Restaurant Manager Training Program Delivering … 202/202_trainer_guide.pdf · Restaurant Manager...

Restaurant Manager Training ProgramDelivering Excellence Trainer’s Guide

December 2010

© 2010 IHOP IP, LLC.

IHOP 202 IHOP 202 Trainer’s Program Guidelines Program GuidelinesPage 1 of 17

IntroductionCongratulations on being selected as an IHOP 202 Manager Training Program Trainer. Effective management is the backbone of every successful restaurant and the ability to effectively transfer knowledge of management skills and abilities is a critical part of the continued success of the IHOP brand.

Your role as an IHOP 202 trainer is to fi rst become an expert on the training program and it’s content, and then to use the program to train Managers-in-Training assigned to your restaurant for training. Begin by reviewing this Program Guidelines section of the Training Guide to become familiar with the training program components and their intended use.

Training DeliveryThe Manager-In-Training (MIT) is to be your “shadow” 80% (or more) of the time that they are in your restaurant during the two weeks of training, and you are to be their shadow as they practice and demonstrate what they have learned. As you go about performing tasks and activities, the MIT should be with you observing, learning, and practicing management responsibilities and skills and you should be with them providing instruction, explanation and feedback. Here are some suggestions to make your training delivery successful.

Follow the 5-Step Training Process: Plan-Tell-Show-Do-Review.Talk a lot. Explain everything you do, when it should be done, and why. Consider yourself the narrator of a restaurant management biography.You are the main body of this program’s training material. What you tell and show the MIT is the training. The Learner’s Guide supports the training by being a source for exercises and reference for more detailed explanations of training topics. Be familiar with the Trainer’s and Learner’s Guides contents, explanations and exercises, and the accompanying resources and references before you train to ensure you know what to say about each topic and that you cover the key information and activities.Ask the MIT a lot of questions to get them thinking and to ensure that they understand what you are training. Pay attention not only your MIT’s words, but also their body language and tone of voice.Maintain a pace that works for both you and the MIT.As much as possible, train the topics order they would naturally occur in the course of regular restaurant operations

1.2.

3.

4.

5.6.



routines. For example, the End-of-Week section should primarily be covered on the day that you perform your restaurant’s End-of-Week process.At times, you may train all or portions of a topic in the normal course of a day before it is formally covered in the Learner’s Guide or recommended agenda, and that’s acceptable. This program is meant to be fl exible. Just be sure to refer back to the Learner’s Guide afterward to ensure that all of the key points were covered.Allow the MIT to try and practice as much as possible following the initial instruction.Provide feedback often–both praise for achievements and redirection for areas needing improvement.Always remember that your leadership shadow is showing!

Training AgendaThe 202 training agenda provided shows the recommended training days and progression for each module and is laid out according to the “natural progression” and “size” of the topics. It is intended to assist you with planning the training and making sure you fi t everything into the number of training days you are allotted; however, it is only a guide. The actual training agenda and progression of topics is subject to your own work schedule, what is covered in the in the normal course of a restaurant operations routine, the needs of the restaurant, and, most importantly, the needs of the MIT. What’s important is that all training topics are trained and learned.

It is critical that you make a thorough training plan for each MIT as soon as their training start date is confi rmed and that you update that plan daily once their training has begun based on the MIT’s progress.

Be sure that part of your planning includes overlapping or supplemental management coverage for periods/days when a topic or activity requires you to provide dedicated time with your MIT. For example, the fi rst few hours of training on how to create employee work schedules require you to be in the manager’s offi ce with the MIT pulling reports, analyzing data and populating spreadsheets on the offi ce computer. In order for the training to be effective, you must ensure that there are minimal interruptions. Therefore, it would be appropriate to schedule a substitute manager to supervise the operations during this period. This way, restaurant operations are not negatively impacted by your “absence” and you can focus on the MIT without interruptions. Training program enrollment fees paid to your franchise organization for each MIT are intended to help offset these additional manpower charges.

7.

