1、 g49g50g3g38g50g51g60g44g49g42g3g58g44g55g43g50g56g55g3g37g54g44g3g51g40g53g48g44g54g54g44g50g49g3g40g59g38g40g51g55g3g36g54g3g51g40g53g48g44g55g55g40g39g3g37g60g3g38g50g51g60g53g44g42g43g55g3g47g36g58sensory evaluation laboratory Part 2: Recruitment and training of panel leadersICS 03.100.30; 67.24
2、0Sensory analysis General guidance for the staff of a BRITISH STANDARDBS ISO 13300-2:2006BS ISO 13300-2:2006This British Standard was published under the authority of the Standards Policy and Strategy Committee on 29 December 2006 BSI 2006ISBN 0 580 49874 3Amendments issued since publicationAmd. No.
3、 Date Commentscontract. Users are responsible for its correct application.Compliance with a British Standard cannot confer immunity from legal obligations.National forewordThis British Standard was published by BSI. It is the UK implementation of ISO 13300-2:2006. The UK participation in its prepara
4、tion was entrusted to Technical Committee AW/12, Sensory analysis.A list of organizations represented on AW/12 can be obtained on request to its secretary.This publication does not purport to include all the necessary provisions of a Reference numberISO 13300-2:2006(E)INTERNATIONAL STANDARD ISO13300
5、-2First edition2006-07-15Sensory analysis General guidance for the staff of a sensory evaluation laboratory Part 2: Recruitment and training of panel leadersAnalyse sensorielle Guide gnral lattention du personnel des laboratoires danalyse sensorielle Partie 2: Recrutement et formation des animateurs
6、 de jury BS ISO 13300-2:2006ii iiiContents Page Foreword iv 1 Scope . 1 2 Normative references . 1 3 Terms and definitions. 1 4 Principle. 2 5 Responsibilities and functions of a panel leader 2 6 Required qualifications 2 6.1 Sensory methodology 2 6.2 Leadership and personality . 2 6.3 Group dynamic
7、 skills 2 6.4 Communication skills. 2 6.5 Analytical thinking 3 6.6 Organizational skills. 3 7 Recruitment of a panel leader . 3 7.1 Recruiting an experienced panel leader. 3 7.2 Recruiting an inexperienced panel leader . 3 8 Training to become panel leader. 4 8.1 Form of training 4 8.2 Acquisition
8、of basic knowledge 5 8.3 Development of personal skills. 6 8.4 Additional training 6 9 Considerations for panel leaders who will be training descriptive panels. 6 9.1 General. 6 9.2 Training descriptive sensory assessors 7 9.3 Panel maintenance . 7 9.4 Execution of a descriptive project 8 Bibliograp
9、hy . 10 BS ISO 13300-2:2006iv Foreword ISO (the International Organization for Standardization) is a worldwide federation of national standards bodies (ISO member bodies). The work of preparing International Standards is normally carried out through ISO technical committees. Each member body interes
10、ted in a subject for which a technical committee has been established has the right to be represented on that committee. International organizations, governmental and non-governmental, in liaison with ISO, also take part in the work. ISO collaborates closely with the International Electrotechnical C
11、ommission (IEC) on all matters of electrotechnical standardization. International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2. The main task of technical committees is to prepare International Standards. Draft International Standards adopted by the tech
12、nical committees are circulated to the member bodies for voting. Publication as an International Standard requires approval by at least 75 % of the member bodies casting a vote. Attention is drawn to the possibility that some of the elements of this document may be the subject of patent rights. ISO
13、shall not be held responsible for identifying any or all such patent rights. ISO 13300-2 was prepared by Technical Committee ISO/TC 34, Food products, Subcommittee SC 12, Sensory analysis. ISO 13300 consists of the following parts, under the general title Sensory analysis General guidance for the st
14、aff of a sensory evaluation laboratory: Part 1: Staff responsibilities Part 2: Recruitment and training of panel leaders BS ISO 13300-2:20061Sensory analysis General guidance for the staff of a sensory evaluation laboratory Part 2: Recruitment and training of panel leaders 1 Scope This part of ISO 1
15、3300 gives guidelines for the recruitment and training of panel leaders. In addition, it describes the principal activities and responsibilities of a panel leader for sensory analysis. 2 Normative references The following referenced documents are indispensable for the application of this document. F
16、or dated references, only the edition cited applies. For undated references, the latest edition of the referenced document (including any amendments) applies. ISO 5492, Sensory analysis Vocabulary ISO 13300-1, Sensory analysis General guidance for the staff of a sensory evaluation laboratory Part 1:
17、 Staff responsibilities 3 Terms and definitions For the purposes of this document, the terms and definitions given in ISO 5492 and ISO 13300-1 and the following apply. 3.1 panel leader person whose primary duties are to manage panel activities, and recruit, train and monitor the assessors NOTE 1 Thi
