Promoting Hospitality and Tourism (Chap 13 in Hospitality Text ) Unit 5 - Organizing Skills…………………………………………………………..77 Organizing and work Organizational Structure The Restaurant Business (Chap 3in Hospitality Text ) The Hotel Business (Chap 4 in Hospitality Text) The Tourism Business (Chap 5 in Hospitality Text) Understanding Work Groups Working with Employees Customer and Employee Relations (Chap 14in Hospitality Text ) Unit 6 - Leadership Skills………………………………………………………….89 Motivational and Leadership Managing Conflict and Stress Managing Change, Culture and Diversity The Restaurant Business (Chap 3 in Hospitality Text ) The Hotel Business (Chap 4 in Hospitality Text ) The Tourism Business (Chap 5in Hospitality Text ) UNIT PLAN Hospitality and Management Unit 1 Plan – Intro to Management Time Frame: 4 Weeks Brief Description of Unit: This unit introduces students to the foundations of management. They will learn what management is, the three levels of management, the management process, and the principles of management. We will be exploring topics in how the practice of management came about and how it is still changing. They will get an introduction to the wide range of hospitality and tourism businesses, the fundamentals of these diverse industries, their background in the context of history and their economic impact. The students will be able to describe the hospitality and tourism industries, identify the segments of the hospitality and tourism industries, understand the importance of service to the industry, describe the origins of lodging and food service and identify trends. The unit will end with an exam and a project. CDOS Standards: Standard 1- Career Development, 2- Integrated Learning, 3a- Universal Foundation Skills, 3b- Career Majors
with preserves made from the new fruit. She then expanded the menu to include fried chicken dinners. By 1940, the Knott family restaurant was serving up to 4,000 customers on Sunday nights. Inspired by his customers’ need for entertainment and his affection for the Old West, Walter Knott then built a ghost town adjacent to the restaurant. He used relocated buildings from authentic ghost towns in the Southwest. The attraction grew through the 1950’s and 1960’s. In 1968, the family enclosed the restaurant and ghost town, renamed it Knott’s Berry Farm©, and began charging admission. Other sections were added. As a restaurant, Knott’s Berry Farm had a long history and loyal customers, but how would it fare as an amusement park with Disneyland® only 15 minutes away? Recognizing that Knott’s Berry Farm did not have to compete directly with Disneyland, the Knott family presented the park as a secondary southern California attraction – not as an alternative to the Magic Kingdom. To answer Disney’s Mickey Mouse, the Knott family licensed characters from the comic strip Peanuts to provide a theme for Camp Snoopy. This attraction was the very first theme park area to be made especially for children. Knott’s Berry Farm also constructed roller coasters and thrill rides which were not part of Disneyland. In the 1970’s, Knott’s Berry Farm opened the first double-corkscrew roller coaster and ride. Other innovations included seasonal events, such as the Halloween-themed Knott’s Scary Farm and Christmas-related Knott’s Merry Farm. Sold to the amusement park company Cedar Fair LP in 1997, the Knott’s Berry Farm remains a popular and profitable attraction to this day. 21. Describe the customer’s (Market Segment) of a Knott’s Berry Farm. Support your answer with information from the case study. 22. What characteristics differentiated Knott’s Berry Farm from Disneyland? 23. What innovations did Knott’s Berry Farm introduce that allowed it to compete with Disneyland? 24. As a Hospitality and Management expert, name 3 ways you could expand/better the experience for a customer.
Board of Directors/Trustees PROJECTS Pioneers and Leaders in Hospitality and Tourism Student Names: Criteria Excellent 5 Good 4 Fair 3 Poor 2 Unsatisfactory 1 Background ----- ----- ----- ----- -----
costs command and market economies and supply and demand. Students will apply their knowledge to understand the economic, social, cultural, and environmental impacts of hospitality and tourism .The unit will end with an exam and a project. CDOS Standards: Standard 1- Career Development, 2- Integrated Learning, 3a- Universal Foundation Skills, 3b- Career Majors Common Core Standards: ELA Speaking and Listening Standards 10-12 – Standards 2, 3, 4 Curricular Goals: Upon completion of this unit, students will be competent in the following: Key Concepts: Why business ethics are important What ethical codes should include How businesses solve ethical dilemmas What laws relate to ethics in business How thinking about corporate responsibility has changed since the nineteenth century How corporations demonstrate their sense of social responsibility Differentiate between legal and ethical behavior Explain the term “whistleblower” and list three organizational barriers to whistleblowing 6 different kinds of laws that affect business operations Advantages and disadvantages of setting up sole proprietorships, partnerships, and corporations How income tax and property taxes affect businesses Patents, trademarks, and copyrights How the FTC protects consumers from unfair business practices Essential elements of contracts 5 major kinds of employment laws 3 major federal equal employment opportunity laws Importance of occupational safety and health laws How the Fair Labor Standards Act protects workers Market vs. command economy Law of supply and demand determines the price of a product Define sustainable tourism Cyclical nature of travel
3. Decider chooses an answer and role-plays the response with Persuader. 4. Observer observes and offers positive feedback on Decider’s answer. Scenario C 1. Persuader reads the scenario: I figured out how to make the time clock add 45 minutes per day to my timecard, and no one knows it. Do you want me to show you how to do it with your timecard? 2. All three group members brainstorm possible ethical answers, using the Questions to Consider Worksheet. 3. Decider chooses an answer and role-plays the response with Persuader. 4. Observer observes and offers positive feedback on Decider’s answer. Scenario D 1. Persuader reads the scenario: My teacher just told us that if our research paper isn’t typed by today, we shouldn’t bother handing it in at all. My paper is written, but I don’t have any way to type it. Would you help me download one off the Internet? 2. All three group members brainstorm possible ethical answers, using the Questions to Consider Worksheet. 3. Decider chooses an answer and role-plays the response with Persuader. 4. Observer observes and offers positive feedback on Decider’s answer. Scenario E 1. Persuader reads the scenario: Math is my worst subject. I really have tried, but I just cannot memorize all the required formulas. If I don’t get a good grade on this test, my grade will drop, and I won’t be eligible for a scholarship. Can you help me come up with a cheat sheet for the formulas? I’ll make you a copy, too. 2. All three group members brainstorm possible ethical answers, using the Questions to Consider Worksheet. 3. Decider chooses an answer and role-plays the response with Persuader. 4. Observer observes and offers positive feedback on Decider’s answer. Scenario F 1. Persuader reads the scenario: I love the song that’s playing on the radio, but I hear the rest of the CD is awful. I heard that you found a website where I could pirate a copy of the song for free. Will you show me the site? 2. All three group members brainstorm possible ethical answers, using the Questions to Consider Worksheet. 3. Decider chooses an answer and role-plays the response with Persuader. 4. Observer observes and offers positive feedback on Decider’s answer.