Foodservice Management Principles and Practices 12th Edition By Monica Theis – Test Bank


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The Menu
Chapter Overview
This chapter is a comprehensive review of the menu planning function. It begins with a
thorough discussion of the many factors that must be considered during the menu planning
process. Guidelines on how to write various types of menus are included. Additional
guidelines are provided on the design of the posted menu.
Chapter Outline
Meal Plans and Menu Patterns
Organizational Mission and Goals
The Customer
Budget Guidelines
Production and Service Capabilities
Timetable for Planning, Development, and Implementation
Steps in Menu Development
Food Characteristics and Combinations
Menu Evaluation
Writing Menus for Modified Diets
Menu Design and Format
Part 2: The Fundamentals—Chapter 5: The Menu
Learning Objectives
Following completion of this unit, the student will be able to:
• identify facility and customer-specific factors to consider during the menu planning
• develop a timetable for efficient menu planning.
• evaluate existing and newly planned menus against menu planning principles and
facility/customer factors.
• write general menus and adjust for modified diets.
• develop and consider a thorough customer profile before planning a menu
• select an appropriate format for a printed menu.
• use descriptive working in menu writing.
• analyze a new menu’s potential impact on an operation.
• comply with truth-in-menu industry standards and legislation.
• apply menu design principles to produce an effective posted menu.
Learning Enhancement Activities
1. Distribute an actual set of menus from a local healthcare facility. Have the students:
1.1 conduct a computerized nutrient assessment and compare results to nutritional
needs of a specified customer/resident/patient profile.
1.2 conduct a menu item frequency analysis and revise the menu based on the
1.3 evaluate the menus according to food combinations and characteristics.
2. Create a scenario (catering event, theme day). Have the student write a menu
consistent with the scenario.
3. Encourage students to read local and national newspapers. Have the students
identify demographic and sociocultural issues and the impact of these issues on the
menu of various types of foodservice operations. (ex: aging population on retirement
homes, immigration on school menus)
4. Have students visit government web sites and search for menu planning regulations.
(ex: USDA and meal patterns for Child Nutrition Programs)
5. The following two cases actually happened.
Discuss each case within your group. Be prepared to share your team’s thoughts.
1) The foodservice director for a public school (k-12) in Madison put cookies on the
menu for the last day of school before winter break. The cookies had red and green
sprinkles on them. A parent called and shared that she/he felt this was inappropriate
as it promotes a religious holiday.
Question: when planning menus next year, should the director keep this item off the
menu? If so, should cookies with orange and black sprinkles be taken off the menus
that are offered on Halloween? Why or why not?
2) A hospital cafeteria planned a special menu in recognition of February as National
Black History Month. The menu planning team, including an African-American
Part 2: The Fundamentals—Chapter 5: The Menu
dietitian, planned a menu that includes fried chicken, collard greens and sweet potato
pie. At least one employee called and shared that this was an offensive thing to do.
Question: Was the menu planning team out of line? Why or why not?
Part 2: The Fundamentals—Chapter 5: The Menu
Test Questions
Multiple Choice
1. The master menu best represents which component of the systems model?
A. Feedback
B. Memory
C. Controls
D. Outputs
Ans: C Pages 125-126
2. Which of the following is NOT an advantage of a cycle menu?
A. saves time for the menu planner
B. helps in standardizing preparation procedures
C. simplifies purchasing and forecasting
D. allows for use of seasonal foods
Ans: D Page 128
3. Parents of children enrolled at the day care center complain that lunches are
inconsistent in the number of food items offered each day (i.e. some days too few
items are offered, other days too many). Which of the following menu planning tools
will contribute to the resolution of this problem?
