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AET/515 Restaurant Management Instructional Plan Mimi Shloss

AET/515 Restaurant Management Instructional Plan Mimi Shloss. PART I Analysis and Design of Instruction. Overview: Needs Assessment Instructional Goal Performance-Based Objectives Summative Assessment and Learning Outcomes Learner Characteristics Learning Context. Needs Assessment.

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AET/515 Restaurant Management Instructional Plan Mimi Shloss

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  1. AET/515Restaurant Management Instructional Plan Mimi Shloss Instructional Plan | Slide 1

  2. PART IAnalysis and Design of Instruction • Overview: • Needs Assessment • Instructional Goal • Performance-Based Objectives • Summative Assessment and Learning Outcomes • Learner Characteristics • Learning Context Instructional Plan | Slide 2

  3. Needs Assessment • The problem is that current employees at Baderman Island do not receive adequate training to step directly into restaurant management in any of the five existing restaurants. Extensive future development plans of the resort deem it probable that more restaurants will open at the Resort. • Current courses offered include Food Service, Alcohol Safety, Supervision, and various aspects of Customer Service. • Boardman Corporate University should offer courses specific to restaurant managers such as Inventory and Cash Management, Scheduling, Marketing, Prime Cost Management, and Financial Reporting. Instructional Plan | Slide 3

  4. Needs Assessment (continued) • Gap Analysis Instructional Plan | Slide 4 (Restaurantowner.com, 2010)

  5. Needs Assessment (continued) • 5. Recommended solution: • Restaurant Management Course (F/O) • This course covers the issues involved in restaurant conception and key factors in design, including kitchen and front of house. Topics also include menu creation, marketing, inventory management, cash management, and prime cost control. Also covered is employee scheduling, shift planning, recruiting, and interviewing. • Prerequisites: Pass certification tests in food service and alcohol service (after passing Food Service I – IV and Alcohol Safety). Completion of Supervising in the Service Industry. Instructional Plan | Slide 5

  6. Instructional Goal (example) • After completing the course in restaurant management, employees will successfully identify and describe threats to cash management. (O’Bannon, 2008) (Restaurantowner.com, 2010) Instructional Plan | Slide 6

  7. Performance-Based Objectives • Objective 1: Restaurant management students will write and explain three of the six solutions for avoiding customer walk-outs. Objective 2: Restaurant management students will correctly identify counterfeit money when given examples of real and counterfeit bills with zero errors. Students will then correctly name two of the three other methods for detecting counterfeit bills. Instructional Plan | Slide 7 (O’Bannon, 2008) (Restaurantowner.com, 2010)

  8. Summative Assessment and Learning Outcomes • Students will need to pass a written restaurant management certification test upon completion of the course. • Questions will prove student competency in: • Menu Creation • Inventory Management, Cash Management, Prime Cost Control • Employee Scheduling and Shift Planning, • Recruiting & Interviewing • Marketing • Restaurant Design • Question design will consist of multiple choice, fill in the blank, true/false, and essay. Projects will also be turned in throughout the course proving proficiency in various competencies. Instructional Plan | Slide 8

  9. Learner Characteristics • Students in the Restaurant Management Course are men and women ages 18 and up and are current employees of Baderman Island Resort. The instruction must be fitting for all ages and genders, not biased. • These employees must have worked at the resort long enough to successfully complete the prerequisite six courses, passing all certification tests. Some of the instruction will be based on prior knowledge from previous certifications. • Students should show leadership qualities and have the desire to uphold management standards of Baderman Island Resort. Instruction will not yield to those falling behind or not of leadership standards. • Students learn through visual, aural and kinesthetic modes. Instruction must be a combination of lecture, reading, online models, and hands-on activities. Assessments will be written tests as well as project-oriented. Instructional Plan | Slide 9 (Brown & Green, 2006)

  10. Learning Context • A combination of face-to-face and online modality which requires: • A well-lit classroom with white boards and desks • Computer with projection for PowerPoint must be available for teacher • Video/DVD with projection must be available for the teacher • Written exams taken in the classroom only • Students need computer with Internet access • Projects submitted online only • Computer lab provided with management software for practice • Information given to students via handouts or online (website) • Independent work and homework will be completed outside of class. • All coursework applies directly to restaurant management at the Baderman Island Resort. Students become familiar with websites, software, and templates used in the field. Instructional Plan | Slide 10

  11. Learning Context (Continued) • The instructional designer must consider the set up of the website and its material, that valid written examinations are used, and that all students have computer access. A syllabus must present the outline of the class and include directions in the event of computer failure. The design should also consider what to do with students that are not passing the class, since this is a higher level track to management. Instructional Plan | Slide 11

  12. PART IIDevelopment and Implementation of Instruction • Overview: • Delivery Modality • Instructional Strategies • Plan for Implementation • Instructional Resources • Formative Assessment Instructional Plan | Slide 12