8.9.10.



IHOP 202 Master Training Agenda

DAY 1 DAY 2 Day 3 Day 4 Day 5

1. PH2 INTRO 2. SAFETY/SANITATION OFF OFF 3. MANAGER WORKFLOW 4. HOSPITALITY 8. REVENUE ACCOUNTING

1a. Sign-Offs & SOP Test 2a. Risk Management 3c. Manager Tasks & Responsibil 4a. Overview & Costs 8a. Cash Controls

1b. Program Overview 2b. Insurance & Worker's Comp 3d. Figure 8 Management 4b. As Good As Our Pancakes 8b. Tip Reporting

1c. Intro to IHOP 2c. Safety Committees 3e. Manager's Log 4c. Dining Room Management 8c. End Of Day Acct/Admin

1d. Vision, Values, Success Facto2d. Emergencies 4d. Hospitality by Position 8d. End Of Week Acct/Admin

1e. Media 2e. Accidents 5. DAILY STAFF MANAGEMEN 4e. Guest Complaints

1f. IHOP SOP 5a. Employee Scheduling 5a. Employee Scheduling

1g. I.T. & POS 3. MANAGER WORKFLOW 5b. Staff Management

3a. Time Management 5c. Pre-Shift Rallies

15. LEADERSHIP INTRO 3b. Intro to Goals 5d. Sidework & Deep Cleaning

15a. Leadership Style 5e. Employee Uniforms

15b. Core Success Factors

15c. Leadership Shadow Video

10b. Shades for Supervisors

DAY 6 DAY 7 Day 8 Day 9 Day 10

10. RECRUITING & HIRING 6. TRAINING OFF OFF 11. PERFORMANCE MNGMT 9. FINANCIAL CONTROLS 13. INSPECTIONS

10a. Employment Laws 6a. Hows & Why 11a. Coaching 9a. P&L Statements 13a. OARs

10c. Recruiting 6b. Programs & Resources 11b. Corrective Action 9b. Cost Controls 13b. Health Inspections

10d. Hiring Process 11c. Performance Appraisals 13c. AB Status

10e. Interviewing 10e. Interviewing 14. EQUIPMENT 13d. Mystery Shops

7. MARKETING

7a. Intro & 3 Levels

7b. LTOs

7c. Menus

7d. Gift Cards

7e. LRM

Yellow Highlighting Indicates This Section/Topic Requires A High Level of Training Manager "Sit-Down" And/Or Office Time With MIT

Daily Activities (except Day 1) include Management Walk-Throughs/Checklists, Pre-Shift Meetings, Server Station Planning, End-of-Day Accounting & Administration, Management by Walking Around, Table Touches, Sidework & Deep Cleaning Monitoring and Check-Outs, Placing & Receiving Orders (as applicable), and a daily review and an overview of the following day's agenda. As daily "homework" (including day 1), the MIT should read the participant workbook contents for all sections that will be covered the following day.

IHOP 202 Master Training Agenda (Available in editable format on the Training Manager Resource CD



Daily MIT activities

Daily MIT activities on all training days except for training day one should include:

Management walk-throughs/checklistsPre-shift meetingsServer station planningEnd-of-day accounting and administrationManagement by Walking Around (MBWA)Table touchesSidework and deep cleaning monitoring and check-outsPlacing and receiving orders (as applicable)Day’s learnings reviewOverview of the following day’s agendaHomework (including day 1); the MIT should review the Learner’s Guide contents for all sections to be covered the following day

Weekly MIT Activities

Weekly MIT activities should include:End-of-week accounting and administrationFood inventoryFinancial performance analysis (P&L or Operating Statement)Application screening, reference checks, and candidate interviews (except Week 1)Employee work schedules

•••••••••••

•••••



Activities an MIT Should Not PerformTo protect you, your restaurant, and your franchise organization from unnecessary risk and liability, there are certain activities that MITs should not be permitted to perform. MITs may participate and should assist or observe you in the following activities but they may not be the primary or sole manager to perform them:

