Back again.

I have not worked on my blog for a very long time, but here I start again.
I am working on the redesigne of the Food and Beverage unite I teach here at the Otago Polytechnic Dunedin. They are Purchasing and Stores Management, Food & Beverege Control Systems and Food & Beverage Management. I started of with a learners profile and the looked at some theory perspectives, belolow one can see where I am at.

Training Generation Y

I picked one of my favored authors and public speaker, Peter Sheahan and his theory on “Training Generation Y” as my theory perspective (I have placed the reading for this on BlackBoard? under course infromation). Mainly because I do believe that the key (and this is not only for Generation Y) for effective teaching and learning is very much linked to how relevant, interactive, personalised and entertaining your material and presentation of the topics are.

The link to practical examples or activities in the classroom (preferably again in the actual commercial environment) is crucial for learners to have an in-depth learning experience and understanding.

Peter Sheahan highlights the strength of Generation Y e.g. innovative and tech savvy but argues that they do lack basic written and verbal communication skills, both of which are so crucial for our hospitality industry and so our training programmes have to include these essential skills to be effective for today’s industry requirements.

The concept of training on demand and/or have information they need, accessible when they need it and not necessary before e.g. on-line learning tools like internet links, power points, computerised quiz, audio and you-tube style video on topics and/or modules of learning. This can be utilised for revision or exam preview or when they need it in the industry etc.

The seven tips for presenters and trainers I find particularly suitable for my environment.

1 come out blazing 2 leave your ego at the door 3 ramp it up 4 straight shoot 5 weave your magic 6 don’t be someone that you are not and 7 don’t judge the book by its cover.

The second theory I like is still the Kolb’s Learning Cycle, adding concrete experience, reflective observation, abstract conceptualization and active experimentation throughout.

My re-designe will incorporate the four key elements highlighted earlier;

· How relevance is the present information of the topic and what needs changing? (learners and industry perspective)

· What worked well and what needs changing to make this a more interactive course?

· How personalised is it, how can I make this personalised for all my different learners? (both full time and industry based)

· How entertaining is this topic in its presentations, task’s and resources used?

As identified in the first assessment activity the part of my courses, unit 16894 food and beverage control systems, is due for a re-design. The aim of this course/unit is to provide students ‘learners’ with knowledge of the hospitality management control systems required in a commercial food and beverage operation (as set by our ITO). Examples are stock take programme, menu engineering, forecasting and profit analysing systems to name a few. The School of Hospitality’s vision is to be able to bundle this unit with unit standards 16895 (purchasing and stores management) and 16892 (food and beverage management) and offer this through a more flexible approach then at present. During the re-designing process of this course/unit I could incorporate the coupling with the other two units at the same time. This would also suit the industry so learners can continue to earn as they learn. I do have established a great relationship with the Scenic Circle hotel group and have given a conference presentation on this topic in August.

Design Overview

What is the aim and learning outcome?

The aim of this course is set by our ITO, Hospitality Standards Institute and is to provide learners with the knowledge of financial management and control systems of a food and beverage operation.

Unit 16894, level 5, 6 credits.

The outcome:

At the successful completion of this course, participants will be able to effectively control financial processes in a food and beverage business using industry set control systems.

This will include but is not limited to;

Record systems
Forecasting and cost control techniques
Control procedures
Relevant legislation
What relevant learning activities will I use?

Menu analysis.

Food report and cost variance.

Sales mix and Sales volume.

Forecasting exercises and discussion.

Physical stock take and variance calculation for our café brie.

Profit sensitivity analysis.

Group assignment, research for relevant legislation.

Individual assignment.

Close book test.

How will I teach this to my group?

This is a mixture of what worked well in the past and changes needed to accommodate learners, industry and the Otago Polytechnics needs better (more in part 3 development ideas). I will do this through selected strategic approaches which cover all different learning styles and background/profiles of my learners. This could include on-line tutorials, discussion and group presentations to include connecting with learners using illuminate, research activities for tasks/assignments geared towards my learners, a webpage using course genie or moodle (passwoerd protected wiki) for reflection/learning journal including links to useful internet links for myself and the learners. I use our own BlackBoard? as a ‘home base’ with the main course documentation like course outline and assessment information, power points with quiz for revision, readings and video clips for the particular modules, camtasia movie clip for excel spreadsheet etc.

Technical assistance for the computer on-line work will be given. I will not use a blog at this stage as I don’t think it suits my learners.

I plan to use two weekly face to face classes/lectures over 16 weeks with additional one-on-one or group tutorials available on arrangement. I break the unit standard into 9 mayor topics/modules ‘9 steps to profit’ and include in-class group activities to teach the financial calculations required and for the formative assessment, also so learners can learn by observing and interaction in person with others. The use of industry guest speakers will enhance this face to face as well as make them more industry relevant and highlights o the learners what they do need in the workplace. The food and beverage management text book will be used for this as well as power point presentations. An audio for each chapter’s revision placed on BlackBoard? works well for me at present (marketing), as we all know it is not always easy to get learners to do the required readings.

The summative assessment will consist and correspond to the learning outcomes and content, there will be two tasks/assignments and a closed book test of underpinning knowledge questions (this is a stipulation for our ITO and we have no choice in this matter).

A assessment schedule and requirements, including marking criteria to be deemed competent, will be issued and explained on day one. A detailed timetable will be issued together with the introduction of the unit standard. The aim is that all learners have all the information/tools they need form the outset, so there are no surprises that could follow.

Content.

Accurate maintenance of record systems, analyses of data and use of information for planning are explained in accordance with industry practices – weekly, monthly and quarterly.

Maximising profitability using appropriate forecasting and cost control techniques is explained in accordance with industry practice.

Methods for the implementation and maintenance of appropriate hospitality

industry control procedures.

· volume forecasting,

· standard recipes,

· standard yields,

· portion control,

· stores,

· stock takes,

· wastage records,

· revenue control

Legislation relevant to hospitality operations is explained in accordance with

industry practice.

· Food Hygiene Regulations 1974,

· Food (Safety) Regulations 2002,

· Food Act 1981,

· Health and Safety in Employment Act 1992,

· Smoke-free Environments Act 1990,

· Privacy Act 1993,

· Sale of Liquor Act 1989

And any subsequent amendments.

Assessment.

Research for relevant legislation, summative assessment.

Individual assignment, summative assessment.

Close book test, summative assessment.

Development ideas

I will now start this part on my blog.

Regards Daniel