Product one
Sweet potato & sweet chili chicken box
Figure 36
Figure 36 illustrates the testing of sauces with the sweet potato wedges that occurred. Caesar dressing, mayonnaise, tomato sauce, thai sweet chili sauce and barbecue sauce were all tested. Aioli was also tested, however as it was not already available in the canteen and was an extra cost, the decision was not to use it. The caesar dressing was by far the best fit for the sweet potato wedges.
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Figure 37
Figure 37 illustrates the time it took to cook the sweet potato wedges to be ready for lunch time. The best fit was to put them in the oven around 9am for approximately an hr (as the oven door is constantly opening and closing) and to move them to the pie warmer to keep warm until serving time. This has occurred as it is the best process to go by to fit in with the rest of the foods that also need to be cooked.
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Figure 38
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Figure 38 shows how the final combination of the product was tested with 6 students and 3 teachers. A survey was conducted during the testing of the product. Questions asked include:
1. Which sauce do you prefer? Aioli dressing Caesar dressing 2. What was easier to get the sauce from? Squeeze Tub 3. Was the combination good? Was there anything you would leave our or change/add? Yes no 4. On a scale of 1-5 how did the product smell? 1 2 3 4 5 5. On a scale of 1-5 how did the product taste? 1 2 3 4 5 6. On a scale of 1-5 how did the product look? 1 2 3 4 5 7. Would you eat this product if it was introduced on the canteen menu? Yes no 8. How much would you pay for this product? $1 $1.50 $2 $2.50 $3 $3.50 |
Sweet Chili tenders = $65.68 (5kg) ÷ 5
= $13.13 ÷ 17 (amount in bag) = 0.77 c Sweet potato wedges = $34.65 (box) ÷ 6 = $5.77 (bag) ÷ 5 portions = $1.15 |
Caesar dressing = $17.71 ÷ 100 (100 portions in box)
= 0.18 c each Container = 0.01 c Total = $2.11 |
(Formula =2.11 + 0.5 + 0.15 x 1.43 = $3.30
Therefore selling price = $3.50
Therefore selling price = $3.50
Product two
Roast beef, coleslaw and gravy burger
Figure 46 illustrates the burger combination of roast beef, coleslaw and gravy without the caesar dressing. As the test subjects identified that the burger was a dry the decision to add the caesar dressing to the burger occurred. This is shown in figure 47, and is the final combination of the burger that will be tested on 9 individuals within the school.
Figure 48
Figure 48 shows how the final combination of product was tested with 6 students and 3 teachers. A survey was conducted during the testing of the product. Questions asked include:
1. Is the combination of roast beef, gravy and coleslaw good? Yes No
2. Could you taste the caesar dressing on the burger? Yes No 3. Do you think the packaging goes well with the burger? Yes No 4. On a scale of 1-5 how did the product smell? 1 2 3 4 5 |
5. On a scale of 1-5 how did the product taste?
1 2 3 4 5 6. On a scale of 1-5 how did the product look? 1 2 3 4 5 7. Would you eat this product if it was introduced on the canteen menu? Yes no 8. How much would you pay for this product? $1 $1.50 $2 $2.50 $3 $3.50 |
Survey results
Costing
Cabbage = $4 ÷ 5 ÷ 5
= 0.16c Bread = 0.35c each Gravy = $3.60 ÷ 4 ÷ 5 = 0.18c |
Container = $36 ÷ 400
= 0.09c Roast beef = $13 ÷ 3 ÷ 5 = $1.44 Total = $2.22c |
Total + profit margin
Therefore selling price = $3.50
Therefore selling price = $3.50
Marketing of the new products
The marketing of the new product occurred through poster form, which is illustrated in figures 56 and 57. This was done in order to get the attention of the students and teachers. It occured to inform them that the canteen staff are taking into consideration the students/teachers opinions by the survey results and creating new products for them. The posters were put up in front of the canteen, around the school and in the notice board of the staff room. The poster was also sent out through email to the whole school. This was the best strategy to follow as individuals would check their emails on a daily basis. Also while walking around the school they would see these posters and stop to read it. The posters in front of the canteen allows individuals waiting in line to see that the new product is now available on the menu and can see this while waiting, deciding what they want to purchase.
Figure 57
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Figure 58
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Sales of products
On the final day of the internship all four products were prepared and sold at lunch time in the canteen. 15 of each products were produced. The results of the selling of these products are as followed:
As there were a lot more dishes to prepare on this day and due to time constraints no images were taken. Although, it was important to complete this process as it demonstrates the popularity of the dishes and how well they would sell against each other in the school canteen. In future, two products could be sold on the same day, however doing all four would be too much work as there is little time to prepare them. Another option could be to have one product sold at recess and other sold at lunch time. This would spread out the work load and reduce food wastage. Usually there are about 20 items left over at the end of the school day. However, when completing this process (reducing the amount of other food and adding these products) it has allowed for the amount of food left over to be reduced, with only 11 items being left over. In future, with further testing this problem can be further reduced.
- Roast Beef Burger: 15 sold
- Sweet Potato & Sweet Chili Chicken Box: 11 sold
- Pasta Salad: 9 sold
- Fruit Salad: 14 sold
As there were a lot more dishes to prepare on this day and due to time constraints no images were taken. Although, it was important to complete this process as it demonstrates the popularity of the dishes and how well they would sell against each other in the school canteen. In future, two products could be sold on the same day, however doing all four would be too much work as there is little time to prepare them. Another option could be to have one product sold at recess and other sold at lunch time. This would spread out the work load and reduce food wastage. Usually there are about 20 items left over at the end of the school day. However, when completing this process (reducing the amount of other food and adding these products) it has allowed for the amount of food left over to be reduced, with only 11 items being left over. In future, with further testing this problem can be further reduced.
Formative evaluation
Testing of the prototypes occurred with the final products chosen as it showed how successful the products will be within the school canteen. From the testing that occurred it is obvious that all four products will be successful with the correct amount produced. Instead of producing 15 of each product it would be better to produce less which will reduce the amount of food left over at the end of the school day. Also the time constrain has been addressed as the testing has enabled individuals to see when the products should be produced throughout the day. The cost of the products has also been established through suggested prices by the test subjects, which was further evaluated by the costing and profit margin formula.
Conclusion
To conclude, the testing of the final solutions was successful as many students and teachers thoroughly enjoyed the introduction of the new food items on the menu. The four products will now be kept on the menu and rotated in terms of days it will be prepared and sold.