18、s person may also design and conduct sensory tests, and analyse and interpret data. NOTE 2 This person may be assisted by one or more panel technicians. 3.2 sensory analyst person who fulfils scientific professional functions, who may supervise one or more panel leaders, design and conduct sensory s
19、tudies, and who analyses and interprets the resulting data 3.3 sensory project organized study, usually in an industrial or academic setting, consisting of a series of steps, for example agreeing on a project objective with the test requestor, preparing a set of samples, conducting a number of senso
20、ry tests, analysing the data, and formulating a conclusion BS ISO 13300-2:20062 4 Principle A person is recruited for the position of panel leader and is trained to develop knowledge, skills and abilities to be able to select, train, maintain and operate a sensory panel and to evaluate and report it
21、s findings. The candidate should have experience or knowledge of sensory test methodology and statistics. A college degree in an associated area such as psychology, psychophysics, a product science (e.g. food technology, food science), chemistry and biology may be helpful and provides some assurance
22、 that the individual understands basic scientific principles. 5 Responsibilities and functions of a panel leader The general responsibilities of a panel leader are training and orientation of assessors, panel maintenance, and execution of tests. A detailed description of the activities is covered in
23、 Clause 9. 6 Required qualifications 6.1 Sensory methodology A panel leader needs basic knowledge in sensory evaluation principles to facilitate his/her job as panel leader. If the panel leader lacks this knowledge, training should start with a course in basic sensory evaluation. 6.2 Leadership and
24、personality Candidates are leaders. They should be confident, friendly, capable of maintaining authority and control of the group, and command respect. They should have the ability to lead discussions, meet session objectives and complete session activities in a timely and effective manner. Furtherm
25、ore, they should be able to anticipate and meet the needs of each panel member and the panel as a whole, technically and psychologically. The panel leader should be able to inspire the assessors, keep them motivated, and tactfully solve problems within the panel. For the panel to be effective, the p
26、anel leader needs to be patient, fair, honest, and non-judgmental. 6.3 Group dynamic skills The ability to lead and interact with the assessors is important. As such, candidates should have experience or gain experience in leading groups and understanding group interactions. The panel leader should
27、be able to guide, motivate and maintain control of the panel in a manner that ensures that the panel arrives at sound, adequate conclusions that address the project objectives. The panel leader should give appropriate attention to all assessors and should ensure that no assessor overshadows others o
28、r is too reticent. The panel leader should also be able to resolve conflicts among the assessors without alienating any individual assessors. 6.4 Communication skills The panel leader is the primary link between the test requestor and the assessors and should be able to explain information to both t
29、echnical and non-technical individuals. The panel leader should be able to explain the panels capabilities to management and new clients. This requires clear, concise writing and speaking skills. Listening and speaking skills are equally important in communicating with assessors. BS ISO 13300-2:2006
30、36.5 Analytical thinking Analytical thinking is an important requirement for a good panel leader. The panel leader should be able to interpret the assessors comments or responses suitably and concisely. When appropriate, the leader should convey these in data analysis and interpretation of results,
31、and in making conclusions and recommendations. 6.6 Organizational skills Good organizational skills are essential for training assessors, collecting, preparing and presenting products, conducting panel evaluations, compiling, analysing and interpreting data, writing reports, meeting established time
32、 frames, and planning multiple priorities. The panel leader needs to be detail-oriented during the training of the assessors and when conducting panel sessions. 7 Recruitment of a panel leader 7.1 Recruiting an experienced panel leader Ideally, an institution or company seeking a panel leader should
33、 recruit an experienced panel leader. NOTE The primary advantage is that an experienced panel leader is familiar with all phases of panel testing and does not require training other than that necessary to understand new product categories. In addition, an experienced panel leader is able to train or
