Development of competences for teppanyaki chefs in food and beverage education

Abstract

Purpose The purpose of this paper is to focus on the development of competences for use by professional teppanyaki chefs in food and beverage education in Taiwan. Design/methodology/approach The research methodology includes the Delphi technique and incorporates interviews with three types of experts: instructors from culinary departments at a university, seasoned teppanyaki professionals and owners of teppanyaki establishments. An analysis of the responses provided by these industry experts led to identification of four dimensions of competences needed by teppanyaki chefs: knowledge, technique, affect and attitude. The K-S test involves using a z-test on ordinal variables for single samples to determine whether the sample distribution diverges from the frequency distribution. The z-score is greater than 1.96 which implies significance and consistency. Findings This study analyzed the responses provided by the interviewed experts to identify and extract competences for teppanyaki chefs. The extracted competences comprise four dimensions (knowledge, technique, affect and attitude), 16 work-related tasks and 74 skills items. Originality/value This study includes 16 work-related tasks, and 74 competences. The study recommends the establishment of an organization for competence certification to act as the authority for teppanyaki skill certification. Such an organization could utilize the results from this study as a reference, as could culinary departments at vocational institutes as well as other teppanyaki training courses offered in Taiwan.

Culinary inheritance: a new paradigm of innovating knowledge teaching

“…Situated cognition asserts that conceptual learning is “situated” in the activities through which students acquire knowledge of the concepts being taught (Hickey et al. , 2020; Shyr et al. , 2018).…”

Chef’s Competency as a Key Element in Food Tourism Success: A Literature Review

“…Other scholars also revealed that chefs must master food processing (Antun & Salazar, 2005;Bosselman, 2016;Johnston & Phelan, 2016;Zopiatis & Constanti, 2007). For instance, a study conducted by Shyr, Pan, Huang, and Chang (2018) states that a teppanyaki chef must have four competency dimensions consisting of knowledge, technique, affect and attitude. Zopiatis (2010) stated that this culinary expertise includes knowledge of foodservice operations, knowledge of culinary flavors, and knowledge of recipe and menu development.…”

Increasing restaurants' sales performance: linking suppliers and chefs' culinary knowledge

“…However, few studies have pointed out how chefs and suppliers affect a company's sales performance. Likewise, culinary innovation has always been important in restaurants (Genc and Kozak, 2020;Shyr et al, 2018). However, few studies have noted how restaurants can effectively improve their performance through chefs' tacit knowledge sharing.…”

“…However, few studies have pointed out how chefs and suppliers affect a company's sales performance. Likewise, culinary innovation has always been important in restaurants (Genc and Kozak, 2020; Shyr et al. , 2018).…”

“…Culinary innovation shows that the dishes prepared can be considered an art that gives each restaurant a unique artistic component (Madeira et al, 2021). Chefs' creativity, innovation patterns (Albors- Garrigos et al, 2013) and the ability to follow rapid changes in the market (Madeira et al, 2021) and its suppliers are essential (Della Corte et al, 2018;Shyr et al, 2018). Likewise, suppliers provide raw materials to the chefs and give them up-to-date information that the chef can use in the innovation process.…”