  13. Delivery Modality • Students will be successful in their learning outcomes through a combination of face-to-face modality and online modality. • Face-to-face: Restaurant Design Concepts, Inventory and Cash Management, Prime Cost Control, Employee Scheduling and Shift Planning • Online: Marketing, Menu Creation • Computer Software practice: Restaurant Design Software, Inventory and Cash Management Software Instructional Plan | Slide 13

  14. Instructional Strategies • Classroom Strategies • Lecture, Samples provided, practice, HW, practice: Restaurant Design, Employee Scheduling & Shift Planning • Simulation and Role Play: Recruiting & Interviewing • Problem-based learning and cooperative learning: Inventory & Cash Management, Prime Cost Control • Online Strategies • Problem-based learning: Marketing, Menu Creation • Cooperative Groups perform research and create marketing plan • Students choose restaurant style and create menu, supporting choices Instructional Plan | Slide 14

  15. Plan for Implementation - Timeline • Restaurant Management Course will be ready for implementation in 6 to 12 months • Recruit, interview, hire, and train facilitators • Write course material and create handouts and assessments • Research, write, or purchase proprietary software licenses for classroom use • Prepare classrooms • Test online materials Instructional Plan | Slide 15

  16. Plan for Implementation-Course Timelines • Students can take these two courses simultaneously • Restaurant Design – 4 weeks, 1 day a week • Menu Creation – 4 weeks, online • Students can take these two courses simultaneously • Employee Scheduling and Shift Planning – 4 weeks, 1 day a week • Recruiting and Interviewing – 4 weeks, 1 day a week • Courses can be taken simultaneously but not recommended • Inventory Management, Cash Management and Prime Cost Control – 8 weeks, 1 day a week • Marketing – 8 weeks, online Instructional Plan | Slide 16

  17. Plan for Implementation-Details • Restaurant Design • Who-facilitator, learners, website designers • Resources-examples and practice (online and hardcopy) • Where-classroom, home • Menu Creation • Who-facilitators, learners, learning teams, website designers • Resources-website, internet research, templates, online text • Where-home (online only) • Employee Scheduling and Shift Planning • Who-facilitator, learners • Resources-hardcopy examples of spreadsheets, worksheets • Where-classroom and home Instructional Plan | Slide 17

  18. Plan for Implementation-Details (continued) • Recruiting and Interviewing • Who-facilitators, learners, guest speakers • Resources-current research articles (handouts) • Where-classroom, home • Inventory Management, Cash Management and Prime Cost Control • Who-facilitators, learners, software developers, computer lab facilitator • Resources-proprietary software, computers, handouts • Where-classroom, home, computer lab • Marketing • Who-facilitators, learners, website developers • Resources-website, internet research, templates, online text • Where-home (online only) Instructional Plan | Slide 18

  19. Plan for Implementation (continued) • Plan to Build Interest and Commitment • Needs Analysis presentation to the leaders of Baderman Island Resort and Boardman University will show course usefulness. • Employees will receive information about the course at orientation upon employment • Students can sign up upon personal interest • Current management can select students of the Foods courses that show leadership promise • The University may choose to advertise this program outside of the resort employees to draw more candidates to their pool of candidates. Instructional Plan | Slide 19

  20. Instructional Resources • Needed Materials-Classroom: • Computer: Internet to access Website • Proprietary Software • Projector for student viewing • Syllabus, handouts and written examinations • White boards and desks • Video/DVD with projection or TV monitor • (optional) Computer lab with internet and proprietary software • Needed Materials-Home: • Computer: Internet access, Printer, Paper Instructional Plan | Slide 20

  21. Formative Assessment • 1. Index Card Summaries/Questions: Cards are handed out and students are asked to write on both sides • Side 1- list a big idea that you understand and word it as a summary statement. • Side 2- Identify something that you do not yet fully understand and word it as a statement or question. • 2. Web or Concept Map: Any graphic organizer which allow learners to perceive relationships between concepts through diagramming key words representing those concepts. • 3. Exit Card: Student respond to a question posed at the end of a class and must present their card with an answer as their ticket out. Instructional Plan | Slide 21 (Lincoln County School District, 2008)

  22. Formative Assessment(continued) • 4. 3-Minute Pause-Facilitator takes a three-minute break from instruction, and students specifically make statements as worded below in order to reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification. • I changed my attitude about…I became more aware of…I was surprised about…I felt…I related to…I empathized with… • 5. Ten and Two-The Ten and Two allows students to discuss with neighboring learners the material currently being presented. The formula is 10 minutes of presentation, 2 minutes of synthesis. This is an informal discussion and students may compare notes. The facilitator then opens for questions and clarifications. Instructional Plan | Slide 22 (Lincoln County School District, 2008) (Brown & Green, 2006)

