning and Assessment Activity 21

WORKPLACE LEARNING and ASSESSMENT ACTIVITY 23

THIRD PARTY REPORT 31


Food Hygiene — Coach’s Guide ________________________________ Introduction

This booklet provides all the coach’s material for the module Food

Hygiene. Coaches will need to be familiar with this material in order to

fulfil their role in the workplace learning process.

The Coach’s Guide consists of the following:

Advice to coaches to assist them in fulfilling their responsibilities in the

learning process.

The Learner Resource - reference material provided to the learner that

covers the module and some additional explanatory information where

necessary.

Guidelines to coaches specific to the Workplace Learning and

Assessment Activities.

The Workplace Learning and Assessment Activity - the key

workplace activity that consolidates the learners’ understanding of the

module content;

A Third Party Report - a coach or supervisors report about the learner,

based on the competencies required in the module.

Roles and Responsibilities of a Coach

A Coach is a critical component of this essential training for production

operators within food processing.

As a coach you have the following responsibilities:

• be a mentor and coach to the learner;

• have a good understanding of the content of this guide;



• have a good understanding of workplace policies and procedures;

• provide guidance and advice to the learner and be able to either

answer any questions they may have or, if appropriate, direct them

to alternate sources of information. i.e. Production Manager,

Quality Assurance Manager, etc;

• monitor the learner’s progress;

• be able to assess the level of assistance required, particularly in

regard to the Workplace Learning and Assessment Activities;

• in conjunction with management, allocate sufficient time for both

on-line training and workplace activities;

• complete a Third Party Report on the learner;

• liaise with management and provide feedback for the entire

process; and

• any other tasks as requested by the Training Coordinator.

About the Module

Overview of Content

The module Food Hygiene is part of the Food Safety Subject inside

the Food Processing Compliance Package. The module provides the

learner with information about how to identify food hygiene hazards in

the workplace and explains some of the methods used to control these

hazards. Controls such as Good Manufacturing Practices and the Retort

process used in canning and bottling are explained. There is also a

section on allergens as a potential hazard. The Learner Resource below

covers the key concepts included in the module.



At certificate II level, learners must fully understand food hygiene

requirements. Not only must they comply with personnel hygiene

standards but they also need to be able to identify potential hazards in

the workplace and take the appropriate steps to rectify such hazards.

This module is essential training required of a production worker – food

hygiene to aid in the production of safe food not only is imperative, it is

law. The learner must be able to understand and follow all procedures

relating to personal and food hygiene practices in order to successfully

complete this module.

Learner Assistance

The learner should try to complete the on-line component of the module

with minimal supervision, however, as the coach you will need to be

familiar with the Workplace Learning and Assessment Activity. The

activity involves conducting an internal inspection of the workplace and

covers a wide range of issues. It is expected that the learner will need

assistance with the conduct of this activity, the level of assistance will be

very much dependant on the individuals previous background and

experience.



LEARNER RESOURCE – FOOD HYGIENE

Glossary of Terms

Allergy

A food allergy is any adverse reaction to an otherwise harmless food or

food component (a protein) that involves the body’s immune system.

To avoid confusion with other types of adverse reactions to foods, it is

important to use the terms “food allergy” or “food hypersensitivity” only

when the immune system is involved in causing the reaction.

Allergen

A food allergen is the part of a food (a protein) that stimulates the

immune system of food allergic individuals. The allergic reaction may

affect several systems in the body, for example: breathing, skin rashes,

upset stomach, and migraine.

Some allergies can be extremely dangerous (even fatal) if anaphylactic

shock occurs. Anaphylaxis is a sudden, severe allergic reaction that can

result in death if emergency treatment is not given immediately. There is

a sharp drop in blood pressure, a rash and swelling of the throat passage.

An allergic reaction should not be confused with food poisoning.

