PERFORMANCE NEEDS ASSESSMENT

Tyndale St-Georges Community Centre: Kitchen Department

Conducted by Erika Sullivan
CONTEXT LEADING TO PROBLEM
Like many non-profit organisations, Tyndale St-Georges Community Centre is facing a lack of
funding and is experiencing resulting budget cuts (C. Lockhart, personal communication, May 11,
2018). As a result, the individual department heads (which include the Volunteer Coordinator, the
Early Childhood Coordinator, and the Elementary School Coordinator, among others) have had to
take on additional tasks beyond their original job descriptions. The Volunteer Coordinator is now
tasked with managing the kitchen “department” and the staff that work within it. When she took over,
she found that she was spending several hours a month integrating new staff at the expense of her
own volunteer department work and directly taxing the already stressed budget of the community
centre.

DATA COLLECTION
Initial training-based information was collected
earlier this year primarily from the current
Kitchen Supervisor, Monique Barling, and the
most recent (though not currently active)
kitchen staff member.
Information directly related to current
performance and organisational processes was
provided mainly by the individual department
heads during a weekly Leadership meeting.
The coordinators were invited to answer
whichever questions they felt they could answer
from the Chevalier Model, and each quadrant
received 2-3 answers (or more) between the
seven staff members. Multiple answers allowed
for corroboration of data.
A read-through of the Tyndale St-Georges
Human Resource Manual and their most recent
financial statements provided in the 2018
Annual Report (for the Annual General
Meeting) provided additional context and data
points. Performer sketches were based loosely
on my own observations, and were reviewed by
other staff when appropriate.
Given the short timeline for this project, I was
not able to ask questions directly to the current
kitchen staff member, my main performer, but
used conversations with previous kitchen staff
members, observations of their work and
discussions with the kitchen supervisor to
inform my knowledge of this performer.
REQUEST
Tyndale St-Georges cannot continue funding the overtime hours worked by the Volunteer
Coordinator. Tyndale’s Executive Director, Christopher Lockhart, has requested a training program to
aid the Volunteer Coordinator in managing the kitchen department. In turn, the Volunteer Coordinator
has requested materials that will “inform new kitchen staff of their various duties, and help them to be
autonomous in carrying out their duties” (M. Barling, personal communication, September 28, 2018).

BUSINESS NEED
Better performance will lead to kitchen staff that work autonomously in the kitchen and reduce the time
the Volunteer Coordinator must devote to managing this position, thus reducing overtime hours and
containing expenses for the community centre.
IDEAL PERFORMANCE: Narrative
JOB 1: The kitchen staff member completes their kitchen tasks autonomously.
Marvin has completed the kitchen training and is beginning his third week of
work in the kitchen. He arrives at work at the designated start time and
stores his personal belongings in the allocated locker. He washes his hands
and assesses the available food. Yesterday, while sorting through the
donations, he had planned to serve to serve fish sticks and raw vegetables
to the children participating in the after-school program. He verifies that there
are enough fish sticks to serve each of the children and checks if the
vegetables need preparation. When he opens the fridge, he sees that the
designated vegetables are actually missing (another staff member has taken
them for their own program) and looks for a suitable substitute. He spots
some apples, counts out enough, washes and pre-slices them ands puts
MARVIN them back in the fridge for later. He washes the knife and puts it in the rack
to dry, out of reach of the children.
When the children arrive, he portions out the food and places two bins on the
table for the children to place their dishes in after they’ve finished eating.
While he waits for the children to eat, he wipes down the counters and puts
all his prep dishes in the dishwasher.

IDEAL PERFORMANCE: Tasks

End result: Perform kitchen tasks

Main Task Supporting Tasks
1. Determine the amount of food that is needed
Obtain food for daily meal 2. Determine if donated food is servable
3. Purchase additional food as needed

1. Choose ingredients to make a healthy meal

Serve the daily meal to the
participants in the after-school 2. Prepare food for the meal
program 3. Distribute the food to the children

