Table 4. Turning point 4 Speaking turn... | Emerald Publishing

Table 4.

Turning point 4

Speaking turn	Interpretation
Turning point 4: Leading role among professional groups in relation to CV changes
NSM: [KS] returned to the team last week, and the next step is to talk to the central kitchen chefs about what kind of dishes we need to put there so that the other foods fit into the hot trays, because they can’t be left out, as a large majority eats the basic food, and I doubt that’ll change significantly. We’ve done it at our largest school unit, at the Y school, for at least a year, we’ve placed the vegetarian food first, but unfortunately, the consumption of vegetarian food hasn’t increased because of it. There’s definitely an opportunity to try it here, but not with all foods. I don’t see it working on the days that we offer meals made up of many options, but with soups and casseroles	Committing to development Questioning and professional perspective (referring to experience and limiting the experiment by food type) 3) Ideating (soups and casseroles)
KS: Soups and casseroles	Ideating (emphasizing NSM’s idea of soupe and casseroles)
Teacher1: But at least something	Building collaboration: agreeing to limiting the implementation)
NSM: Let’s start experimenting with this, because the dishes we have don’t fit into the transport cart –	Ideating Committing to development Questioning and professional perspective (dishes and trolley)
Teacher1: You see, it’s just our dream, but in practice, it’s easy to dream when you don’t have to put everything into practice, because you’re met by limitations	Building collaboration by diminishing one’s own role or professional knowledge, persuading
NSM: If there was a long one-third section, like one-third, that was deep like this, but how do you pack it into the hot trolley that leaves, because it takes up space, what do you put alongside it, because it takes up so much of our capacity, and then there’s an empty space in the vehicle transporting the food cubes through the city into a heated space, so it definitely has to be either – but there is the option that we could get some dishes like that here, and the kitchen manager would kind of –	Questioning and professional perspective Ideating and alternative solution: KS could acquire new serving utensils
Teacher1: Tip them in	Ideating an alternative solution
NSM: – tip them in (-). Yes, but that goes against the self-monitoring rules	Questioning the solution offered Professional perspective: self-monitoring rules of nutrition services
Teacher1: Right, true	Agrees
NSM: Because then the food would cool down, and you can’t just slosh it around back and forth too much. But when we start experimenting with the casseroles and soups, it won’t be a problem. Let’s see then	(continues explaining the self-monitoring rules) Limited commitment to development (soups and casseroles)
Teacher1: And in principle, just trying it out with something and seeing –	Committing to development Building collaboration: softening the goal of CV
NSM: Yes, certain foods	Committing to limited development
Teacher1: Because you can’t increase your workload unreasonably either, because —	Building collaboration: emphasizing the workload
NSM: But then again, considering our customers, when they’re small, do they always understand why on some days the vegetarian food isn’t in the first place, and then you have to explain that it’s because of this or that. (- - -) When the discussion continues, the facilitator takes part, partly ideating, partly making summarizing statements of the standardised process of nutrition services. NSM, KSM and the teacher ponder allergenics if pupils take vegetarian food on their own. Eventually the facilitator ends the discussion	Questioning Professional perspective (from a new viewpoint: pupils)

Speaking turn	Interpretation
Turning point 4: Leading role among professional groups in relation to CV changes
NSM: [KS] returned to the team last week, and the next step is to talk to the central kitchen chefs about what kind of dishes we need to put there so that the other foods fit into the hot trays, because they can’t be left out, as a large majority eats the basic food, and I doubt that’ll change significantly. We’ve done it at our largest school unit, at the Y school, for at least a year, we’ve placed the vegetarian food first, but unfortunately, the consumption of vegetarian food hasn’t increased because of it. There’s definitely an opportunity to try it here, but not with all foods. I don’t see it working on the days that we offer meals made up of many options, but with soups and casseroles	Committing to development Questioning and professional perspective (referring to experience and limiting the experiment by food type) 3) Ideating (soups and casseroles)
KS: Soups and casseroles	Ideating (emphasizing NSM’s idea of soupe and casseroles)
Teacher1: But at least something	Building collaboration: agreeing to limiting the implementation)
NSM: Let’s start experimenting with this, because the dishes we have don’t fit into the transport cart –	Ideating Committing to development Questioning and professional perspective (dishes and trolley)
Teacher1: You see, it’s just our dream, but in practice, it’s easy to dream when you don’t have to put everything into practice, because you’re met by limitations	Building collaboration by diminishing one’s own role or professional knowledge, persuading
NSM: If there was a long one-third section, like one-third, that was deep like this, but how do you pack it into the hot trolley that leaves, because it takes up space, what do you put alongside it, because it takes up so much of our capacity, and then there’s an empty space in the vehicle transporting the food cubes through the city into a heated space, so it definitely has to be either – but there is the option that we could get some dishes like that here, and the kitchen manager would kind of –	Questioning and professional perspective Ideating and alternative solution: KS could acquire new serving utensils
Teacher1: Tip them in	Ideating an alternative solution
NSM: – tip them in (-). Yes, but that goes against the self-monitoring rules	Questioning the solution offered Professional perspective: self-monitoring rules of nutrition services
Teacher1: Right, true	Agrees
NSM: Because then the food would cool down, and you can’t just slosh it around back and forth too much. But when we start experimenting with the casseroles and soups, it won’t be a problem. Let’s see then	(continues explaining the self-monitoring rules) Limited commitment to development (soups and casseroles)
Teacher1: And in principle, just trying it out with something and seeing –	Committing to development Building collaboration: softening the goal of CV
NSM: Yes, certain foods	Committing to limited development
Teacher1: Because you can’t increase your workload unreasonably either, because —	Building collaboration: emphasizing the workload
NSM: But then again, considering our customers, when they’re small, do they always understand why on some days the vegetarian food isn’t in the first place, and then you have to explain that it’s because of this or that. (- - -) When the discussion continues, the facilitator takes part, partly ideating, partly making summarizing statements of the standardised process of nutrition services. NSM, KSM and the teacher ponder allergenics if pupils take vegetarian food on their own. Eventually the facilitator ends the discussion	Questioning Professional perspective (from a new viewpoint: pupils)

Source(s): Authors’ own work