It is not logically possible to be a chef unless you are a cook first. A chef is a cook who has additional responsibility for the actions of another cook; therefore, the fundamental difference between a cook and a chef is one of leadership.
Broadcast and print media editorials and programs often show that producers and editors do not understand the correct description of a cook or chef and often misleadingly portray people to the public as chefs when they are neither a cook nor chef.
Once achieving genuine status of chef using SAKE as a measurement, one is always a chef. Managers, sales, and other careers paths where people evolved from a chef career inherit the title at the last or highest rank achieve as a working chef.
Competency Based Training.
As theoretically sound as competency based training appears to be, there are serious issues with competency training as a commercial cookery-training strategy. The apparent declining level of technical skills and knowledge among young cooks and chefs indicates that competency based training strategy has failed to meet the needs of the commercial cookery industry in Australia.
The notion that once a student demonstrates their ability to do something at school they are commercially competent is contrary with the traditional way a cook learns to perfect their skills at an industry standard and speed.
Techniques learnt at school can be achieved in small quantities or under strict classroom conditions, but still require substantial practice to make perfect. Competency at school does not necessarily equate to being industry ready, which is the expectation of the model and a major reason why there is a shortage of skilled cooks.
Compounding the issue, teachers are required to spend a disproportionate time in assessment at the expense of expanding and further exploring the subject matter.
Cooks are usually highly intelligent people, who often enter into the work force not as well educated as required by many other technical disciplines. Subsequently they are ill equipped to handle a learner-focused approach.
Teaching to a mastery level in cookery is relative to whom considers the standard of mastery and standards vary considerably in the industry.
The notion of achieving mastery at “enterprise standard” used to express the minimum required standard to achieve competency is woefully inadequate to cope with cookery training; consequently, the competency training approach appears to have forced mastery of skills down to the lowest common denominator.
Standards committees and employer advisory groups predominantly comprised of larger properties are often bias in their advice on curriculum content. Particularly, the view of the small employer sector is ill considered in syllabus design audits; resulting in the curriculum that is at variance with smaller restaurant and eating-places needs.
Within the commercial kitchen.
While the classical hierarchical...