Acitve Managerial Control: Influence Change Like an Instructional Designer

ACTIVE MANAGERIAL CONTROL Influence Change Like an
Instructional Designer!
SEE OUR OTHER PROJECTS AT STATEFOODSAFETY.COM!

ABOUT ME
SHAMELESS SELF-PROMOTION
• Editor in Chief, Vice President of Product Development
• Instructional Designer
• CCFS, CP-FS
• Developed hundreds of hours of training for food
workers and managers
Find me: www.linkedin.com/in/emileefollett

GROUP DISCUSSION: ACTIVE MANAGERIAL CONTROL
1. Who is your learner?
2. What are the learning objectives?
3. What are our goals? What can go wrong?
4. How will the teaching process take place?
5. What resources are needed to facilitate change in behavior?
Think of one or two managers or facilities that need help.

EXPECT TO TAKE AWAY…
• Greater understanding of Active Managerial Control and its affect on
food safety.
• Appreciation of the manager as a learner, and what challenges they face.
• Tips on teaching your learner to positively influence behavioral change.
• Suggestions on how to get the most out of your closing interview after
inspection.
• Free resources so you can try these new approaches immediately!

Q: WHAT IS ACTIVE MANAGERIAL CONTROL?

Q: WHAT IS ACTIVE MANAGERIAL CONTROL?
A: The name given to the processes and standards that
managers and PICs use to control hazards to food safety.
1. Identify Issues Relating to Risk Factors
2. Create Policies and Procedures to Resolve Issues
3. Monitor Compliance
4. Verify Risk Factors are Being Controlled

Q: WHO IS THE MANAGER?
Approved Supplier?

•What are the manager’s responsibilities?
•Do managers all have the same:
•Background?
•Experience?
•Education level?
•Language?
•Motivation?
•Risk level?

Here are some things we can count on:
• They oversee some (if not all) aspects of food preparation and service.
• They are legally responsible to operate the facility according to Code.
• They must demonstrate their competency to fulfill a managerial role.
• They may be foodservice experts, but they are not food safety experts.

Why does this matter?
Creates a profile of the
manager as a learner.

Q: WHAT ARE THE LEARNING OBJECTIVES?
BUT FIRST!
Let’s imagine a patient at the
doctor’s office…

How might this example
relate to health inspections?

You must resolve immediate
violations and address root
problems, like missing processes.

Training Gap [trey-ning gap]
(noun)
1. The delta between what a learner needs to know
and what they currently know.

They know:
• Food workers shouldn’t come to work sick.
They DON’T know:
• What symptoms require a food worker to stay home.
• Sick employees can cause an outbreak.
• How to educate their own employees.

Learning Objective [lur-ning uh b-jek-tiv]
(noun)
1. An outcome or statement that captures specifically
what knowledge, skills, and abilities a learner should
be able exhibit following instruction.

BLOOM'S TAXONOMY

Lowest Level of Learning
Highest Level of Learning

Remember that vomiting and
diarrhea require exclusion.
Understand that employee illness is a leading
cause of foodborne illness outbreaks.
Apply food safety regulations when responding to
a sick employee. Ask enough questions.
Analyze how employee illness affects your business and
the safety of food.
Evaluate processes for mitigating risks to your establishment
and the public. What is safe and makes sense?
Create an employee illness policy and implement it.
Build upon your knowledge of the issue.

BLOOM’S TAXONOMY
The learner doesn’t always need
to achieve the highest level of
learning.
Look at each situation and risk
factor and determine the
learning objectives.

WHAT ARE YOUR GOALS?
WHAT CAN GO WRONG?