Administer formal corrective action or terminate an employee

Make a hiring decision or job offer for your restaurant

Complete and/or administer an actual employee performance appraisal

Complete and post a fi nal draft of the employee work schedule

Create and post employee notices and memos

Complete and submit vendor orders

Complete and submit the restaurant’s fi nal revenue accounting, employee payroll, or fi nancial performance reports

Perform back bank (safe) verifi cation

Make deposits at the bank

Manage a shift

Also, an MIT should never be used to cover shifts or staffi ng shortages. Though an MIT can be expected to assist operations during busy periods, as any manager would, they may only do so for reasonable cause, and this should be a rare occurrence. Part of your responsibility as a Training Manager is to ensure your restaurant’s staffi ng is suffi cient for the projected guest volume and operational needs, that you have suffi cient employee and management coverage leaving you free to effectively train your MIT, and that you have the ability to react appropriately to unexpected staffi ng challenges. Using an MIT to reduce your restaurant’s labor costs is never acceptable.

•

•

•

•

•

•

•

•

•

•



Trainer AuthorityAs their assigned Trainer, you have implied and informal authority over your MITs. However, as they are also managers, sometimes even senior managers, and are often not a member of your own franchise organization, your actual authority over the MIT is limited. You are empowered as the trainer to give instructions and assignments, dictate the MIT’s training schedule, and to coach and redirect their performance and behavior. You are also expected to utilize your leadership skills to keep the MIT engaged in the program and to guide their behavior.

Though we certainly don’t anticipate that a MIT would behave unprofessionally, it may on rare occasion happen. You do not have the authority to formally reprimand, discipline or terminate the MIT or to cancel the MIT’s training or excuse them from the training restaurant for any reasons other than zero-tolerance behaviors such as cheating on a test, illegal drug use, employee abuse, violence, or harassment. If the need to dismiss a MIT from training for any reason, contact your FTC immediately. If any other issues or concerns arise that you are not able to successfully redirect or resolve, contact your FTC for assistance. Be prepared to cite specifi c behaviors, the dates/times they occurred, and the steps you have already taken to redirect or resolve the situation.

Providing FeedbackA critical responsibility of any trainer is to provide MITs with honest, specifi c and clear feedback on their accomplishments and opportunities for improvement. Be specifi c when providing feedback and focus on behaviors that the MIT can change. Provide clear explanations and descriptions of what behaviors should continue, what behaviors must be improved or changed, and what standards must be met.

Training Materials & ToolsYou, as the Training Manager are responsible for maintaining and replenishing the program materials and tools. Learner’s Guides, Trainer’s Guides, SOP Manuals, and Laminates can be ordered from DataSource. Program Discs can be ordered through your FTC. To ensure that you always have Learner’s Guides available, it is expected that you maintain at least 2 Learner’s Guides in the Training Restaurant at all times. All other tools and materials used during training are expected to be available at all times. Replacement due to



loss or damage is the responsibility of the Training Manager. The following is a list of the primary program materials and tools that you must have available in the Training Restaurant.

2 Learner’s Guides

Trainer’s Guide

IHOP 202 Training Manager Resource CD

SOP Book 1 Operating Procedures & Standards – Franchise Version (Company-operated Training Restaurants must maintain both Company and Franchise Versions)

SOP Book 2 Cost Controls & Safety/Sanitation

SOP Book 4 Equipment Manual (complete including tabbed binder)

SOP Book 5 Core Line Recipes

SOP Book 6 Core Prep Recipes

Applicable Regional Preference Recipes

IHOP Restaurant Safety Program (Company Operated Restaurants Only)

All Operations and Safety Laminates including Shelf Life Charts

OAR Reference Binder (available on insideIHOP.com)

IHOP 101 Team Member Training Program (complete with all components)

With the exception of the Learner’s Guide, which is the MIT’s to keep, training materials and tools should not be removed from the restaurant. If an MIT needs to borrow training resources or tools for review, they should only be allowed to do so if there are other copies available for use in the restaurant and they must complete and sign a Training Materials Checkout document (available on the program materials CD).

