In this final of three installments focusing on employing an effective interaction strategy to increase loyalty and sales in your program’s student-run foodservice outlets, influencing four customer perceptions—“Fresh,” “Trust,” “Mystery” and “Ownership”—is key to success.

By Renee Zonka, RD, CEC, CHE, MBA

Last month, I wrote about how to teach the new “interaction economy” in the classroom and implement it in your program’s foodservice outlets while promoting the benefits of doing both. In this final segment of my three-part focus, I will touch on achieving desirable perceptions among foodservice customers—the successful eliciting of which can create value to the customer by enhancing his or her loyalty to your program’s operations and branding.

The concept of a new interaction economy replacing the “experience economy” was introduced in 2008 by InterAction Metrics, an Oregon-based company specializing in customer-experience optimization and customer-interaction management. Some of the following insights and advice come from the white paper published by that company, while most is the result of our experience in teaching the main tenets of the interaction economy in the School of Culinary Arts at Kendall College. Our goal is to arm students with the training and know-how to deliver unparalleled customer service so that they may excel in their foodservice careers.

Says this educator, ratios trump recipes in helping students learn. The first of a two-part series on teaching culinary arts through ratios in practical culinary labs.

By John Reiss, CEC, CCE

Are we training students the right way or the wrong way? That’s a loaded question, and one that culinary educators can easily become quite defensive about. The knock in culinary education often comes from professional chefs who say we aren’t training students to be seasoned and productive when they graduate.

Having taught in the industry for more than 25 years, I have often pondered and debated with peers over best practices for preparing students to be job-ready when they finish their studies. I have come to the conclusion that maybe there is a better pedagogical approach, one that involves the use of culinary ratios.

We often teach students practical competencies through the aid of recipes. Why? It’s true that recipes are important to some extent in the kitchen, but most professional kitchen work relies on intuitive cooking, standardized techniques and procedures and proper mise en place, rather than recipes.

Foodservice educators across North America earn recognition for their creativity in the culinary classroom.

The Idaho Potato Commission (IPC) recognized three educators in the 2014 CAFÉ-Idaho Potato Commission Innovation Awards at the 10th-annual Leadership Conference of the Center for the Advancement of Foodservice Education (CAFÉ) in Salt Lake City this summer.

“Our involvement in encouraging innovation and creativity among culinary instructors and students is very rewarding to us as well as the recipients,” says Don Odiorne, IPC’s vice president of foodservice. “After all, one of the goals of our Idaho potato growers is to reach the next generation of farmers, too, and equip them with the skills to continue to learn, progress and succeed in a changing world.”

Ten years’ worth of surveys, interviews and roundtable discussions reveal the evolution of trends in the education segments.

Courtesy of Y-Pulse (ypulse.org), a division of Olson Communications 

Ten years ago Y-Pulse (www.ypulse.org) began tracking foodservice trends through the nation’s leading foodservice directors in the education segments, as well as their young customers, to give food marketers insight on what would shape the tastes of tomorrow’s consumers. This latest report identifies how young consumers’ tastes are setting the pace for tomorrow’s menus.

In K-12 schools, lunch has become a learning lab empowering young consumers with the knowledge they need to make mindful nutritious choices. Today’s school foodservice directors are serving up a lot more than breakfast and lunch; 96% consider teaching nutrition education to be an important part of their job. On college and university campuses, foodservice directors are on the cutting edge of experimentation with new foods, new concepts and new delivery systems for some of the most demanding consumers in America.

Pastry-chef instructors from Joliet Junior College, SAIT Polytechnic and The Pennsylvania School of Culinary Arts hope to become the 12^th, 13^th and 14^th CMPCs in the United States.

Four pastry chefs from across the nation will gather at Johnson & Wales University in Charlotte, N.C., Aug. 16-23, for the ultimate test—the American Culinary Federation’s (ACF) Certified Master Pastry Chef® (CMPC) exam. The eight-day long exam gives candidates the opportunity to earn the highest professional distinction available and join the elite group of only 11 CMPCs in the nation.

The Certified Master Chef® (CMC) program was initiated in 1981 and granted official recognition by the World Association of Chefs Societies the next year. The CMPC examination, first held in 1993, requires exacting familiarity and proficiency in a broad range of pastry styles and techniques. The most recent CMPC exam was held in 2005 at The Culinary Institute of America in Hyde Park, N.Y. Frank Vollkommer, CMPC, corporate executive chef at Hillcrest Foods in Saratoga Springs, N.Y., was the only candidate to pass the exam and receive the master-chef certification. Currently, there are 67 CMCs and 11 CMPCs in the United States, with a CMC exam scheduled for late 2014.