1. Adhere to safety procedures

Maintain conditions for food 2. Adhere to hygiene procedures
preparation in the kitchen
3. Maintain an organised kitchen
CURRENT PERFORMANCE: Narrative
Marvin has completed the kitchen training and is beginning his third week of
work in the kitchen. He arrives a few minutes late and leaves his coat on the
counter. He can’t figure out what he wants to serve, so he decides he will check
with the Volunteer Coordinator in her office. They return to the kitchen together
and she opens the freezer to choose something for the children to eat. She
suggests the fish sticks, and Marvin reads the box to learn how to make them.
Marvin still has an hour and a half before he must serve food to the children
and feeling like he has nothing else to do he opts to play on his phone until he
MARVIN has to work again. An hour later, he suddenly remembers that he should have
preheated the oven. He calculates that he will not be able to cook the food on
time so he opens the dry food cabinet to choose something else. He spots
some granola bars and decides to serve them instead. As he is giving out the
bars he notices that they are expired so he hastily collects them back.
Desperate, he finds some apples and gives them out instead. When the apples
are all handed out he grabs his jacket and heads out. Walking out the front
door, he remembers that he should have washed his hands before touching the
food. He vows to do better the next day.

CURRENT PERFORMANCE: Tasks

End result: Sometime performs kitchen tasks

Main Task Supporting Tasks

Have food for daily meal 1. Guess how much food is needed

Help serve the daily meal to 1. Prepare food to serve

most (or all) of the participants 2. Distribute food to most (or all) of the children
in the after-school program

1. Adhere to some safety procedures

Maintain conditions for food 2. Adhere to some hygiene procedures
preparation in the kitchen
3. Maintain a disorganised kitchen
 KITCHEN STAFF

PERFORMER: Demographics and sketches

The main performers are the kitchen staff, they usually:
 have little to no previous experience in a commercial kitchen
 are aged 18 to 28 years old
 do not have any post secondary education
 are primarily anglophone speakers
 either visited the community centre in their youth and/or have children currently within the program

Chyan graduated from high school 3 months ago and has begun working at
Tyndale St-Georges at her mother’s urging. She usually shows up to work a little
late, figuring no one is there to check on her anyway. She isn’t interested in
cooking or doing dishes, so she tends to serve snack foods like granola bars and
gold fish crackers. She enjoyed the training but at the end of the day she just wants
to get out of there without too much work. She feels her pay is not high enough to
make any effort really worth it. So, she stacks napkins beside the gold fish
crackers, grabs a handful of crackers to snack on and gestures to the children to
CHYAN take as they want.

KITCHEN EXPERIENCE MOTIVATION

Thomas is new to the kitchen department at Tyndale St-Georges. He found the

training very informative but is struggling to implement all of the practices in his
daily routine. He hasn’t quite gotten the hang of shopping for a large group of
people and has even run out of food to serve the children before. Sometimes, he
finds that he doesn’t have enough time to get everything done in one day, but he
hopes that as he becomes comfortable doing each activity things will be smoother
in the kitchen.
THOMAS
KITCHEN EXPERIENCE MOTIVATION

Arayah is a parent of two after-school participants and has been a kitchen staff
member for 3 years. She feels confident in the kitchen and is at ease preparing
food and cleaning up. In fact, she is considering going back to school to become a
chef. She was surprised to see that many of her routines, though effective, were
not compatible with the policies being implemented with the new kitchen training.
She knows she is doing a good job feeding the children, so she refuses to integrate
anything new such as healthy meal planning or knife safety protocols. As she has
known many of the children for 3 years or more and she has developed a positive
ARAYAH relationship with the children and can be very influential.

KITCHEN EXPERIENCE MOTIVATION

 COMMUNITY CENTRE STAFF
Animators
PERFORMER: Demographics and sketches
The animators and educators that work with the kitchen staff to get food to their participants are
secondary performers. They usually:
 are aged 18 to 28 years old and work part time at minimum wage (which can result in staff that
are “out-of-the-loop” and a high turnover rate in the department)
 start off very enthusiastic and cheerful but get a little worn down over time, because
working with children can be tiring

Mary works in the Early Childhood Department and needs to use the kitchen
regularly for her programming. Whenever she goes to the kitchen she takes
whatever she wants. She has a sense that she should be checking with someone
before she does this, but figures it doesn’t matter as long the materials is being
used for the children in the program. Despite her intentions, she is too busy with
parents and children to return the materials to the kitchen. She can usually get
everything back to the kitchen within a few days.