  23. PART IIIEvaluation Strategies • Curriculum design • Website design (stability, maintenance, support) • Implementation • Teaching and facilitation (student POV, faculty POV) • Learning experience (interest, motivation, participation) • Course presentation • Communication/interaction (faculty-student, student-student) • Learning outcomes (knowledge, skills, attitudes) • Budget Instructional Plan | Slide 23 (Burton, Lockee, & Moore, 2002) (Chao, Saj, & Tessler, 2006)

  24. Evaluation Strategies: Qualitative • Survey Rationale: Since this is the first time this course will be taught, qualitative evaluation is important. Direct feedback from students and faculty is a sure way to obtain overall opinions of the course. • Student survey: Expectations met; teacher effectiveness, preparedness, and student support; website design; technical concerns and support; communication with peers and faculty; text usefulness; course content; course timelines • Faculty/Management survey: Pool of management applicants competitive; teachability of curriculum and instructional strategies; time commitment attitudes; course timeline; course content; website design; resources Instructional Plan | Slide 24 (Burton, Lockee, & Moore, 2002) (Brown & Green, 2006)

  25. Evaluation Strategies: Quantitative • Written work rationale: Objective tests and assignments provide clear examples of goals and objectives being met by students when assessed via rubrics. • Learner Outcomes: Written tests and project submissions • Show goals and objectives are met • Show student motivation • Enrollment numbers: class sizes, drop-out rates, graduates by graduation date Instructional Plan | Slide 25 (Burton, Lockee, & Moore, 2002)

  26. Outcome Review • Design goal - Train current employees to be management-ready now and in the future • Test scores - If students are successful in passing projects and written tests • Quantitative data - If students complete the program • Narrative from formative Anecdotal Record Assessments, Informal Observations - If faculty believes the quality of the graduates is of high caliber for a pool of applicants • Performance-based objectives - Are created around specific knowledge, skills, and attitudes necessary to be a successful restaurant manager Instructional Plan | Slide 26 (Brown & Green, 2006)

  27. Outcome Review (continued) • Learning outcomes- knowledge and skills will be determined by • Written examinations (test scores) • Student portfolios – schedules, menus, restaurant designs, marketing plans, cash, inventory, and prime cost control spreadsheets. (Previously graded via rubrics) • Surveys: Likert scale • Strongly agree to strongly disagree (1-5) Instructional Plan | Slide 27

  28. Recommendations • Curriculum design • course length could be longer • fast-track by recommendation only • website design adequate but room for thread improvement • instructional strategies • Implementation • more time for student practice in face-to face modality • marketing program outside the resort needs to be expanded • more student support for face-to face students outside the classroom • Learning outcomes • Student portfolios need more formative assessment and guidance • Survey • Revisit questions and wording Instructional Plan | Slide 28

  29. References • Adjah, C. (2008). Evaluation phase of the ADDIE model of instructional design. Retrieved December 18, 2009 from http://www.scribd.com/doc/3810175/Evaluation-Phase-of-ADDIE-Model-of-Instructional-Design. • Brown, A., & Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Prentice Hall/Merrill. • Burton, J., Lockee, B., & Moore, M. (2002). Measuring success: Evaluation strategies for distance education. Education Quarterly, 25(2). Retrieved January 27, 2010 from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/MeasuringSuccessEvaluationStra/157166. Instructional Plan | Slide 29

  30. References (continued) • Chau, T., Saj, T., & Tessler, F. (2006). Establishing a quality review for online courses. Educause Quarterly, 29(3). Retrieved January 28, 2010 from http://net.educause.edu/ir/library/pdf/eqm0635.pdf. • Hayes, D. K. & Ninemeier, J. D. (2006). Restaurant operations management: Principles and practices. Upper Saddle River, NJ: Pearson Prentice Hall. Retrieved January 9, 2010 from Library of Congress Online Catalog at http://www.loc.gov/catdir/toc/ecip057/2005002365.html. • Lincoln County School District. (2008). Formative Assessment Strategies. Retrieved January 23, 20101 from http://www.lincoln.k12.or.us/Page.asp?NavID=2022. • National Restaurant Association Educational Foundation. (2009). ManageFirst program topics. Retrieved from http://managefirst.restaurant.org/about/topics.aspx. Instructional Plan | Slide 30

  31. References (continued) • O'Bannon, B. (2008). Writing objectives. University of Tennessee. Retrieved January 9, 2010 from http://itc.utk.edu/~bobannon/writing_objectives.html. • Price, L. (2008). Restaurant management. Association of Graduate Careers Advisory Services and Graduate Prospects Limited. Retrieved January 8, 2010 fromhttp://www.prospects.ac.uk/p/types_of_job/restaurant_manager_job_description.jsp.  • Restaurantowner.com. (2010). Restaurant manager training manual template. Retrieved January 8, 2010 from http://www.restaurantowner.com/products/item19.cfm. Instructional Plan | Slide 31

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