WHAT ARE OUR GOALS?
WHAT CAN GO WRONG?
Challenges:
• Dynamic tension between manager and inspector
• Not enough time with each manager
• Language or cultural barriers
• Inspector’s inexperience or insecurity as an educator
• Lack of resources

MANAGERS SAY THEY FEEL…
Intimidation
Fear
Petrified
Apprehension
Adversarial

MANAGERS SAY THEY WANT…
Enthusiasm
A Partner
Help
A Mentor
Solutions

WHAT ARE YOUR GOALS?
WHAT CAN GO WRONG?
Goals:
• Keep the public safe
• Keep restaurants open
• Elevate the manager’s knowledge
• Improve processes
• Reinforce existing food safety practices
• Promote positive behavioral change!

Q: HOW WILL THE TEACHING PROCESS TAKE PLACE?

“You’ll get further by asking questions than by
making statements. Asking questions builds a
two-way dialogue.”
-Marguerite Smolen

Find opportunities for diagnostic review. Ask lots of questions.
• Your findings will guide your response.
• Identify training gaps
What is the best inspection process for each manager?
• Usual process
• Maybe you know about existing problems
Evaluate each situation for:
• Tone
• Pace
• Interaction
For your consideration…

1. Conduct an inspection; invite the manager to join you.
2. Discuss what you observe; identify training gaps.
3. Ask the manager questions; focus on policies and procedures.
4. Talk to food workers without the manager; identify discrepancies.
5. Conduct a closing interview:
a) Discuss immediate corrective actions
b) Share knowledge, current news stories, experiences, etc.
c) Provide resources for employee training, manager training, policy implementation…
d) Follow up!
For your consideration…

ABOUT FOLLOW UP:
Knowledge is not the goal!
 For example: 42% of Zimbabweans have HIV, even though there are more
public information projects in place there than anti-smoking in the US.
 2% of American Peace Corp volunteers who go to Zimbabwe return with HIV.
After a training experience:
 Within 24 hours, 70% of the information is forgotten
 Within one week, 90% of the information is forgotten

Keeping the public safe is your goal.
Behavioral change may be necessary.

Be consistent. We hear multiple things from
multiple inspectors. It can be very confusing,
because we want to do the right thing. Also,
share the information you have, specifically
about prevention. Education can make
things easier for everyone.
Bethany
Invite the manager or PIC to join you
during the inspection. Explain things
to us, so we can see what you see.
During the closing interview, help us
find solutions to our problems.
Sometimes we don’t understand what
to do. This would be very helpful.
Alden

Make food safety interesting! Be
excited! We want to know that you
want us to succeed, and we want to
share in your passion for food safety.
Dean
Once we recognize the inspector’s
intimidation factor, we have to
acknowledge the value of their
knowledge base. We each have a job
to do, but the working relationship can
be beneficial to both parties.
Barbara

Q: WHAT RESOURCES ARE NEEDED?

You have options!
Choose the best approach for each situation.

• Impromptu stand-up training
• Planned training, maybe before or after hours
• Pamphlets and brochures
• YouTube videos

StateFoodSafety.com Food Safety Toolkit app (Android, iOS)
 Videos, posters, cartoons, FDA resources, and more!
Email resources directly to manager

StateFoodSafety.com Inspector Toolkit app (Android, iOS)
 Videos, posters, instructional guides, FDA resources
Food Safety Focus Series
 Bite-sized training modules (2-5 minutes)
 Single subject emphasis (handwashing, cleaning in place, etc.)

StateFoodSafety.com Inspector Toolkit app (Android, iOS)
 Videos, posters, instructional guides, FDA resources
Food Safety Focus Series
 Bite-sized training modules (2-5 minutes)
 Single subject emphasis (handwashing, cleaning in place, etc.)
Sample Prerequisite Programs/SOPs
 Employee Illness Policy
 Temperature Logs, etc.

LET’S RECAP:
1. Who is your learner?
2. What are the learning objectives?
3. What are our goals? What can go wrong?
4. How will the teaching process take place?
5. What resources are needed to facilitate change in behavior?

THANK YOU!
Emilee Follett
efollett@statefoodsafety.com
(801) 995-9841
StateFoodSafety.com/resources
Absorb what is useful, discard what is not.
Add what is uniquely your own.
-Bruce Lee

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