Course Profile Hospitality and Tourism (TFH4E), Grade 12, Workplace Preparation, Combined
Unit 4: Event Planning: Everything and Everyone in Place
Time: 25 hours
Activity
4.1 | Activity 4.2 | Activity 4.3 | Activity
4.4 | Activity 4.5
Unit Description
A well-designed
working environment makes work flow efficiently. In this unit, students
investigate and describe an assortment of facilities, layouts, and suitable
equipment that will assist with the design and operation of a tourism activity.
After identifying the characteristics and features of the facilities, students
design, plan, and implement an activity or fund raiser for their school or
community. Teamwork and management play an important role in the day-to-day
operation of an establishment. Through the use of a software application,
students gain knowledge, which assists in improving customer service. Students
are encouraged to design an event or fund raiser in light of Christian values.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
4.1 |
4 hours |
TFV.04, TF3.02,
TF3.03 |
Knowledge/
Understanding |
Class
brainstorming activity |
|
4.2 |
4 hours |
TFV.05, TF3.01,
TF3.04 |
Knowledge/
Understanding |
Class
brainstorming activity |
|
4.3 |
4 hours |
SPV.01, SPV.04,
SP4.01, SP1.01, SP1.02 |
Knowledge/
Understanding |
Socratic lesson |
|
4.4 |
9 hours |
SPV.01, SP1.01,
SP1.02, SP1.03 |
Knowledge/
Understanding |
Guest speaker |
|
4.5 |
4 hours |
SPV.05, SP4.02,
SP4.03, SP4.04 |
Knowledge/
Understanding |
Note-taking |
Time: 4 hours
Students investigate
physical layouts of various facilities in the tourism industry. They identify
the functions, characteristics, clientele, and locations associated with these
facilities. From this investigation, students determine which facility is
suitable for a majority of the population. They also explain the importance of
this facility and its contribution to the common good.
Ontario Catholic
School Graduate Expectations
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good.
Strand(s): Theory and Foundation
Overall
Expectations
TFV.04 - describe a
variety of tourism attractions and their physical layouts or plants.
Specific
Expectations
TF3.02 - identify
the characteristics of different types of facilities (e.g., health spa, hotel,
resort, bed and breakfast operation, country club);
TF3.03 - explain the
importance of community buildings and describe ways to use them for hospitality
and tourism purposes.
Students
should:
·
be familiar with
brainstorming techniques;
·
have
collaborative/cooperative group skills;
·
have a basic
knowledge of computer operations and Internet to research types of facilities;
·
have critical
thinking skills;
·
have effective
verbal skills to participate in discussion/group work and presentation of
findings;
·
have writing
skills to complete note-taking.
The
teacher should:
·
photocopy chart
‘Facility Characteristics/Functions’(Appendix 4.1.1);
·
arrange access to
computer lab/resource centre.
1. Students brainstorm the types of facilities
in the hospitality and tourism industry, e.g., bed and breakfast, health spa,
hotels, motels, resorts, country clubs, community buildings, restaurants,
fitness clubs.
2. Students define physical layout both
externally and internally.
3. In pairs, students pick a facility to
investigate using available resources. This investigation is to include
definition, functions, characteristics (equipment used, placement of equipment,
health and safety features accessibility for handicapped), clientele, and
locations.
4. Students record findings on the Facility
Characteristics/Functions chart (Appendix 4.1.1).
Note: an accommodation strategy for students with special needs is
presented in Appendix 4.1.2.
5. Students present their findings to the class.
Students complete the Facility Characteristics/Functions chart (Appendix
4.1.1).
6. Using the information recorded on the
Facility Characteristics/Functions chart, students determine which facility is
suitable for a majority of the population.
7. Through discussion, students list and explain
reasons why this facility is the most accessible to the majority of the
population, e.g., low or no costs involved for use, number and variety of
activities housed in the building, location. Students also recognize that this
facility is a place that is not exclusive to a small group of individuals but
is common to others in the sense that it benefits others. It is a place that
embraces the unity of the human family.
8. Students record this information as a note
for later use.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
To investigate a
facility |
Completion of
Facility Characteristics/ Functions chart |
Diagnostic
Formative |
Knowledge/Understanding |
|
To present
findings |
Presentation |
Formative |
Communication |
|
To complete
Facility Characteristics/Functions chart |
Facility
Characteristics/ Functions chart |
Formative |
Knowledge/Understanding |
|
To determine the
facility accessible to majority of the population and reasons why |
Participation
Checklist |
Formative |
Knowledge/Understanding |
·
For enrichment,
students design an actual layout for a facility using available software
applications.