34、 administer, or both, an existing panel when hired. In organizations where a sensory analyst serves in the role of panel leader, or where the panel leader takes on tasks of a sensory analyst (such as data analysis and reporting), recruiting should take into account the dual roles the person will per
35、form. 7.2 Recruiting an inexperienced panel leader Primary sources for panel leaders are the companys sensory group or new graduates of educational programmes. An employee from the companys sensory group is not only familiar with the sensory characteristics of the companys products but also should b
36、e knowledgeable about the companys sensory procedures. College graduates with sound technical skills in sensory analysis should be used whenever the panel leader is also performing some or all of the duties of a sensory analyst. Panel members may also be recruited to be panel leaders. A panel member
37、 has experience from panel training and familiarity with the routine and the group dynamics of the panel. The individual will need to be taught basic sensory methods as well as company procedures. Close supervision by a sensory analyst is required. BS ISO 13300-2:20064 8 Training to become panel lea
38、der 8.1 Form of training 8.1.1 General Two methods may be used to train a panel leader: an experienced panel leader does the training, or the new panel leader learns through personal experience and short courses while working in a sensory department (i.e. on-the-job training). A brief description of
39、 these two methods is given in 8.1.2 and 8.1.3. The skills and knowledge to be acquired through these two methods of training are discussed in Clause 6. Where the role of sensory analyst and panel leader are carried out by the same individual, training should be provided for both positions (see ISO
40、13300-1). 8.1.2 Training by experienced panel leader Candidates for panel leaders demonstrating the fundamental qualifications (see Clause 6) may be trained by an experienced panel leader who is either working with the organization or who has been hired on a contractual consulting basis. It is recom
41、mended to interact with a knowledgeable professional. When specific methodology is used, special care should be given in the selection of an experienced panel leader/consultant (hereafter referred to as “experienced leader”) with expertise in the methodology to be implemented. The candidate is first
42、 trained in basic sensory methodology by the experienced leader, or by attending introductory sensory course(s), or both. It is recommended that the candidate also has access to texts, guides and journals on sensory test design and methodologies, data analysis, and reporting guidelines as additional
43、 resources. After learning the basics of the methodology to be used, the candidate is trained by the experienced panel leader through either a panel training programme where the candidate is trained to develop skills as a panel leader and for descriptive panels as a selected assessor, or one-on-one
44、training sessions. Typically, the candidate leads the panel sessions, reports on group and individual assessors progress to the experienced leader, and refers questions to the experienced leader for help. The experienced leader may offer suggestions on resolving conflicts among assessors, suggest tr
45、aining to help illustrate a critical concept, offer advice on dealing with specific assessors or assessor types, and provide support, encouragement and direction as the candidate gains experience and confidence. The candidate learns to plan panel sessions, organize sample preparation, set up test co
46、ntrols, evaluate assessors performance, conduct basic analysis and data interpretation, and how to report test results. The experienced leader continues to monitor the progress of the candidate and the group until sensory skills and interactive patterns are well developed. The candidate should be en
47、couraged to establish a personal network of experienced panel leaders and sensory professionals via organizations, affiliates or professional organizations, as there is a vast pool of experience and information that can be shared among practicing panel leaders. 8.1.3 On-the-job training 8.1.3.1 Gene
48、ral In some cases, a candidate may only become an experienced professional in this area by practice obtained on the job, interaction with an existing panel, and gathering information from other sources, such as short courses or workshops. BS ISO 13300-2:200658.1.3.2 Interaction with an existing pane
49、l Inexperienced panel leaders hired to manage an existing panel (such as a descriptive panel) learn valuable information from the panel and the panel interactions. The new panel leader needs to have an amicable personality and the ability to project authority while learning from the assessors and acknowledging their experience. Interacting with an existing panel allows the new panel leader to learn the processes used in the organizations panels, describing and quantifying sensory propertie
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