35-2012.00 · Learning planner
Cooks, Institution and Cafeteria: a task-based learning plan
Prepare and cook large quantities of food for institutions, such as schools, hospitals, or cafeterias.
Explore the complete task inventory first →
Understand the profile before choosing priorities
The table shows the ten highest importance ratings among 30 skills with usable ratings. Skills tied on importance can share a rank. Importance (1–5) and level (0–7) describe different dimensions. A level of 4 is not 4/7 of a course, and neither scale is your personal score. Source dates refer to the underlying rating, not the database release date.
| Skill | Importance / 5 | Level / 7 | Rating date |
|---|---|---|---|
| Monitoring | 3.12 | 3.00 | 08/2019 · Analyst |
| Service Orientation | 3.12 | 3.00 | 08/2019 · Analyst |
| Speaking | 3.12 | 2.88 | 08/2019 · Analyst |
| Judgment and Decision Making | 3.12 | 2.88 | 08/2019 · Analyst |
| Quality Control Analysis | 3.12 | 2.50 | 08/2019 · Analyst |
| Operations Monitoring | 3.12 | 2.38 | 08/2019 · Analyst |
| Coordination | 3.00 | 3.12 | 08/2019 · Analyst |
| Active Listening | 3.00 | 3.00 | 08/2019 · Analyst |
| Time Management | 3.00 | 3.00 | 08/2019 · Analyst |
| Management of Personnel Resources | 3.00 | 3.00 | 08/2019 · Analyst |
Anchor the plan in an actual task
Choose one reported task you want to understand better. Then choose one to three skills and describe an appropriate learning activity, evidence you will review and a date. For practical work requiring authorization, choose relevant coursework, observation or supervised training.
Monitoring
Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Proofread and correct a letter
Level 4: Monitor a meeting and revise the agenda to ensure important topics are discussed
What result or exception would you inspect during the task, and when would you revisit it?
Service Orientation
Actively looking for ways to help people.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Ask customers if they would like a cup of coffee
Level 4: Make flight reservations for customers using an online booking site
What does the person receiving the work need, and how would you confirm the need was met?
Speaking
Talking to others to convey information effectively.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Greet tourists and explain tourist attractions
Level 4: Interview applicants to obtain personal and work history
How would you explain the task, audience needs and next step in a short conversation?
Judgment and Decision Making
Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Decide how scheduling a break will affect work flow
Level 4: Evaluate a loan application for degree of risk
Which options, constraints and consequences would you compare, and what could change the choice?
Quality Control Analysis
Conducting tests and inspections of products, services, or processes to evaluate quality or performance.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Inspect a draft email for errors (e.g., grammar, punctuation)
Level 4: Assess new parts for precision and accuracy to specifications
What is being checked, what defines a defect, and what evidence would be retained?
Operations Monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Monitor completion times while running a computer program
Level 4: Monitor machine functions on an automated production line
Which indicator would you observe, what is its expected range, and how would you record an exception?
Coordination
Adjusting actions in relation to others' actions.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 4: Work with others to put a new roof on a house
Level 2: Schedule appointments for a medical clinic
Who would need what information, and at which handoff would timing matter?
Active Listening
Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Take a customer's order
Level 4: Answer inquiries regarding credit references
What would you ask the other person to clarify, and how would you confirm you understood?
Time Management
Managing one's own time and the time of others.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Keep a monthly calendar of appointments
Level 4: Allocate the time of subordinates to projects for the coming week
What needs to happen first, where is the deadline, and what would you do if time runs short?
Management of Personnel Resources
Motivating, developing, and directing people as they work, identifying the best people for the job.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for cooks, institution and cafeteria.
Level 2: Encourage a coworker who is having difficulty finishing a project
Level 4: Direct the activities of a road repair crew with minimal disruption of traffic flow
What roles, expectations, feedback and support would help people complete the work?
Review the result
Your plan should explain why the selected skills matter for your chosen task, what you will do next and what evidence you will examine. Revisit the plan after that activity. Completing a worksheet or matching an occupation’s ratings does not establish professional competence.
Keep your worksheet
Download before leaving this page. Unsaved writing remains only in the page and is cleared on refresh. Notes and learning actions are not sent to a server. This guide describes an occupation and supports study planning; it does not provide clinical, legal or equipment-operating procedures.
Source and practice material
Occupational context uses the O*NET® 31.0 Database from the U.S. Department of Labor, Employment and Training Administration, under CC BY 4.0. View the occupation.
Skill Workbench selected and adapted the occupational information and added its own fictional cases, calculations, guidance and worksheets. USDOL/ETA has not approved, endorsed or tested these additions. O*NET® is a trademark of USDOL/ETA.