·
Students with
special needs can be given an adapted version of the Facility
Characteristics/Functions Chart (Appendix 4.1.2).
Books
Dahmer,
Sondra J. and Hurt W. Kahl. Restaurant Service Basics. Toronto: John
Wiley & Sons, Inc., 2001. ISBN 0-471-40241-9
Katsigris,
Costas and Chris Thomas. Design and Equipment for Restaurants and
Foodservice: A Management View. Toronto: John Wiley & Sons, Inc., ISBN
0-471-09068-9
Katz, Jeff
B. Restaurant Planning, Design, and Construction: A Survival Manual for
Owners, Operators, and Developers. Toronto: John Wiley & Sons, Inc.,
1996. ISBN 0-471-13698-0
Powers, Tom
and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th
ed. Toronto: John Wiley & Sons, Inc., 1999. (Teacher Resource Manual) ISBN
0-471-33029-9
Powers, Tom
and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th
ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-25244-1
Periodicals and
Magazines
Food
Service and Hospitality.
Toronto, Canada: Kostuch Publications Ltd.
Canada’s
Foodservice News. Toronto:
Canada’s Foodservice News.
Websites
Catholic Social Teaching –
http://www.coc.org/coc/cst.html
Resources for teachers and links for Catholic social teaching
Canadian Centre for Occupational Health and Safety
– www.CCOHS.ca
Promoting safe and healthy work environments
Canadian
Restaurant and Food Service Association – www.crfa.ca/
Journal for the Canadian food service industry
Ontario
Ministry of Labour – www.gov.on.ca/lab/main.htm
Information on OCHS legislation, health and safety guidelines, preventing
injury
|
Facility |
Definition |
Functions |
Characteristics |
Clientele |
Locations |
|
1. Bed and Breakfast |
|
|
|
|
|
|
2. Health Spa |
|
|
|
|
|
|
3. Hotel |
|
|
|
|
|
|
4. Motel |
|
|
|
|
|
|
5. Resort |
|
|
|
|
|
|
6. Country Club |
|
|
|
|
|
|
7. Restaurant |
|
|
|
|
|
|
8. Fitness Club |
|
|
|
|
|
|
9. Community Building |
|
|
|
|
|
|
10. Lodge |
|
|
|
|
|
|
11. Cruise Liner |
|
|
|
|
|
|
Other |
|
|
|
|
|
|
Facility |
Picture (Locate a
picture to be pasted in the space provided below) |
List the characteristics visible in the
picture |
|
1. Restaurant |
|
|
|
2. Ski Resort |
|
|
|
3. Hotel |
|
|
|
4. Cruise Ship |
|
|
|
5. Fitness Club |
|
|
|
Other |
|
|
Time: 4 hours
Equipment is a major
component of both the interior and exterior of a facility. In this activity,
students identify equipment associated with the type of service and jobs in a
restaurant as well as indicate its function. Using the eight sectors of the Hospitality
and Tourism industry, they determine and list outdoor equipment, its function,
and who benefits from its use. Students compare the equipment from the eight
sectors to determine what is common to two or more sectors, and note multiple
uses this equipment may have. Through discovery, co-operation, and sharing,
students foster respect for the contributions of others.
Ontario Catholic
School Graduate Expectations
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE5e - respects the
rights, responsibilities, and contributions of self and others.
Strand(s): Theory and Foundation
Overall
Expectations
TFV.05 - identify
the equipment and facilities used in the hospitality and tourism industry.
Specific
Expectations
TF3.01 - describe
the equipment needed to operate a restaurant;
TF3.04 - describe
how a variety of outdoor equipment is used in the hospitality and tourism
industry.
Students
should:
·
be familiar with
brainstorming techniques;
·
have
collaborative/cooperative group skills;
·
have a basic
knowledge of computer operations and Internet to conduct research;
·
have critical
thinking;
·
have effective
verbal skills to participate in discussion/group work and presentation;
·
have writing
skills to complete note taking.
The
teacher should:
·
gather resource
materials for restaurant equipment;
·
develop
Restaurant Equipment booklet (Appendix 4.2.1) to include pictures of various
restaurant equipment;
·
arrange access to
computer lab/resource centre to research restaurant suppliers.
1. Students brainstorm definition for
restaurant.
2. Students give examples of restaurants located
in their community.
3. Using the information provided
by students, the teacher conducts a brief Socratic lesson on restaurants to
include the following:
· accurate definition for restaurant, types of restaurant service (e.g., fast food/take-out, family-style dining, fine dining, buffet, snack bar/deli);
· job categories of a restaurant business (front-of-the-house refers to jobs working with customers; back-of-the-house refers to jobs working behind the scene).