MARY
KEEPS INFORMED ENERGY LEVEL

Kadeem is an animator for the high school program. He comes in after the kitchen
staff member has left for the day. Normally, she leaves some meals for the high-
schoolers and Kadeem is responsible for handing out the meals and collecting and
washing the dishes afterwards. However, he is often too busy to make sure that
everything is cleaned up afterwards and ends up leaving the dirty dishes in the
sink. He is a responsible staff member though, and with some support, he would be
willing to follow all policies.
KADEEM
KEEPS INFORMED ENERGY LEVEL

Abdullah is an educator for the After-School Program. When he serves the children
during snack-time he coordinates with the kitchen staff member to make sure that
every child is served. When the children are finished eating he reminds them to
throw out any food scraps and to stack their plates in the bin. Afterwards he wipes
the tables down with a cloth while the children are playing. While Abdullah enjoys
his work, he doesn’t check his emails regularly to keep up to date with the news
and any policies being implemented at Tyndale. Often, the kitchen staff has to
ABDULLAH teach him what’s new and this can take time away from her own work.

KEEPS INFORMED ENERGY LEVEL

 PARTICIPANTS

PERFORMER: Demographics and sketches

The final group of performers is the students of the After-School Program, as whether they eat or not
has a direct impact on the success of the kitchen staff position. These children are:
 mostly elementary-aged
 anglophone speakers
 tend to have dietary restrictions as two main populations we serve are children of Bengali or
Pakistani descent (these populations have immigrated to the neighbourhood in large numbers)
 display a wide range of behaviours

Ilyas is a kindergarten student starting his first year at Tyndale. He hasn’t quite
adapted to the meal time routine and often distracts others by running around the
room while playing and yelling. He rarely finishes his own food, not because he
doesn’t like to eat, but because he’s having too much fun playing around.
Occasionally, he keeps others from eating as well. The educators have tried to
correct him, but he seems to have forgotten what is expected of him by the next
day.
Ilyas
GOOD BEHAVIOUR GOOD EATER

Despite reports that he doesn’t always get enough to eat at home, Jaquon eats
very little at Tyndale St-Georges Community Centre. Sometimes he is busy in the
bathroom or the library, other time he expresses that he doesn’t like the food that is
being served. Educators have noticed that Jaquon has refused to eat any food
items that seem “unusual” (like Kraft Dinner with peppers in them, Lasagna with
mushrooms) and generally avoids fruits and vegetables.

JAQUON
GOOD BEHAVIOUR GOOD EATER

Sharin is a student in grade 6. Snack time is one of her favourite times of day
because she gets to help the staff with their tasks. After she hangs up her coat and
backpack, she is quick to hand out utensils and to pour water for the children. She
even gently encourages children to eat. When she is helping clean up at the end of
the meal, she almost always spills water because the cups half-filed with water are
easy to knock over. Whenever this happens, she tells the kitchen staff that there’s
a mess and heads upstairs to do homework.
SHARIN

GOOD BEHAVIOUR GOOD EATER

KITCHEN CONTEXT
As the neighbourhood, Little Burgundy, is classified as having the “highest concentration of low-income
housing in Quebec” (Tyndale St-Georges, n.d.) the daily meal is an important service being offered by
Tyndale St-Georges. The kitchen is used by both the Early Childhood Program and the After-School
Program (ASP), but the kitchen staff is only expected to prepare and provide food to ASP’s 60
elementary-aged children and 25 high school-aged students that attend each day. These participants
are diverse and so the kitchen maintains conditions to serve Muslim populations and vegetarian eaters.

Physically, the kitchen opens into the community dining room and the kitchen staff member interacts
with the participants regularly. This year training was implemented, but the kitchen supervisor continues
to notice a lack of autonomy in the kitchen staff, so possible performance interventions are being
explored.