Audit

An audit is a documented inspection or check of a specific work area or

work process that examines what is happening and assesses the work

practices against a set of guidelines. The guidelines being the many and

varied compliance requirements identified in the food safety compliance

module. An audit will verify, by examination and evaluation, the



effectiveness of a system. An audit may also provide recommendations to

improve practices that do not meet the guidelines. There are many

different types of audits, at certificate II level we are primarily concerned

with a Food Hygiene Audit.

Clean

Clean to touch and free of extraneous visible matter and objectionable

odour.

Cleaning

The removal of soil, food residue, dirt, grease or other objectionable

matter.

Contaminant

Any biological or chemical agent, foreign matter, or other substances not

intentionally added to food, which may compromise food safety or

suitability.

Control (noun)

The state wherein correct procedures are being followed and criteria are

being met.

Control (verb)

To take all necessary actions to ensure and maintain compliance with all

food safety criteria.



Corrective Action

Any action taken when the results of monitoring food safety would

indicate there has been a breach or potential hazard in food safety

practices.

CAR (Corrective Action Report)

A CAR is the documented details regarding a food safety breach / hazard

and the corrective action needed. It will include dates and time lines, who

is responsible and have a close out procedure for ensuring the hazard is

rectified.

Covered

Sufficiently wrapped, packaged or enclosed to prevent the introduction of

contaminants.

Critical Limits

A criterion which separates acceptability from unacceptability.

Cross Contamination

A process when the bacteria from one area are moved, usually by a food

handler, to another area and so infect foods or surfaces, etc in an

otherwise clean area. (Most dangerous instances of Cross Contamination

occur when a food handler moves from handling raw meats to cooked

foods without washing their hands.)



Danger Zone

The temperature range between 5˚C to 60˚C. Bacteria and other micro-

organisms are able to grow and reproduce when food products are held

within this range.

Documentation

All written production procedures, instructions and records, quality

control procedures, and recorded test results involved in the manufacture

of a product.

Food-borne Disease

Food-borne disease means a disease that is likely to be transmitted

through consumption of contaminated food. Commonly known as “food

poisoning” and usually resulting in gastrointestinal, caused by organisms

or their toxins carried by ingested food.

Food-borne Illness

Food-borne illness is any illness, the cause of which – whether bacteria,

viruses, toxins, or other contaminants – is passed to victims through the

food they eat.

Food Handler

Any person who directly handles packaged or unpackaged food, food

equipment and utensils, or food contact surfaces and is therefore expected

to comply with food hygiene requirements.



Food Hazards / Food Safety Hazards

A biological, chemical or physical agent in food with the potential to cause

an adverse health effect.

Food Hygiene

All conditions and measures necessary to ensure the safety and suitability

of food at all stages of the food chain.

Food Safety

Assurance that the food will not cause harm to the consumer when it is

prepared and/or eaten according to its intended use.

Food Safety Breach

See hazard. An action or inaction that contravenes food safety policy,

guidelines or critical limits.

Food Safety Program / Food Safety Plan (FSP)

Food safety program means a program set out in a written document

retained at the food premises of the food business, including records of

compliance and other related action, that –

(a) Systematically identifies the potential hazards that may be reasonably

expected to occur in all food handling operations of the food business;

(b) identifies where, in a food handling operation, each hazard identified

under paragraph (a) can be controlled and the means of control;

(c) provides for the systematic monitoring of those controls;



(d) provides for appropriate corrective action when that hazard, or each of

those hazards, is found not to be under control;

(e) provides for the regular review of the program by the food business to

ensure its adequacy; and

(f) provides for appropriate records to be made and kept by the food

business demonstrating action taken in relation to, or in compliance with,

the food safety program.

Foreign Matter

Anything physical that should not be in a product.

Housekeeping

The general maintenance, tidiness and cleanliness of a work area.

The Personal Hygiene

All conditions and measures necessary that relate to food handlers, to

ensure the safety and suitability of food at all stages of the food chain.