4. Students brainstorm a list of restaurant
equipment associated with different types of restaurant services and job
categories for each type of restaurant.
5. The teacher distributes sheets for a
Restaurant Equipment booklet (Appendix 4.2.1).
6. In pairs, students complete the booklet using
the Internet and resource material provided.
7. Students hand in the booklet for assessment.
8. The teacher reviews the eight sectors of the
Hospitality and Tourism industry and the activities associated with each
sector.
9. Students divide themselves into eight groups,
each group taking a sector. For each sector, students are to:
· list outdoor equipment associated with the sector;
· describe its function;
· indicate who would benefit from its use naming a specific job category and type of guest (note its accessibility to various ages, income, and physical abilities).
(An example is: Transportation sector – equipment is a transit bus – function is to move individuals from one point to another - used by a transit driver, travellers, and individuals from the community.)
10. Findings are recorded on chart paper. Internet
and resources materials are made available for student use.
11. Groups post and share their findings and
respect the contributions of others.
12. Students compare the equipment from the eight
sectors in order to recognize equipment that is common to two or more sectors,
and note multiple uses this equipment may have.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
To identify
restaurant equipment and indicate its function (booklet) |
Checklist |
Diagnostic
Formative |
Knowledge/Understanding |
|
To list and
describe equipment associated with a sector |
Participation
Checklist |
Diagnostic
Formative |
Knowledge/Understanding |
|
To present
findings |
Rating Scale or
Rubric |
Formative |
Communication |
|
To determine
commonality of equipment between the sectors |
Participation
Checklist |
Diagnostic
Formative |
Thinking/Inquiry |
·
For enrichment,
students research and highlight features of specialty equipment.
·
Students with
special needs can be given an adapted version of the Restaurant Equipment
booklet to include equipment that is recognizable.
|
Picture of Equipment |
Name |
Function |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Books
Dahmer,
Sondra J. and Hurt W. Kahl. Restaurant Service Basics. Toronto: John
Wiley & Sons, Inc., 2001. ISBN 0-471-40241-9
Katsigris,
Costas and Chris Thomas. Design and Equipment for Restaurants and Foodservice:
A Management View. Toronto: John Wiley & Sons, Inc., ISBN 0-471-09068-9
Katz, Jeff B.
Restaurant Planning, Design, and Construction: A Survival Manual for Owners,
Operators, and Developers. Toronto: John Wiley & Sons, Inc., 1996. ISBN
0-471-13698-0
Powers, Tom
and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th
ed. Toronto: John Wiley & Sons, Inc., 1999. (Teacher Resource Manual) ISBN
0-471-33029-9
Powers, Tom and
Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed.
Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-25244-1
Periodicals and
Magazines
Food
Service and Hospitality.
Toronto, Canada: Kostuch Publications Ltd.
Canada’s
Foodservice News. Toronto:
Canada’s Foodservice News.
Websites
Catholic
Social Teaching – http://www.coc.org/coc/cst.html
Resources for teachers and links for Catholic social teaching
Educational
Network of Ontario (ENO) – http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites
Ontario
Ministry of Education – http://www.edu.gov.on.ca/
Ministry site with up to date information and useful links
National
Restaurant Association – http://www.restaurant.org/careers
Site contains information on what’s happening in the industry, careers and
education.
Journal for the
Canadian food service industry
Time: 4 hours
Management and
teamwork are key skills in the planning and implementation of any activity or
fund raiser. To use management skills and be a team member, an individual must
understand these various components. Prior to the designing, planning, and
implementation of a class’s chosen activity or fund raiser, students gain the
knowledge and skills needed to manage effectively and work as a team. This is
accomplished through a variety of management case studies and teamwork
activities. They also recognize the ethical and moral obligations required in
management and teamwork. Students apply this knowledge and skill in Activity
4.4: Event Planning.
Ontario Catholic
School Graduate Expectations
CGE2e - uses and
integrates the Catholic faith tradition in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE4f - applies
effective communication, decision-making, problem-solving, time and resource
management skills.
Strand(s): Skills and Process
Overall
Expectations
SPV.01 - design and
manage a school or community activity or fund raiser;
SPV.04 - use
management techniques to complete a variety of tasks.
Specific
Expectations
SP1.01 - design,
plan, and implement an activity or fund raiser for the school or the community
(e.g., a Community Connection Day);
SP1.02 - explain the
success of an activity or fund raiser in relation to its action plan and make
recommendations for improvement;
SP4.01 - use time
management and teamwork skills to plan and manage a variety of events and
activities.