CONSTRAINTS
Environment constraints: The kitchen is
generally quiet, but can fill with staff or program
participants working on projects throughout the
day. The other staff in the building are not
always guaranteed to follow policies that have
been put in place, and this can result in
misplaced (or even stolen) materials. While the
appliances are generally adequate for food
preparation, the dishwasher breaks down
periodically.
Project constraints: All intervention materials
need be developed in English, as this is the
primary language of the community centre.
Food-based interventions must be suited for the
dietary restrictions of the populations Tyndale
serves. Interventions for children need to use
images and messaging that is accessible for
children of all ages. Finally, not all staff have
access to organisational emails, so alternative
methods of information dissemination must by
considered.
BUSINESS OBJECTIVE
Given suboptimal kitchen-related performance, Tyndale will prepare the kitchen staff to work
autonomously to contain expenses, and the Volunteer Coordinator will need fewer than 1 hour of
overtime a week.

PERFORMANCE OBJECTIVES

KITCHEN STAFF
Job 1: The new kitchen staff member completes the kitchen tasks autonomously.

Main 1: Given 2 hours of preparation time, the kitchen staff will serve the daily meal to all of the
participants in the after-school program.
Supporting 1.1*: Given the need to provide nutritious food, the kitchen staff chooses the
appropriate ingredients that will produce a healthy meal (according to Canada’s Food
Guide).
Supporting 1.2: Given raw foodstuffs, the kitchen staff prepares the food until it is ready to
serve.

Main 2: Given a number of children to serve, the kitchen staff obtains food so that there is enough
for the participants to eat.
Supporting 2.1*: Given food stuffs and the daily attendance numbers, the kitchen staff
determines the appropriate amount of food, that reflects the provided child-to-food ratios.
Supporting 2.2: Given donated food, the kitchen staff member determines if the food is
serve-worthy (considering nutrition and food safety criteria).
Supporting 2.3: Given an absence of suitable food, the kitchen staff member purchases
additional food stuffs while sticking to the $100 per week budget.

*Kitchen Staff are required to complete reach additional objectives, but only the ones outlined
here require interventions at present.
 COMMUNITY CENTRE STAFF
Animators
Main 1: Given the need to provide nourishment for participants in their own programs, the staff at
Tyndale St-Georges use the resources within the kitchen to provide food to all of the participants.
Supporting 1.1: Given the need to serve food, the centre staff coordinate the use of the
utensils and the dishes with the kitchen staff, before they take them.
Supporting 1.2: Given the need to provide food, the centre staff coordinate the use of the
food stuffs with the kitchen staff, before they use them.
Supporting 1.3: Given the need to keep the kitchen organised, the centre staff coordinate
clean-up routines with the kitchen staff, so that the kitchen is maintained in a hygienic
manner.

Main 2: Given evolving policies at Tyndale, the staff read memos and/or emails each time that new
notifications are sent out.

Main 3: Given the need to keep things calm in the community room, the staff at Tyndale St-Georges
communicate with the children, so that all participants are behaving.

PARTICIPANTS
Main 1: Given acceptable* food, the child eats their food until they are full.
*child-appropriate, nutritionally appropriate, meets dietary needs/restrictions

Main 2: Given their own used dishes, the child places their dishes in the bin before they begin their
next activity.
Supporting 2.1: Given leftover food items on their plate, the child places food scraps in the
garbage before they sort their dishes.
Supporting 2.2: Given distinct areas for various dishes (i.e. a place for bowls, a place for
cups, a place for utensils), the child places each item so that it is in its place.

Main 3: Given close proximity of several children in one room, the child follows instructions from
their educator so that they are behaving as instructed.
 CAUSE ANALYSIS: Application of Chevalier Model
Information Resources Incentives/Consequences
Mission Necessary materials Tyndale-wide incentives
- Tyndale provides resources to the neighbourhood - Yes, I mean, I think so. I’ve been working hard to make sure that - There are none… we can’t even get raises. There
community - to some people outside of the everything is in the kitchen. But sometimes things go missing, are no performance evaluations… MB
community too. Usually we can fundraise but we and it’s super frustrating. I think that they could have more - Incentives? We don’t have any. CD
have ups and downs. This year we are meeting our copies of lists and things, we don’t know we need to print them - I’ve had one raise in more than 8 years. MP
goals.For the
We cut privacy
some of hours.
[employee] the participants,
The funding these
out. MB (candid) answers will not be made
director emails updates to each department head - Yes. It took me a while to figure out where everything is. And Feedback
available
with their publicly.
numbers every month. CLYou can find thesometimes
questions thingsfor the
are not Chevalier
where they shouldmodel
be. The in the - Honestly, I try to tell the kitchen staff right away
appendix.
- The Annual Report 2017 - 2018 provides statistics departments sometimes take the dishes and food we need. LB when something is wrong but I don’t always know
about money fundraised each year, as well as the - There have been conflicts with my staff needing materials at the that it was their fault…a lot of people go int the
cost of running each department. Mission same time as the afterschool program. We should have a kitchen... MB
messaging is clear on their website as well. system. MP
Environment