A. meal pattern
B. meal plan
C. modified menu extension
D. menu item repeat form
Ans: A Page 130
4. After completing the first draft of winter menus, the dietitian wants to evaluate the
menu’s impact on equipment utilization. The best approach to begin this evaluation
would be to:
A. submit menus to an equipment vendor
B. review the equipment manual
C. have a meeting with the cooks, (production staff), to review the menu
D. develop a standardized recipe for each new menu item
Ans: C Page 143
5. The budget for a school foodservice allocates $ 0.70 per meal for food. This means
A. the food cost for every meal must be below or at $0.70
B. the cost of food, labor, and supplies must average $0.70 per meal
C. high cost items must never be incorporated into the menu
D. total weekly or monthly food costs must average $0.70 per meal
Ans: D Page 143
Part 2: The Fundamentals—Chapter 5: The Menu
6. The following menu is planned for a senior center congregate meal site:
Entrée Side Dishes Dessert
Tuna Noodle Casserole Raspberry Gelatin Orange Sherbet
Creamed Peas
Which food characteristic is in most need of improvement?
A. color
B. texture
C. flavor
D. temperature
Ans: B Page 147
7. A new menu item should first be tested:
A. after it has been incorporated into the existing menu
B. by the customers after it has been served
C. prior to incorporation into the existing menu
D. by soliciting verbal comments from customers
Ans: C Page 148
8. A dietitian and nurse disagree on the definition of a low tyramine diet as established
for their facility. Which document would be most appropriate to clarify the definition?
A. physician’s written diet order
B. diet manual
C. modified menu extension
D. JCAHO standards manual
Ans: B Page 149
9. Which of the following principles of menu design contributes most to a customer’s
ability to visualize menu items as they will appear at the point-of- service?
A. descriptive wording
B. color selection of paper and print
C. font style
D. page layout
Ans: A Page 152
10. Which of the following wording on a menu would not be allowed under the Truth in
Menu legislative guidelines?
A. homemade apple pie – baked on the premises using canned sliced apples
B. 10 oz. USDA. choice top sirloin steak – cooked from 10 oz. raw, USDA
choice top sirloin
C. French dressing – made on the premises
D. fresh green beans almondine – made from frozen green beans
Ans: D Page 152
Part 2: The Fundamentals—Chapter 5: The Menu
True I False (Circle the appropriate response.)
1. T F The static menu is most likely used for hospitals that use the room
service concept for patient meal service.
Ans: T Page 126
2. T F Selective menus are less expensive to administer as compared to non-
select menus
Ans: F Page 130
3. T F Compliance with the Dietary Guidelines for Americans (USDA) is
mandated by federal law for Child Nutrition Programs that receive
federal funding.
Ans: T Page 135
4. T F In a hospital foodservice, the design of the trays may impact the
number and kinds of items offered on the menu.
Ans. T Page 144
5. T F Truth-in-Menu standards are mandated by federal law.
Ans: F Page 152
Matching (Match the letter of the one item that best corresponds to the following
1. Includes two or more choices in some A. single-use menu
or all menu categories.
2. A menu planned for a specific event is B. à la carte menu
not repeated again in the exact same
3. Menu where food items are priced C. table d’hote menu
4. Menus that offer no choice or are D. selective style menu
5. Offers a complete meal at a fixed price. E. non-selective menu
Answers: 1-D Page 130
2-A 126
3-B 130
4-E 130
5-C 130
Part 2: The Fundamentals—Chapter 5: The Menu
Short Answer I Essay (Answer the question completely and concisely in the space
1. You are a newly-hired consultant dietitian for a long-term care facility. You find that
the dietary manager spends a great deal of time each week writing new menus. What
would you suggest?
Key Points
• consider development of cycle menu; cite advantages
Pages 127-128
2. Analyze the USDA Dietary Guidelines, Food Guide Pyramid, and the Dietary
Reference Intakes for their value as menu evaluation tools for nutrition composition in
various types of foodservice operations.
Key Points
• Dietary Guidelines and the Food Guide Pyramid identify types and amounts of
food to include in a healthy die
• DRIs are nutrient specific and can be used to evaluate the nutritional quality of
a menu for a specific, healthy population
Pages 135-141
3. Discuss the recommended steps to use when writing a selective menu that changes
each item each day of the week.
Key Points
• entrees
• soups and sandwiches
• vegetables and side dishes
• salads
• desserts
• garnishes
• breads
• breakfast items
• beverages
Pages 145, 147

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