The human body harbours germs and bacteria. There are a number of

measures necessary to control personal hygiene hazards. Here are some

examples:

• take daily showers / shower before your shift

• wear clean and pressed clothes when working

• do not wear your uniform in the street

• have clean and neat hair (tied back if needed)

• limit the jewellery that you wear

• have short, clean fingernails with no nail varnish



• clean your teeth regularly and ensure they are in good condition

• keep any open cuts or wounds covered while at work by using a

waterproof cover over a blue band-aid or bandage

• wash your hands after eating, smoking, handling garbage or using

the bathroom

• always wear a clean uniform

• wear hats / hairnets

• eat and drink during you breaks only.

Pests

Birds, rodents, insects, spiders, snakes, etc

Pest Control

The documented program/system that covers all the activities on a site,

including records of visits, chemicals, bait stations, locations, etc, that

relate to the control and/or management of pests.

pH

The symbol for the negative logarithm of the hydrogen ion concentration,

which is a measure of a degree of acidity or alkalinity of a solution.

Values between 0 and 7 indicate acidity and values between 7 and 14

indicate alkalinity. The value for pure distilled water is 7, which is

considered neutral.



Potentially Hazardous Food

Potentially hazardous food means food that has to be kept at certain

temperatures to minimise the growth of any pathogenic micro-organisms

that may be present in the food or to prevent the formation of toxins in

the food.

Process

Process, in relation to food, means activity conducted to prepare food for

sale including chopping, cooking, drying, fermenting, heating,

pasteurising, thawing and washing, or a combination of these activities.

Sanitise

The process of freeing a surface or object from dirt and germs.

Sanitiser

A substance that reduces the microbial contamination on inanimate

substances to levels that are safe from a public health stand point.

Shelf Stable

Able to be stored at room temperature without spoiling. Shelf stable

products do not require refrigeration or freezing, they are typically canned

products or products packaged in a way that micro-organisms can not

grow in the product – either too dry (rice, flour, noodles, etc) or with no air

available (packaged in a vacuum). :

SOP

Standard Operating Procedure. A detailed description of how a particular

task is to be carried out.



Symptom

Symptom means diarrhoea, vomiting, sore throat with fever, fever or

jaundice.

Temperature Control

Temperature control means maintaining food at a temperature of –

(a) 5°C, or below if this is necessary to minimise the growth of infectious

or toxigenic micro-organisms in the food so that the microbiological safety

of the food will not be adversely affected for the time the food is at that

temperature; or

(b) 60°C or above; or

(c) another temperature ⎯ if the food business demonstrates that

maintenance of the food at this temperature for the period of time for

which it will be so maintained, will not adversely affect the

microbiological safety of the food.

Workplace Inspection Report

A Workplace Inspection Report is essentially the same as an audit report,

however, it is usually an internal document designed for a specific work

area. It will usually be conducted on a regular basis daily or weekly.

There are many names used that essentially refer to the same

documented process. Some of these include:

• GMP (Good Manufacturing Practices) Monitoring Report

• Internal Check sheet

• Inspection Checklist

• Internal Audit Report



• Daily/Weekly Compliance Audit

• Hygiene Inspection Report

Retorts

Retorts (process). The retort process sterilizes and preserves food

products. It kills any bacteria and makes the food in the can or bottle

shelf stable. In other words, it can be kept for several years in the pantry

without spoiling.

It is similar to using a domestic pressure cooker. But in a commercial

retort, bottled and canned (some plastic) food products are placed in giant

pressure cookers. These pressure cookers use steam and heat to further

cook the contents at a high enough temperature and for long enough, to

kill any bacteria that may spoil or cause food poisoning. The product is

then rapidly cooled to prevent overcooking.

Not only does the retort process make the product safe, it makes it so it

does not require refrigeration or freezing. They are stable at room

temperature.

Not all food processing plants will have a retort process; it will depend on

the food being produced. Retorts are usually only used in canning and

bottling plants (some plastic).