Training
- We don’t have anything formal in place to train new
staff in the Early Childhood Department. We have
routines but not written down. I haven’t seen any
training materials in the other departments either.
MP
Transparency & Growth
- Most info is given out by email. In our department it
can be a problem. Not all our staff check their
emails, some don’t even have Tyndale email
addresses. So I tell everyone everything when I
see them. DJ
- Each person has $500 for professional
development but we don’t really know how to use
it. MP
- The Leadership team is actively working to
increase transparency between departments.
Knowledge/Skills
Expectation
- I think after the training it’s pretty clear what the
staff have to do. MB
- Yeah. The kitchen staff member gets food to the
kids, and that’s the most important expectation. DJ
Individual
Management
- Again, I think so. I don’t give as much support as I would like to
but I just don’t have time. And with my health issues I have to
work at home sometimes but she can text me anytime. I don’t
really think that I should be in charge of the kitchen but that’s
what Chris wants… MB
- The high school program has suffered from a lack of
communication to the kitchen staff. If it’s because of a lack of
guidance, I can’t say, but the kitchen staff member isn’t always
providing what we need to us. AA
Facilities
- Yes, we have industrial everything, and we just fixed the broken
oven. The dishwasher is a pain though… It’s always left on and
gets clogged. MB
- We use the kitchen regularly, and we always have what we
need. MP
- It’s fine. Sometimes we don’t have enough freezer space. AA
Capacity
Capacity
- Yes, I think so. Since Chris okayed hiring externally we were able
to get better candidates. Our current staff is fantastic. Very good at
making healthy meals. Super easy going too. It sucks that she’s
leaving in 2 months! MB
Acceptance
- Yes, people have been nice to me. I’m new to
Canada, and I have learned a lot from my
coworkers. LB
- It depends who, I know there have been
incidences in the past of management not
supporting staff. It’s happening now. We just had
to let go our family resource coordinator because
the director and the board didn’t think that their
work was necessary. That’s a significant problem.
How can you do your job if the management
doesn’t think your job matters? AA
Motivation
Professional Goals
- I have a degree in Social work, so the kitchen
work wasn’t really helping me with my
professional goals. But it did help me to get a
job working with the children after. Now I am

very happy with my work. LB

Incentives/Consequences Anxiety
- No, not for the kitchen staff, and definitely not for - It’s happened that the staff didn’t like shopping. Usually they have Motivation
us… MB to go out and get some groceries, and not everyone is good at - What would motivate the kitchen staff? Honestly, I
- There is no mention of incentives or consequences that. And if they don’t have a car it’s tricky to get things in bulk, but don’t know. I think we have a positive
in the documentation (though unacceptable that’s the only way to save money really. I have to go with them relationship, but the pay is not great, and there’s
behaviour is outlined). when that happens. MB no prizes or anything. I think the person just has
to want to do a good job. MB
Communication
- We text each other, it works ok. It’s pretty
immediate so that’s good. MB
(C. Lockhart, M. Parinova, D. Jones, M, Barling, A. Anthony, & C. Divapoulos, personal communication, February 6, 2019) (L. Borneck, personal communication, September 28, 2018).
CAUSE ANALYSIS: Reflection on Findings
Initially, I chose the recommended Swanson Performance Diagnosis Metric for Enabling Questions
(Naffi, 2019) and swapped the Team Level column for a Management Column, as introduced by
Rummler And Brache’s Nine Boxes Model. Finding that many of the questions were not directly
applicable, I switched over to Chevalier’s Updated BEM and supplemented those questions with some
of the questions from the previous models. Generally, the questions provided adequate avenues for
exploring the many factors that may be impacting performance at Tyndale St-Georges. The
Leadership Team (the coordinators from each department) answered the questions and provided
varied and thorough answers. Additional sources (organisational materials and literature) were
consulted as well. The primary areas requiring interventions are explored below.