Students
should:
·
have
collaborative/cooperative group skills;
·
have critical
thinking skills;
·
have effective
verbal skills to participate in discussion/group work;
·
have writing
skills to complete note-taking.
The
teacher should:
·
develop notes on
management and teamwork;
·
develop time
management case studies;
·
gather materials
to complete teamwork activities;
·
develop a test on
management and teamwork;
·
be aware of any
food allergies in the class (Note: The teacher will need to take
precautionary measures to ensure that students with food allergies are not
placed at risk and should discuss this issue with students and follow safe
practices outlined in school or board policy. It may be appropriate to use
parent permission forms);
·
make a
cross-curricular link to career studies, guidance, or cooperative education by
teaming up with these areas for a “guest speaker” on careers in management.
1. The teacher conducts a Socratic lesson on
management to include:
· definition of management and manager;
· 6 M’s that managers manage: Members (staff), Money, Materials, Machinery, Markets, Minutes;
· ethical and moral obligations of a manager;
· functions of management (planning, organizing, delegating, actuating, controlling);
· definition of time management;
· importance of time management;
· how to implement time management (priority).
2. In small groups, students complete case
studies on time management.
3. Groups share, discuss, and analyse their
results.
4. In small groups of equal numbers, students
complete two activities based on teamwork
(Appendix 4.3.1).
5. Students reflect on what contributed to the
success or failure of the completion of the teamwork activities.
6. The teacher conducts a
Socratic lesson on teamwork to include:
· definition;
· importance;
· job description;
· relationship of job description to teamwork;
· the ethical and moral obligations of being a team member.
7. Students complete a test on management and
teamwork.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
To apply knowledge
learned about time management |
Case Study
Participation Checklist |
Diagnostic
Formative |
Knowledge/Understanding |
|
To participate in
teamwork based activities |
Participation
Checklist |
Diagnostic
Formative |
Knowledge/Understanding |
|
To evaluate the
success of the winning group(s) |
Participation
Checklist |
Diagnostic
Formative |
Thinking/Inquiry |
|
Written test |
Marking Scheme |
Summative |
Knowledge/Understanding |
Books
Coltman,
Michael M. and Martin G. Jagesl. Hospitality Management Accounting,
Seventh Edition Text and Workbook Set. Toronto: John Wiley & Sons, Inc.,
2001. ISBN 0-471-40730-5
Dahmer,
Sondra J. and Hurt W. Kahl. Restaurant Service Basics. Toronto: John
Wiley & Sons, Inc., 2001. ISBN 0-471-40241-9
Douglass,
Merrill E. and Donna N. Douglass. Manage Your Time Your Work Yourself.
U.S.A.: AMACOM, 1993. ISBN 0-8144-7825-5
Go, Frank
M., et al. Human Resource Management in the Hospitality Industry.
Toronto: John Wiley & Sons, Inc., 1996. ISBN 0-471-11056-6
Goldblatt,
Joe, et al. The International Dictionary of Event Management, 2nd ed.
Toronto: John Wiley & Sons, Inc. ISBN 0-471-39453-X
Goldblatt,
Joe. Special Events: Best Practices in Modern Event Management, 2nd, ed.
Toronto, Canada: John Wiley and Sons, Inc., 1997. ISBN 0-471-28745-8
Goldblatt,
Joe. Special Events: Global Event Management in the 21st Century, 3rd
ed. Toronto: John Wiley & Sons, Inc., 2001. ISBN 0-471-39687-7
Jones,
Laurie Beth. JESUS CEO: Using Ancient Wisdom for Visionary Leadership.
New York: Hyperion, 1994. ISBN 0-7868-8126-7
Lebedun,
Jean. Managing Workplace
Conflict. West Des Moines, IA:
American Media Inc., 1998.
ISBN 1-884926-93-2
Malouf,
Lena. Behind the Scenes at Special
Events: Flowers, Props, and Design. Toronto: John Wiley & Sons, Inc., 1998. ISBN 0-471-25491-6
Manask,
Arthur M. and Mitchell Schechter. The Complete Guide to Foodservice in
Cultural Institutions: Your Keys to Success in Restaurants, Catering, and Special
Events. Toronto: John Wiley & Sons, Inc., 2001. ISBN 0-471-39688-5
Marvin, Bill.
From Turnover to Teamwork: How to Build and Retain a Customer-Oriented
Foodservice Staff. Toronto: John Wiley & Sons, Inc., 1994. ISBN 0-471-59077-0
McDonnell,
Ian, et al. Festival and
Special Event Management.
Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-33934-2
Mill, Robert
Christie. Resorts: Management and Operation. Toronto: John Wiley &
Sons, Inc., 2001. ISBN
0-471-36188-7
Olsen,
Michael D., et al. Strategic
Management in the Hospitality Industry, 2nd ed. Toronto: John Wiley & Sons, Inc., 1998. ISBN 0-471-29239-7
Ontario
Tourism Education Corporation (OTEC). Entry Level Skills. Canada:
Canadian Tourism Human Resource Council. ISBN 1-89622229-68-9
Pappas, Mike
J. Eat Food, Not Profits! How Computers Can Save Your Restaurant.
Toronto: John Wiley & Sons, Inc., 1996. ISBN 0-7471-28764-4
Powers, Tom
and Clayton W. Barrows. Introduction to Management in the Hospitality
Industry, 5th ed. Toronto: John Wiley & Sons, Inc., 2002. ISBN
0-471-35901-7
Reid, Robert
D. and David C. Bojanic. Hospitality Marketing Management, 3rd ed.
Toronto: John Wiley & Sons, Inc., 2001. ISBN 0-471-35462-7
Scanlon,
Nancy Loman. Catering Management, 2nd ed. Toronto: John Wiley &
Sons, Inc., 2000.
ISBN 0-471-33327-1
Scanlon,
Nancy Loman. Restaurant Management. Toronto: John Wiley & Sons,
Inc., 1993.
ISBN 0-471-28438-6
Stutts, Alan
T. Hotel and Lodging Management: An Introduction. Toronto: John Wiley
& Sons, Inc., 2001. ISBN
0-471-35483-X
Tyler,
Duncan, (ed.) et al. Managing
Tourism in Cities: Policy, Process and Practice. Toronto: John Wiley & Sons, Inc., 1998.
ISBN 0-471-98315-2
Zzaccarelli, Herman
E. Food Service Management by Checklist: A Handbook of Control Techniques.
Toronto: John Wiley & Sons, Inc., 1991. ISBN 0-471-53063-8
Periodicals and
Magazines
Food
Service and Hospitality.
Toronto, Canada: Kostuch Publications Ltd.
Canada’s
Foodservice News. Toronto:
Canada’s Foodservice News.
Special Events
Magazine. Malibu, California:
Miramar Publishing.
Websites
Marconi
Commerce Systems: Quick Service Restaurant Solutions
– http://www.marconicommerce.com/Solutions/quickServiceRestaurants.cfm
Provides information and solutions to incorporate technology resulting in
improved customer service
National Restaurant
Association – http://www.restaurant.org/careers/education/cfm
Site contains information on what’s happening in the industry, careers, and
education.
Instructions
·
Students are
divided into small groups of equal numbers (approximately 3–4 in a group).
·
Teacher chooses
one teamwork activity from Group A, and one teamwork activity from Group B.
·
Students perform
chosen teamwork activity from Group A. The winning time is noted.
·
To complete any
of the teamwork activities in Group B, the teacher will provide the necessary
ingredients and supplies. Note: Make sure that your teacher knows about
any food allergies.
·
Prior to
completing teamwork activity from Group B, students are instructed that they
have two minutes to discuss their strategy and two minutes to perform the
activity.
Note: the teacher may choose to use an alternate
activity that centres on teamwork.
Group A – Teamwork
Activities
1. Use 50 paper clips to form a chain.
2. Put together a 50 piece puzzle. Each puzzle
used must have the same size of puzzle pieces.
3. Using strips of construction paper, form a
chain with 25 links.
Group B – Teamwork
Activities
1. Prepare and individually wrap and serve 4 ham
and cheese sandwiches with mustard and lettuce. Only 2 knives are available for
use.
2. Ice, decorate, and box 8 cupcakes. All
decorations (e.g., assortment of small candies, sprinkles, coconut) must be
used on each cupcake.
3. Prepare 4 submarine sandwiches using 5 of the
8 ingredients provided (e.g., shredded lettuce, sliced tomatoes, sliced
pickles, mayonnaise, Italian dressing, sliced ham, sliced salami, sliced
chicken, sliced roast beef, sliced mozzarella cheese).
Time: 9 hours
Planning for an
activity or fund raiser must be completed well in advance of its scheduled
date. Even the smallest activity or fund raiser requires an individual to plan
ahead. Students design, plan, and implement a chosen activity or fund raiser
within their school or community. The management and teamwork skills developed
in the previous activity (Activity 4.3: Event Management) are applied to the
organization of the event. Students are mindful of ethical and moral
obligations as they relate to the activity or fund raiser. Software applications
are also used to facilitate ease in design, planning, and implementation.