Good Manufacturing Practices

Good Manufacturing Practices (GMP’s) are a common sense approach to

implementing best practice. GMP’s list key practices in the workplace

that ensure food safety; keeping areas clean and operating effectively.



Most food processing plants have embraced the concept of Good

Manufacturing Practices (GMP).

Five Basic Principles of GMPs:

• Cleanliness – personal hygiene, sanitation, general house

keeping, pest control, chemicals, etc

Cleanliness involves a range of hygiene policies and practices to

ensure safe food and safe food is the most critical aspect of food

production.

• Follow Procedures – Sticking to SOPs, training, maintenance

procedures, etc

Staff need to be trained to follow company procedures. SOP’s and

Work Instructions explain everything you need to do to produce a

safe quality product safely.

• Quality – Allowing time for product testing

Quality can be many different things to many different people, but

quality in food processing is about meeting clearly established

quality specifications. A guarantee of quality requires testing and

testing takes time. Time that is necessary but not part of

production.

• Record Keeping – Traceability and Recall, HACCP records

Recording details of all production, or documenting what we do,

serves a number of purposes. It ensures a safe product by making

sure everything is being produced within safe limits and if

something does go wrong it allows us to trace back to all the

products in a batch that may have the same problem. This is called



traceability. It allows us to work out what products may need to

be recalled.

• It Involves Everyone

Good Manufacturing Practices involve everyone in the

organisation. The most senior manager setting the standards to

the newest employee in production. A broken jar, a line screen

forgotten, a can not sealing, it only takes one small mistake to

create a serious hazard.

GMPs are critical in ensuring food production is of a consistently high

level of safety and quality.

Allergens

Allergy

To understand what an allergen is, you need to understand what an

allergic reaction is, or what an allergy is. In this module we are

concerned only with food allergies and not the myriad of other allergies

such as insects, grasses, pollens, etc.

A food allergy is any adverse reaction to an otherwise harmless food or

food component (a protein) that involves the body’s immune system.

The allergic reaction may affect several systems within the body, for

example: the respiratory system, the gastrointestinal tract, the skin and

the central nervous system. Symptoms will vary but can include:

bronchitis, vomiting, diarrhoea, rashes (urticaria), and migraine.

Reactions may be mild or extremely severe and may occur immediately

when food is consumed or up to 48 hours later.



An allergic reaction should not be confused with food poisoning. To avoid

confusion with other types of adverse reactions to foods, it is important to

use the terms “food allergy” or “food hypersensitivity” only when the

immune system is involved in causing the reaction.

What is an Allergen?

A food allergen is the part of a food (a protein) that stimulates the

immune system of food allergic individuals.

Some allergens can be extremely dangerous (even fatal) if anaphylactic

shock occurs. Anaphylaxis is a sudden, severe allergic reaction that can

result in death if emergency treatment is not given immediately. There is

a sharp drop in blood pressure, a rash and swelling of the throat passage.

Nuts and nut products are one of the more common food allergens that

can result in anaphylaxis and it is estimated that approximately one in

200 people may have a peanut allergy.

The Big 8

While some people will have allergic reactions to many differing foods,

Food Standards Australia New Zealand Standard 1.2.3. lists the following

allergens as ‘The Big 8’.

1. Cereals containing gluten and their products, namely,

wheat, rye, barley, oats and spelt and their hybridised strains

2. Crustaceans and their products

3. Egg and egg products

4. Fish and fish products



5. Milk and milk products

6. Peanuts and soybeans, and their products

7. Sulphites in concentrations of 10 mg/kg or more (chemical

additive – stops food browning and spoiling)

8. Tree nuts and sesame seeds and their products



Guidelines for Coaches – Workplace Learning and Assessment Activity

INTERNAL INSPECTION CHECKLIST

The assessment activity for this module is an internal hygiene inspection.

It requires the learner to make an assessment of the workplace and

identify any areas in the workplace that do not adhere to the required

standard of hygiene. As a coach you should already be familiar with the

conduct of an internal hygiene inspection.