Looking at environment and information, Looking at environment and incentives,

Tyndale St-Georges is lacking inter-
departmental communication. The departments
work in silos and staff are often not aware of
what is happening within other departments.
People are pressed for time, generally underpaid
and activities at the centre change frequently.
There is nothing in place to get evolving info to
people quickly. There is confusion about what
should be sent out as ALL STAFF emails and
even about who has access to these emails.
There are no organization-wide communication
guidelines to ensure that all information gets to
all staff perhaps because it has never been
identified as a priority. This problem is
compounded by high turnover rates across
multiple departments, making it difficult for new
systems to be implemented with any
consistency.
Looking at environment and resources,
the kitchen is surprisingly well-equipped.
One serious challenge is that there is no
oversight of the materials in the kitchen and
items go missing with high frequency. There are
no cameras in place and no procedures outlined
for what happens when someone is caught
Sensitive
stealing information.
or using materials for themselves. The
lack of oversight is likely linked to the merging of
positions: now the volunteer director has to
manage the kitchen on top of her own tasks,
when before there was an entire position devoted
to this task.
The dishwasher is often broken, likely through
misuse based on inexperience. It receives heavy
use every day and no instructions have been
given for using the dishwasher.
in brief, there are none at Tyndale. Why?
Going back in the organisation’s literature, there
seems to have never been any formally outlined
incentive or consequence structure. This lack of
growth opportunities has been a main concern
and has been brought up regularly during staff
meetings going back at least 5 years.
Sensitivereport
Coordinators information.
that there has only been one
opportunity for raises during the last 8 years.
Sometimes the non-profit nature of the
organisation is cited as the reason why budgets
are tight. The current director has stated that he
sees non-profit work as a stepping-stone before
people move on. There seems to be little effort at
staff retention. Incentives are not discussed
publicly, and consequences seem to be given as
warnings (before being let-go) rather than as
corrective measures. Efforts to put performance
evaluations in place have not led to follow-up
evaluations, which again, may be linked to a high
turnover. The trend follows through into the
kitchen and nothing is in place to incentivise or
evaluate kitchen performance. The kitchen
manager has stated that she is overworked and
finds it very challenging to juggle the Volunteer
department and the kitchen at once.
Looking at individual and knowledge,
the kitchen manager and kitchen staff have a
functioning system in place for communication.
Though, texting may not always be ideal for staff
holding these positions in the future and an
alternative should be considered.
SUMMATIVE EVALUATION
In order to determine the effectiveness of interventions in the kitchen department, evaluations have
been developed to explore three levels of evidence: engagement, performance and organisation.
Evaluations will primarily take the form of structured observations and checklists, as the evaluator will
be looking for evidence of performance (rather than simply asking if performance has happened). For
specific examples of what can be monitored see the table below.

KITCHEN STAFF
1.1: Given the need to 1.2: Given raw 2.1: Given food stuffs 2.2: Given donated 2.3: Given an absence
provide nutritious food, foodstuffs, the kitchen and the daily food, the kitchen staff of suitable food, the
Supporting Objective

the kitchen staff staff prepares the food attendance numbers, member determines if kitchen staff member
chooses the until it is ready to the kitchen staff the food is serve- purchases additional
appropriate serve. determines the worthy (considering food stuffs while
ingredients that will appropriate amount of nutrition and food sticking to the $100
produce a healthy food, that reflects the safety criteria). per week budget.
meal (according to provided child-to-food
Canada’s Food ratios.
Guide).