Students complete a reflection paper to evaluate their performance in the
event.
Ontario Catholic
School Graduate Expectations
CGE2b - reads, understands,
and uses written materials effectively;
CGE3d - makes
decisions in light of gospel values with an informed moral conscience;
CGE4f - applies
effective communication, decision-making, problem-solving, time and resource
management skills.
Strand(s): Skills and Processes
Overall
Expectations
SPV.01 - design and
manage a school or community activity or fund raiser.
Specific
Expectations
SP1.01 - design,
plan, implement an activity, or fund raiser for the school or the community
(e.g., a Community Connection Day);
SP1.02 - explain the
success of an activity or fund raiser in relation to its action plan and make
recommendations for improvement;
SP1.03 - effectively
use a variety of software applications in the planning, promotion, and
realization of an activity or fund raiser.
Students should:
·
be familiar with
brainstorming techniques to list;
·
have
collaborative/cooperative group skills;
·
have a basic
knowledge of computer operations and Internet to research;
·
have critical
thinking skills;
·
have effective
verbal skills to participate in discussion/group work and presentation of
findings;
·
have writing
skills to complete note taking.
The teacher should:
·
organize for a
guest speaker(s) to introduce and demonstrate various software applications
suitable for use in the Hospitality and Tourism industry;
·
arrange to have
access to a computer lab;
·
prepare notes for
a Socratic lesson on Action Plan.
·
ensure that any
event planned is in accordance with board and school policies. An examination
of these policies and their rationale could be a useful activity.
1. The teacher invites guest speaker(s), with
expertise in computer software, to a 1–2 day workshop to introduce and
demonstrate various software applications suitable for use in the Hospitality
and Tourism industry (e.g., costing, budgets, advertising, word processing,
presentations, graphs and tables, invoices, receipts, bookkeeping, data base,
schedules). Students are encouraged to ask questions. Time is allotted for
students to work with these Software applications.
2. Students brainstorm a list of various school
or community-related activities or fund raisers.
3. As a class:
· discuss what each activity or fund raiser entails;
· determine an activity or fund raiser they want to plan, organize and implement based on the discussion;
· determine the primary goal(s) and tasks of the activity or fund raiser using the 5 W’s (who, what, where, when, why) plus how;
· outline ethical and moral obligations, e.g., treatment of each other, guests and the environment.
4. The teacher conducts a brief Socratic lesson
on creating Action Plans to include:
· definition;
· purpose/function.
5. Students develop committees based on the
required tasks for the activity or fund raiser.
6. Each committee:
· designs an Action Plan to include some or all of the following (keeping in mind the ethical and moral obligations outlined earlier): assignment of tasks, time and work schedule, cost analysis, supplies/equipment, budget;
· uses available software applications to complete the Action Plan (consider presentation(s) given in Strategy 1);
· is reminded to incorporate management and teamwork skills developed in Activity 4.3: Event Management;
· develops a Committee Task rubric to evaluate the success of their task.
7. The teacher holds a teacher/committee
conference to address concerns the members in the committee may have (see
Appendix 4.4.1 for Conference Evaluation Checklist).
8. Committees come together to present an
up-dated report on their progress.
9. Students implement the activity or fund
raiser.
10. Each committee completes a written report
detailing the success or failure of its task for the activity or fund raiser
based on their Committee Task rubric.
11. Each committee presents its report at the
de-briefing meeting.
12. As a class, students determine the success or
failure of the activity or fund raiser based on the information gathered at the
de-briefing meeting.
13. Each student completes a reflection paper
assessing his or her performance, achievements, and learning and suggested
improvements.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
Teacher/Committee conferencing |
Checklist |
Formative |
Knowledge/Understanding |
|
To implement the activity or fund raiser |
Participation Checklist |
Formative |
Knowledge/Understanding |
|
To evaluate the success of the committee’s
progress |
Committee Task Rubric |
Formative |
Thinking/Inquiry |
|
To detail the
success or failure of the event |
Rubric |
Summative |
Thinking/Inquiry |
|
Reflection Paper |
Anecdotal comments |
Formative or
Summative |
Knowledge/Understanding |
Books
Blocker,
Linda, et al. Culinary Math. Toronto: John Wiley & Sons, Inc., 2001.
ISBN 0-471-38740-1
Goldblatt,
Joe. Special Events: Best Practices in Modern Event Management, 2nd ed.