Whilst a standardised checklist has been included for the learner to

complete, your organisation may have its own inspection checklist. If this

is the case, you may wish to substitute the checklist with your own.

As a coach you will need to go through the checklist and identify any

aspects that are not applicable to the work area being inspected. In

addition you may wish to confine the inspection to a specific workplace

area or department. This would be particularly likely in a very large

processing environment.

A reasonable amount of time needs to be allocated to complete this

activity. There are essentially four steps to the activity as follows:

1. Conduct a thorough inspection of the workplace.

2. Compile the report including recommendations.

3. Prepare a presentation on the findings of the audit.

4. Present to Management and/or the Production Staff.

As the coach you will need to allocate sufficient time and determine the

level of assistance that the learner may need during each of the stages

identified above. If the learner is a relatively junior employee with



minimal previous experience, you may need to accompany the learner

during the inspection and assist in the compilation of the report and

provide guidance for a suitable presentation of the findings. A more

experienced or senior staff member may not require this level of

supervision. At all times, get the learner to complete the task on their

own, but offer advice and suggestions along the way. Remember –

although it is an assessment task, at this level it is also very much a

learning activity. It is important that fault correction occurs along the

way. The learner should not be allowed to accept inferior standards of

food safety and hygiene as “the norm”.

If you have any questions please refer them to your training coordinator.



WORKPLACE LEARNING and ASSESSMENT ACTIVITY

Print this activity then complete it and keep it as evidence in

your folder, or portfolio.

Conduct an Internal Audit

Your assessment task is to carry out a workplace inspection (internal

audit) and present your findings to both management and the production

staff. A standard Internal Workplace Inspection Checklist is

attached below. It includes information on how to complete it. You can

use this checklist or you can use a similar checklist that would be used in

your organisation. You should check with your workplace coach prior to

proceeding.

To complete the checklist you need to understand the food hygiene

policies and the good manufacturing practices that apply in your

workplace. You will need to obtain copies of these policies and practices

and include them in your evidence portfolio. You can also refer to the

glossary of terms in the learner resource for help in clarifying any words

or terms you may not know.



Notes for Completion:

Yes = Satisfactory

No = Not Satisfactory

NA = Not Applicable (tick NA for any question that does not

apply to your work area)

If any aspects below are “Not Satisfactory”, you must complete

the Comments/Corrective Action – e.g. “Not all staff wearing

hairnets – advised team leader” or “Leaking flour – taped up

bag”



INTERNAL INSPECTION CHECKLIST

Company: Date:

Work Area: Time:

Inspected by: Shift:

Audit Check Ye

s

No NA Comments/Corrective

Action

1. Personal Hygiene

Is eating and smoking prohibited except at designated areas away from production ado staff comply?

nd

Are all staff wearing hairnets with all hair fully tucked in?

Are all staff wearing hearing and eye protection?

Do all staff in product contact areas have blue band-aids over any open cuts?

Do all staff comply with the jewellery policy?

Are all staff in clean uniforms?

Do handwash stations have soap, paper towel, hot water (optimum 45˚C), an adequate bin and backup supplies?

Is hand sanitiser available? (Not all manufacturing sites will require this)


Food Hygiene — Coach’s Guide ________________________________ Are signs for hand washing adequately posted?

Are staff using handwash stations on entry to the factory?

Are disposable gloves worn when applicable and changed after each task?

2. Production

Are vegetables cleaned and sanitised with approved sanitiser? (Not all manufacturing sites will require this)

Defrosting of food product in thawing room at temperature maintained at maximum 15˚C? (Not all manufacturing sites will require this)

Are regular temperature checks conducted with records for inspection? Are they within target limits?

Are all cooking utensils and equipment put away when not in use?

Are all work tables, machines and equipment clean and well maintained?

3. Waste Control

Were bins emptied at the start of shift, and are bins being emptied on regular occasions during this shift?

Are bin liners being used in all areas of production?