 There’s an updated  There are  There are class lists  There are  There’s a shopping
Canada’s Food Guide instructions on how to present in the kitchen instructions on how to list present
pamphlet or poster prepare food (e.g.  There are child-to- tell if produce has  The kitchen staff
Evidence of Engagement

present in the kitchen “ways to chop carrots”) food ratio tables gone bad member has
(“in the kitchen” is a present present  The kitchen staff requested hours to go
given for all entries)  There are unused  There’s a calculator asks questions about shopping (in the
 There’s a notepad or but ready prep tools present what food is future)
shopping list of healthy like peelers or  There are notes on appropriate so they  There are grocery
ingredients present blenders visible on paperwork regarding are prepared store flyers/coupons
 There’s a cookbook counters numbers (e.g. the present
or printed recipes of class list “4 cups rice?”
SUMMATIVE EVALUATION continued
healthy meals present beside it)

 When a prepared  There are dirtied  The kitchen staff can  There are unsuitable  There are grocery
meal is examined, the food prep items, like be seen/heard food products in the bags with groceries in
Evidence of Performance

contributing pots, knives and bowls counting portions garbage/compost (e.g. them in the kitchen
ingredients are present  There are notes on rotten food)  Relevant receipts are
present in the same  The oven has been paperwork regarding  There are unsuitable being given to the
ratios as on the Food used (it is warm) numbers (e.g. the food products given to accountant
Guide  Cooked meals are class list “4 cups parents to take home
being served to rice✓” beside it) (e.g. candies, pork
participants  There are few extra etc.)
 The room smells of plates left over after
food cooking serving
 Educators note  Parents remark on  Educators note less  There’s a decrease  The accountant
improved focus of the quality of the food is being wasted in food poisoning (or notes that the kitchen
participants during meals at Tyndale and during meal time no food poisoning at budget is not going
Evidence in Organisation

homework time give positive reviews  Educators note that all) among the children over
(assuming a link when given the there are enough at the centre
between healthy opportunity portions for all children  There’s available
eating and mental  There’s a general during meal time storage space on
capacity) decrease in children counters and fridge
 Parents recommend asking for more food shelves (because old
Tyndale in part because they are still food is getting cleared
because of their hungry (i.e. the out)
healthy meals – prepared food is more
enrolment increases hearty than granola
bars)
 COMMUNITY CENTRE STAFF PARTICIPANTS
Animators
Main 2: Given evolving Main 3: Given the need to Main 2: Given their own Main 3: Given close
policies at Tyndale, the keep things calm in the used dishes, the child proximity of several
Main Objective

staff read memos and/or
emails each time that new
notifications are sent out.
community room, the staff
at Tyndale St-Georges
communicate with the
children, so that all
participants are behaving.
places their dishes in the
bin before they begin their
next activity.
children in one room, the
child follows instructions
from their educator so that
they are behaving as
instructed.

 The staff asks their  There are books about  The child identifies where  The child is looking at the
Evidence of Engagement

supervisor for instructions classroom management in the bin is educator

on how to access the the staff office
emails  Staff are asking for
suggestions about
rewarding and disciplining
children
 The child asks where  The child is keeping quiet
each item goes (to hear instructions – not
necessarily to follow
instruction)

 Monitored employee  There are posters  The bin is full of sorted  The child is able to
Evidence of Performance

email accounts display displaying expected dishes. complete whichever action

emails as “read”
 Staff respond to emails
behaviour in the community
room
 Staff can be heard giving
instructions to children
 It’s quieter in the
community room
 There are no dishes left
on the table.
 Children are observed
sorting dishes.
 Children state that they
have sorted dishes.
is being asked of them (e.g.
line up, push in their chair
etc.)
 The child is earning
rewards according to the
incentive program

 Staff can answer  Other staff note/remark  The kitchen staff have  Children have more time
Evidence in Organisation

questions about what is
happening at Tyndale and
seem informed
on good habits (sitting and
eating quietly, for example)
that the children are picking
up
more time for other tasks
or, can leave earlier
(because they spend less
time sorting dishes before
putting them in the
dishwasher)
for homework (as less time
is wasted while they are
being disciplined)
 There is a lower turnover
rate related to staff burnout
based on challenging
behavior

SUMMATIVE EVALUATION INSTRUMENTS

Sample evaluative instruments have been developed.
A weekly collection of the kitchen staff shopping lists to check for engagement in the healthy meal
objective.
 An observation checklist for the kitchen manager to use while determining if the kitchen staff is
meeting performance objectives related to preparing healthy meals.
A spreadsheet produced by the accountant each month to evaluate if the kitchen staff is maintaining
budget objectives for the organisation (this sample is not available in this version).
 Appendix

References
Naffi, N. (2019). Defining the performance gap: The needs assessment revisited [Powerpoint slides]. Retrieved

from https://moodle.concordia.ca/moodle/course/view.php?id=114863

Tyndale St-Georges Community Centre. (n.d.). Little Burgundy [Website page]. Retrieved from

https://www.tyndalestgeorges.com/little-burgundy.html

Tyndale St-Georges Community Centre. (2017). Employee policy handbook. Internal handbook: unpublished.