Toronto, Canada: John Wiley & Sons, Inc., 1997. ISBN 0-471-28745-8
Goldblatt,
Joe. Special Events: Global Event Management in the 21st Century, 3rd
ed. Toronto: John Wiley & Sons, Inc., 2001. ISBN 0-471-39687-7
Malouf,
Lena. Behind the Scenes at
Special Events: Flowers, Props, and Design. Toronto: John Wiley & Sons, Inc., 1998. ISBN 0-471-25491-6
Manask,
Arthur M. and Mitchell Schechter. The Complete Guide to Foodservice in
Cultural Institutions: Your Keys to Success in Restaurants, Catering, and
Special Events. Toronto: John Wiley & Sons, Inc., 2001. ISBN 0-471-39688-5
McDonnell,
Ian, et al. Festival and
Special Event Management.
Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-33934-2
Pappas, Mike
J. Eat Food, Not Profits! How Computers Can Save Your Restaurant.
Toronto: John Wiley & Sons, Inc., 1996. ISBN 0-7471-28764-4
Powers, Tom
and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th
ed. Toronto: John Wiley & Sons, Inc., 1999. (Teacher Resource Manual) ISBN
0-471-33029-9
Powers, Tom
and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th
ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-25244-1
Sackler,
Warren and Samuel R. Trapani. Foodservice Cost Control Using Lotus 1-2-3?
Toronto: John Wiley & Sons, Inc., 1994. ISBN 0-471-04529-2
Sackler,
Warren and Samuel R. Trapani. Foodservice Cost Control Using Microsoft?
Excel? for Windows. Toronto: John Wiley & Sons, Inc., 1996. ISBN
0-471-15274-9
Periodicals and
Magazines
Food Arts: The Magazine for Professionals. New York, New York: Food Arts Publishing,
Inc.
Food Service and Hospitality. Toronto, Canada: Kostuch Publications Ltd.
Canada’s
Foodservice News. Toronto:
Canada’s Foodservice News.
Fine
Cooking. Newtown, Connecticut:
The Taunton Press. ISSN 1072-5121
Gusto. Markham, Ontario, Canada: PLM Imaging Inc. –
http://www.gustomagazine.com
Special Events
Magazine. Malibu, California:
Miramar Publishing.
Websites
Marconi Commerce
Systems: Quick Service Restaurant Solutions
–http://www.marconicommerce.com/Solutions/quickServiceRestaurants.cfm
Provides information and solutions to incorporate technology resulting in
improved customer service
Instructions
– The teacher and the group evaluate the conference held by them by putting a
check mark next to the statement that best describes the group’s
accomplishments. The teacher and the group note the level and record the
numbers in the Total column.
Names of
Group Members –
______________________________________________________________
____________________________________________________________________________________
Date of
Conference - _____________________
|
Criteria |
YES |
NO |
COMMENT |
|
Action
Plan – · all task details (assigned, time and work schedule, cost analysis, supplies/equipment, budget) have been implemented |
|
|
|
|
Group
Progress Report – · indicates group is well organized with equal distribution of work |
|
|
|
|
Conference
– · student-directed, focused |
|
|
|
Time: 4 hours
Selling a service is
more difficult than selling a tangible item. It is one’s personal interaction
that determines if there will be future business from a client. In this
activity, students familiarize themselves with various customer service
techniques for a variety of settings. Through discussions of personal
experiences, students recognize the importance of effective customer service
techniques and the need for sensitivity in responding to customer needs.
Students suggest and discuss ways to improve customer service with an informed
moral conscience. Software programs to improve customer service are also
investigated.
Strand(s): Skills and Processes
Overall
Expectations
SPV.05 - identify
various communication strategies to ensure customer service.
Specific
Expectations
SP4.02 - describe
effective customer service techniques for a variety of settings;
SP4.03 - explain the
need for sensitivity in responding to client needs;
SP4.04 - use
software programs to improve customer service.
Ontario Catholic
School Graduate Expectations
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE3d - makes
decisions in light of gospel values with an informed moral conscience;
CGE7a - acts morally
and legally as a person formed in Catholic traditions.
Students
should:
·
have writing
skills to complete note taking;
·
have a basic
knowledge of computer operations and Internet to research;
·
have critical
thinking skills;
·
have effective verbal
skills to participate in class discussion and to ask guest speaker questions.