No empty containers / cardboard boxes / wooden pallets in production area?

4. Foreign Matter



Is there any equipment/foreign matter which could fall into the product? (e.g. spanner on edge of kettle)

Are there any uncovered staples, paperclips or other fasteners that may contaminate product?

What (if any) ingredients are currently being sorted? What foreign matter has been found?

Is there the use of tape, string and any other unhygienic and inappropriate materials for makeshift repairs?

Are there any potential glass contaminants? (e.g. uncovered light fittings above production, broken packaging glass, ingredients in glass not decanted, etc)

5. Pest Control

Is there evidence of pest infestation? If so, what?

Is pest control equipment in place and operating?

6. Chemicals

Are the chemicals segregated from food and correctly stored according to SOPs?

Are all empty chemical bottles thrown out?

Are all spray bottles labelled with the type of cleaner they contain?

7. General Hygiene / Housekeeping


Food Hygiene — Coach’s Guide ________________________________ Are all entry and internal doors closed? Are doors in good operating order and no visible gaps between floors and door?

Is all cleaning equipment put away and stored in its correct location when not in use?

Are all floors, walls and ceilings clean and well maintained? If not which areas are dirty?

Are all cool rooms and freezers operating within target temperature limits? (5˚C cool room, -18˚C freezer)

Drains and grates clean, well maintained and routinely sanitized? Do they smell?

Are there any pools of water?

Are the fixtures and overheads in good condition and free of dust, cobwebs and product residues?

Are the toilets clean and sanitary?

Is the changing area clean? (e.g.; uniforms hanging up, lockers closed, no rubbish, boots stored correctly)

Are there any work areas where cleaning or housekeeping requires improvement?

8. Supplies

Are all pallets stored neatly on racking and labelled?

Is product stacked neatly with nothing stored directly on the floor? (No loose packaging, etc)



Are all ingredients covered and sealed with no access for insects so as to prevent any physical contamination?

Are all ingredients stored on a clean pallet and free from foreign matter & spillages?

Are all ingredients labelled in accordance with SOPs i.e. description, date marking, code?

All products rotated with a first in first out principle?

Are there any products that fall outside the required shelf life? (recommended shelf life, “best before date” or manufacturers “use by dates”)

Temperature of supplies at delivery controlled at target temperature of perishable 5˚C frozen -18˚C with records available?

9. Documentation

Rework: Is rework being done? If so, which product and are the rework forms being completed?

Are staff completing all HACCP paperwork?

10. Other



Notes for Completion:

Yes = Satisfactory

No = Not Satisfactory

NA = Not Applicable (tick NA for any question that does not

apply to your work area)

If any aspects above are “Not Satisfactory”, you must complete

the Comments/Corrective Action – e.g. “Not all staff wearing

hairnets – advised team leader” or “Leaking flour – taped up

bag”




THIRD PARTY REPORT – FOOD HYGIENE MODULE Integrated units of competence FDFCORWCM2A Present & apply workplace information

FDFCORFSY2A Implement the food safety program and procedures

Name of employee in training

Registered Training Organisation

Name of supervisor/manager

Position

As part of the assessment for the Certificate II in Food Processing we are seeking a report from a third party/supervisor who works closely with the candidate. We value your contribution and ask that you answer the following questions honestly.

Does the candidate consistently: Yes Not yet

Not able to comment

• Maintain the correct personal hygiene, food handling and food safety protocols in the workplace?

• Participate in identifying and controlling food safety hazards in the workplace?

• Know how to record and analyse information? i.e. record production tasks and know if they have fallen outside acceptable limits, and if so what action to take.

• Communicate information about the workplace to both management and fellow work colleagues that is accurate and relevant.

Signed by the supervisor/team leader: .................................................

Date: .............................

Please provide comments to support your responses (as appropriate). In particular, we would appreciate feedback on any areas requiring further personal development to meet all the needs of the company. Notes on feedback to candidate:

coachâ€™s guide food hygiene

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