Tyndale St-Georges Community Centre. (2018). Annual report 2017-2018. Retrieved from

https://www.tyndalestgeorges.com/uploads/2/8/4/5/28450747/final_annual_report_en_2017-2018.pdf
 Questions Asked through the Chevalier’s Updated BEM

Information Resources Incentives/Consequences

Environment Mission Necessary materials Tyndale-wide incentives:

What need is Tyndale meeting? Is it
successful in meeting this need (Is Tyndale
able to fundraise based on its mission)?
Are these elements clearly documented and
dissipated to staff?
Training
Does Tyndale establish and maintain
training policies and resources? How often
Is training updated across the departments?
Who is in charge of maintaining and
enforcing up-to-date training practices?
Transparency & Growth
Are employees offered opportunities for
professional development? How is
information communicated to staff? Do
staff have decision making power?
Does the kitchen staff member have all of
the materials and resources they need to
complete their job?
Management
Does the kitchen staff member have all of
the support they need to complete their
job? Does management provide guidance
to kitchen staff?
Facilities
Are the kitchen facilities conducive to the
tasks that are expected (stove, fridge,
cupboards, space etc).
What are the organization-wide incentives
for “doing your job” at Tyndale? How do
you know if they are effective?
Feedback
Is feedback from management timely?
Are incentives and consequences
appropriate?
Acceptance
Do you feel that your peers accept and
support you?

Knowledge/Skills Capacity Motivation

Individual Knowledge to complete task Capacity Professional Goals

Do you feel that you know everything that
you need to in order to do your job
completely? Please elaborate. Do you think
the training was valuable? Useful?
This question wasn’t asked (it is assumed
the training addressed this).
Expectation
Do you feel you know what is expected of
you in your role? Please elaborate.
Does the individual have the mental,
physical, and emotional capacity to
perform?
Anxiety
Does anything at work make you anxious
or fearful?
What are your long-term professional
goals? In what ways do you think Tyndale
will help you to achieve your goals
What motivates you to do your job well?
If nothing, what would motivate you? (Job
performance and self worth – identifying
with job)

Incentives/Consequences
Are incentive and consequences clearly
outlined?

Communication
Is a method in place for ongoing
communication? Is it effective?
 Sample Instrument: Evidence for the Engagement

Kitchen Training Program: Evaluation of Effort

Trainer: Once a week, collect a few shopping lists from the kitchen staff. Look at the list before the
staff goes shopping so that you can check for alliance with Canada’s Food guide and suggest
alternatives where appropriate. Make some notes below:

Kitchen Staff: Signature:

Evaluation by: Date:

Check for the food items on the list: N/A No Yes

Are the items aligned with Canada’s Food guide

Recommendations?

Notes and areas for improvement:

Comments from kitchen staff:

 Sample Instrument: Evidence for the Performance

Kitchen Training Program: Evaluation of Ongoing Performance

Trainer: Every 3 to 4 weeks (or, as often is needed), observe the behavior of the new kitchen staff to
determine if they are meeting their performance objectives. Use the results to monitor for areas
needing improvement and coach/train as necessary.

Kitchen Staff: Signature:

Evaluation by: Date:

Check for PERFORMANCE, that is, evidence that the objective Objective Met?
has been met. N/A No Yes
1.1: Given the need to provide nutritious food, the
kitchen staff chooses the appropriate ingredients
that will produce a healthy meal (according to
Canada’s Food Guide).
Evidence (provide evidence whether the staff received a “No” or “Yes”): Notes:

1.2: Given raw foodstuffs, the kitchen staff prepares

the food until it is ready to serve.
Evidence (provide evidence whether the staff received a “No” or “Yes”): Notes:

Comments from kitchen staff: