Intro To Food Service Supervision

Transcription

1 Western Technical College Intro To Food Service Supervision Course Outcome Summary Course Information Description Career Cluster Instructional Level Total Credits 2.00 Total Hours Identification of issues that confront food service managers and development of effective problem solving strategies to successfully handle the resources of people, time and equipment. Special topics of discussion will include motivation, effective communication, discipline, morale and grievances. Hospitality and Tourism Associate Degree Courses Types of Instruction Instruction Type Lecture Credits/Hours 2 CR / 36 HR Course History Last Approval Date 1/6/2016 Purpose/Goals Manage front-of-the house procedures in a food service facility Target Population Second Semester First-Year Food Service Management Students Pre/Corequisites Prerequisite Written Communications Textbooks Introduction to Food Service Supervision Resource Packet. Western. Publisher: Western. Required. Course Outcome Summary - Page 1 of 5

2 Core Abilities Program Outcomes 1. Apply principles of safety and sanitation in food service operations Type TSA Summative Assessment Strategies 1.1. Capstone Project 1.1. Demonstrate safe work practices 1.2. Attain State approved food service certification 1.3. Verify Safety Data Sheets (SDS or MSDS) with actual products 1.4. Practice documented personal hygiene 1.5. Identify major allergens 1.6. Examine you role in local emergency response procedures 1.7. Apply the 7 HACCP principles 2. Type TSA Summative Assessment Strategies 2.1. Capstone Project 2.1. Plan food service operations 2.2. Organize food service operations 2.3. Staff food service operations 2.4. Lead food service operations 2.5. Communicate plans, decisions and information to others 2.6. Monitor results to achieve goals and control costs 2.7. Utilize available resources Course Competencies 1. Change personal behaviors in order to become more professional and successful in managing a food service establishment. Domain Affective Level Internalizing Course Outcome Summary - Page 2 of 5

3 1.1. learner demonstrates continuous improvement in his or her personal, professional and academic careers learner develops a philosophy towards personal growth and development. 1.a. Define effective communication. 1.b. List the key components of effective communication. 1.c. Illustrate the flow of communication in organizations. 1.d. List examples of non-verbal communication. 1.e. Describe how non-verbal mesages affect commmunication. 1.f. Give examples of barriers to effective communication. 1.g. Devise a plan to improve communication. 1.h. Apply the techniques for active listening in the classroom and at work. 1.i. Identify issues that contribute to procrastination. 1.j. Develop a plan to eliminate procrastination based on information received in class. 1.k. Differentiate between passive, aggressive and assertive behavior. 1.l. Practice positive assertiveness in everyday life. 1.m. List specific steps you can take to develop self-esteem. 1.n. Alter your thinking to produce higher level of self esteem. 1.o. Identify activities that can rob a manager of time. 1.p. Adhere to a time management plan developed in class. 1.q. Develop a personal budget. 1.r. Develop a personal mission statement based on values. 1.s. Analyze your humor quotient. 1.t. Identify your serious training messages. 1.u. Generate a list of examples when humor is not appropriate in the workplace. 2. Relate effectively with a diverse workforce. Domain Affective Level Valuing 2.1. learner practices sound communication in the classroom and workplace learner demonstrates a mature attitude when getting along with classmates and co-workers. 2.a. Define effective communication. 2.b. Identify the key components in effective communication. 2.c. List the five categories of non-verbal communication. 2.d. Give examples of each of the five categories of non-verbal communication. 2.e. Identify barriers to effective communication. 2.f. Listen more effectively. 2.g. Devise a plan to improve communication between classmates and co-workers. 2.h. Define terms and expressions associated with hearing impairment, visual and speech disabilities as well as cognitive disabilities. 2.i. Apply disability etiquette in personal and professional settings. 2.j. Identify food service jobs that would be appropriate for people with various disabilities. 2.k. Develop a positive personal philosophy towards delaying with disabilities. 2.l. Define multicultural diversity. Course Outcome Summary - Page 3 of 5

4 2.m. 2.n. Discuss how gender, family of origin, age, race, ethnicity, geographic location, corporate culture and religious belief affect diversity. Develop a positive personal philosophy to use when working with multiculturally diverse employees. 3. Demonstrate positive conflict management, problem solving and decision making skills. Domain Cognitive Level Application 3.1. learner demonstrates sound conflict resolution, problem solving and decision making skills in the classroom and workplace. 3.a. List qualities of a critical thinker. 3.b. Develop techniques for critical thinking. 3.c. Compile a list of tools to aid in the critical thinking process. 3.d. Recognize the steps in the decision making process. 3.e. Clarify values so as to aid in the decision-making process. 3.f. Develop a plan to gather information in the decision-making process. 3.g. Use time and intuition as an ally in the decision-making process. 3.h. List the four p's of problem solving as defined in discussion. 3.i. Apply the four p's of problem solving to personal and professional issues. 3.j. Identify the seven steps of conflict resolution. 3.k. Apply the seven steps of conflict resolution to personal and professional issues. 4. Establish a plan for continuous professional and personal growth. Domain Affective Level Organizing 4.1. learner devises a plan for continuous professional and personal growth after graduation. 4.a. Determine short, medium and long term goals. 4.b. List personal skills necessary for job success. 4.c. List job skills necessary for success in a food service career. 4.d. Develop a list of employee attributes that employers demand. 4.e. List professional activities that would make you a more valuable employee. 4.f. List personal activities that would enhance self-esteem and personal growth. 5. Illustrate how personality affects personal and professional life. Domain Cognitive Level Analysis Course Outcome Summary - Page 4 of 5

5 5.1. learner applies information on personality type to situations in the classroom as well as the workplace. 5.a. Name the five preferences listed in the Myers-Briggs Type Indicator (MBTI). 5.b. List what the MBTI does not measure. 5.c. Compare and contrast extroversion and introversion. 5.d. Compare and contrast the sensing and intuitive preference. 5.e. Compare and contrast the thinking and feeling preference. 5.f. Compare and contrast the judgmental and perceptive preference. 5.g. Predict how the degree of function or preference effects personality. 5.h. Associate with one of the 16 personality types as identified by the MBTI. 5.i. List applications of typewatching at work. 5.j. Integrate typewatching in everyday life and work settings. 6. Assume responsibility for ethical business, personnel relationships and quality services. Domain Affective Level Valuing 6.1. learner assumes responsibility for ethical business practices, personnel relationships and quality services. 6.a. Differentiate between leadership and management. 6.b. List components of quality service as displayed in a food service establishment. 6.c. Develop a code of behavior concerning ethical business practices. 6.d. Develop a code of behavior concerning personnel relationships. 6.e. Assume personal responsibility for ethical business practices, personnel relationships and quality service. Course Outcome Summary - Page 5 of 5