Baking & Pastry

Definition of Baking & Pastry

Baking & Pastry comprises all university, state, federal and church policies and regulations that govern the work done in the Culinary Community. It informs our tasks and conversations with customers and suppliers. Not all regulations will apply to the responsibilities of all community members, but every member should be knowledgeable of the regulations applicable to their assigned responsibilities.

These policies and regulations are meant to guard against risk to the University and its people. They also guide ethical decision-making and communication during the planning, transaction, and follow-up phases of projects, contracts, and transactions. The community members have a responsibility to guide and enforce compliance as far as possible during day-to-day interactions.

Specialist: Ability to communicate with diverse audiences. Knowledge to prioritize delivery routes. Skill to properly and safely load and unload delivery vehicles. Ability to fill-out daily Driver's Vehicle Inspection Reports. Knowledge of the powered materials handling equipment (e.g., forklifts, electric pallet jacks, dock levelers, manual pallet jacks, dollies, carts) used in shipping. Ability to obtain a commercial driver's license (CDL) to transport hazardous materials. Understands basic receiving principles (e.g. piece counts, can read delivery documentation, etc.). Trained on basic shipping principles (e.g. address verification, freight, carriers, etc.). Understands e-commerce shipping principles (rate shopping, international shipping requirements, returns, etc.). Familiar with packaging requirements. Works closely with Risk Management when shipping hazardous materials. Familiar with DOT regulations.

Culinarian: Ability to use and understand formulas. Measurements, conversions, and metric conversion factors. Ability to use baker's percentages.

Chef Assistant: Ability to teach and train on mixing methods and/or gluten development. Ability to produce and train others on production of Basic products (i.e. breads, donuts, syrups, custards, etc.). Basic understanding of leavening and pre-fermentation. Working knowledge and ability to train on Basic pastry doughs (i.e. pate brisee, short pastry, puff pastry, etc.). Ability to do cost calculations.

Chef de Cuisine: Ability to train and produce straight, rich, and laminated doughs. Ability to train and produce tarts, cakes, and special pastries. Strong understanding of high altitude baking adjustments. Ability to produce and train on assembling and decorating cakes, and planning and assembling specialty cakes.

Restaurant Executive Chef: Strong understanding of how to control food costs. Strong understanding of menu and recipe creation. Ability to oversee and maintain product quality. Ability to develop production schedules. Strong understanding and ability to train on presentations and plate-ups. Strong understanding and ability to train on chocolate work. Strong understanding and Ability to train on sugar techniques.

Dining Services Executive Chef: Ability to create new products or design new concepts. Ability to plan and execute baking and pastry needs for large volume events. Ability to recommend equipment and techniques to maximize production and increase quality. Research, development, and troubleshooting.

How to Develop Baking & Pastry

University Courses: (Examples)

· Bachelor’s degree in related field

· Master’s degree in related field

· Relevant courses at BYU

Training / Other Courses: (Examples)

· Become aware of policies and compliance issues that apply to area of responsibility

· Review and study policies and procedures pertaining to area of responsibility

· Direct supervisor training on regulations, policy and compliance

· Y-Train modules for systems within responsibility, focusing on compliance issues

· Relevant communications training through HRD courses

· Develop and practice role play responses to policy and compliance questions with a peer or supervisor

· Search out and find other relevant courses, training (ex: LinkedIn, Lynda.com, etc.)

Professional Associations / Certifications: (Examples)

· Professional certification (ISM, CTA, etc.)

· Conferences, workshops, or other professional associations

Books / Publications: (Examples)

· University, state, federal and church documentation on regulations, policy and compliance

· Business publications related to area of policy and compliance

· Search for other applicable resources and publications to share with work group/community

Experiences: (Examples)

· Review policy information located on the relevant university websites

· Conduct a serious review of university policies and compliance procedures

· Locate other relevant regulatory, policy and compliance resources

· Problem-solving discussions with senior leaders regarding policy/compliance in area of responsibility

· Present on a regulatory topic(s) at a professional meeting

· Participate in a policy creation, update, or revision

· Write an article on policy and compliance for community, newsletter, or other publication

· Create an experience of your own pertaining to policy and compliance

How to Demonstrate Baking & Pastry

In working with and reporting back to the CDC, it is strongly recommended that specific documentation and progress examples be provided by sharing final work products, presentations, assessment results, etc. giving a clear, tangible illustration of academic and practical rigor demonstrating what was accomplished and learned during the regulatory, policy & compliance journey/experience. The following are examples of what can be shared to demonstrate the development efforts made and learning results achieved.

Do: Describe what you did in completing / achieving your development plan.

· Describe your mutually agreed upon assignment or other chosen but related activity and why you chose it.

· Share other activities or opportunities that surfaced while engaged in your chosen approach and how they captured your attention in support of your chosen direction.

· Share experiential discoveries using “before and after” comparisons describing what you learned and how it has changed your approach to life and business.

Assess: Share, if applicable, any assessments that were taken / provided related to your journey

· Describe formal assessments you chose and participated in along with their results. Why did you choose them? What were the take-a-ways? How did they affect change in your behaviors and/or approach?

· If no formal assessment is available, be prepared to explain your own assessment of your journey in this area and any results coming from your efforts.

· Report feedback from others you interact with that authenticates claimed positive change or progress.

Learn: Explain what you felt that you were able to learn during your journey / experiences.

· Discuss your developmental learning experience. Specifically include new knowledge acquired, changes in outlook resulting from the learning, and any ah-ha experiences that have permanently altered your approach going forward.

· Articulate learned principles, practice, and new awareness incorporated as a result of new learning.

Apply: Give specific examples where you have, or plan to make direct changes to your work.

· Explain revelatory experiences you encountered or other practical knowledge you have incorporated into your work that has changed your approach to your current responsibilities or that you expect to help you as you move forward.

· Share how any new approaches to your work impact specific work and relationship outcomes.

Reflect: Review / consider things you would have done differently had you learned these things earlier.

· Think back on your approach to work before your recent learning and progress in your current selected journey. Identify any weaknesses that held you back from progressing.

· Share specific experiences where past outcomes could have been different if you knew then what you know now. Project possible future experience examples where you may be able to predict positive outcomes directly related to your recent learning.