The
teacher should:
·
prepare notes for
a Socratic lesson on effective customer service techniques, Seven C’s of
Effective Customer Service, the six sins of customer service (see
Teaching/Learning Strategies);
·
organize for a
guest speaker to introduce, explain, and demonstrate software programs useful
for improving customer service;
·
arrange for use
of a computer lab;
·
prepare a test on
customer service;
·
make a cross-curricular
link with computer programming courses by developing a team project that asks
students to develop a computer program that would help a person in some area of
hospitality or tourism manage his/her customers more effectively.
1. Students are reminded to take
notes as they proceed through this activity.
2. Using their personal experiences, students
list examples of situations where each could state,
“I was a satisfied customer.”
3. Students list and discuss the reasons why
they were satisfied.
4. The teacher uses this discussion as a basis
for a Socratic lesson dealing with effective customer service techniques.
Techniques should include: greeting customers, building a relationship with the
customer, providing personalized customer service, ability to determine a
customer’s needs, keeping communication lines open, fit the product to the
customer, offer alternatives (referrals), handling customer
complaints/conflicts graciously, customer follow-up.
5. Students and the teacher discuss the ethical
and moral obligations one has when dealing with customers.
6. The teacher introduces:
· the Seven Cs of Effective Customer service (caring, confident, considerate, creative, controlled, committed and contagious);
· the six sins of customer service (apathy, not my responsibility, the brush off, condescension, coldness and inflexibility).
7. As a class, students:
· list and discuss situations in which as a customer, they were treated inappropriately;
· explain how they felt;
· suggest how the situation could have been handled differently;
· explain the need for sensitivity in responding to client needs.
8. Using their notes, students suggest and
discuss ways to improve customer service.
9. The teacher invites a guest speaker to
introduce, explain, and demonstrate features of various software programs used
to improve customer service. Students pose questions to clarify information and
instructions, as well as to determine the effectiveness of the software program
in relationship to customer service.
10. Students use the activity or fund raiser
implemented in Activity 4.4: Event Planning, to apply available software
programs to evaluate and improve their customer service.
11. Students complete a test on customer service.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
To apply software
programs to their chosen activity or fund raiser |
Checklist |
Summative |
Knowledge/Understanding |
|
To demonstrate
knowledge/understanding of key terms/concepts |
Marking Scheme |
Summative |
Knowledge/Understanding |
·
Provide
alternatives to mouse and keyboard input such as scanning keyboards, overlays,
single switch access, head mouse, voice recognition, software, peripherals, and
the virtual reality mouse.
Books
Deviney,
David E. Outstanding Customer Service: The Key to Customer Loyalty. West
Des Moines, Iowa: American Media Publishing, 1998. ISBN 1-884926-95-9
Marvin,
Bill. Restaurant Basics: Why Guests Don’t Come Back…. and What You
Can Do About It. Toronto: John Wiley & Sons, Inc., 1991. ISBN
0-471-55174-0
Ontario
Tourism Education Corporation (OTEC). Entry Level Skills. Canada:
Canadian Tourism Human Resource Council. ISBN 1-89622229-68-9
Ontario
Tourism Education Corporation (OTEC) The Student’s Travel Map: A Guide to
Tourism Careers, Education and Training. Canada: Canadian Tourism Human
Resource Council (2000).
ISBN 1-55304-335-9
Powers, Tom
and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th
ed. Toronto: John Wiley & Sons, Inc., 1999. (Teacher Resource Manual) ISBN
0-471-33029-9
Powers, Tom
and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th
ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-25244-1
Ray, Mary Frey and
Evelyn Jones Lewis. Teacher’s Resource Binder: Exploring Professional
Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668491-8
Periodicals and
Magazines
Food
Service and Hospitality.
Toronto, Canada: Kostuch Publications Ltd.
Canada’s
Foodservice News. Toronto:
Canada’s Foodservice News.
Websites
Catholic
Social Teaching – http://www.coc.org/coc/cst.html
Resources for teachers and links for Catholic social teaching
Educational
Computing Organization of Ontario (ECOO) – http://www.ecoo.org/mainmenu.html
Resources for teachers and links to other educational sites
Educational
Network of Ontario (ENO) – http://www.enoreo.on.ca/
Resources for teachers and links to other educational sites
Marconi
Commerce Systems: Quick Service Restaurant Solutions
– http://www.marconicommerce.com/Solutions/quickServiceRestaurants.cfm
Provides information and solutions to incorporate technology resulting in
improved customer service
Ontario
Ministry of Education – http://www.edu.gov.on.ca/
Ministry site with up to date information and useful links
National Restaurant
Association – http://www.restaurant.org/careers/education/cfm
Site contains information on what’s happening in the industry, careers and
education.
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