•

•

•

•

•

•

•

•

•

•

•

•

•



You are also expected to maintain all operational materials, resources and tools required and recommended by IHOP SOP and federal, state and local law (e.g., smallwares, thermometers, tableware, MSDSs, employment law postings, choking posters, etc.).

The 202 Program Components

Learner’s Guide

The Learner’s Guide should be issued to the MIT at the start of their training and is theirs to keep for future reference. The MIT may write in it, highlight, etc. as much as they like (the Trainer should point out the “notes” section provided at the bottom of each page). The MIT must bring the Learner’s Guide to training with them each day for use and reference during training.

The 202 Learner’s Guide defi nes the topics and competencies covered in the program and ensures that training objectives are met; however, it is not intended to be the primary training delivery method. The primary delivery method of IHOP 202 is “live” Trainer-to-Trainee interaction. The Learner’s Guide is a supporting resource and reference tool for the MIT that:

Provides detailed explanations and information on all of the program learnings

Assigns specifi c activities and exercises to enhance learning

Calls out important points

Emphasizes tips and best demonstrated practices

Provides additional information references and resources

Provides sample tools and documents, which can be reproduced for use in the MIT’s home restaurant

The Learner’s Guide is divided into modules that can be delivered according to how they best fi t the training period and agenda. It contains interactive activities and exercises to reinforce learning and provides opportunities to practice competencies and skills. The MIT should complete all of the exercises and activities found in the Learner’s Guide.

•

•

•

•

•

•



Two important components of the Learner’s Guide are the Checklist/Agendas and the Key Learnings Exercises.

Checklist/Agendas: Used to check off training tasks as they are completed. Do not check off tasks that were not completed. For tasks not completed by end of training, the Training Manager must document why in the “Comments” column. Due to the fl exible nature of the program agenda, you may be checking off tasks from different modules on the same day. The MIT & Training Manager must both sign the Checklist/Agendas when all items are completed (or documented if intentionally not completed). The comments fi eld is primarily for training manager comments, such as notes on areas needing improvement, additional training provided to improve the competency, or positive feedback for areas where the MIT performed well. If desired, the MIT may add comments as well. It is suggested that the Checklist/Agendas be completed daily as part of the day’s review.

Effective Team Member Coaching 3Review process for coaching to praise desired behavior

3-4

Bob’s coaching to praise was well-done and very effective. He made it clear what the team member did, explained the impact, shared his feelings, and encouraged more of the same behavior.

Bob’s performance of this activity was so effective that we immediately observed that other team members were making efforts to perform well in order to receive praise from Bob too-and he gave it easily and effectively whenever he saw that is was earned. Great leadership Bob!

Activity: Deliver “coaching to praise” to ve team members

4

Review process for coaching to correct behavior 5

Activity: Role play “coaching to correct behavior” scenarios with the Training Manager

6-7

Review process for corrective action meetings 7-8

Activity: Complete Coaching and Corrective Action form on a previous situation and role play delivery with the Training Manager

8

Review the process for termination discussions 9

Review procedures for documentation of coaching sessions and performance discussions

9-10

IHOP 202 Checklist/Agenda

•



Key Learnings Exercises: Each module ends with a Key Learnings Exercise, which allows the MIT to demonstrate that the key points of the module were learned prior to continuing to the next module. It is recommended that the Training Manager fi rst have the MIT write the Key Learnings from each module without looking at the module content, as this will better refl ect what they retained. Then, discuss what they wrote and have them refer back to the module to identify additional key points. Compare what they listed to the Key Learnings provided in the Trainer’s Guide. The MIT’s key learnings should be written in complete thoughts or sentences so that what they learned is clear, not only to the Training Manager, but also to the MIT when they refer back to their Learner’s Guide.

IHOP 202 - Restaurant Manager TrainingInterviewing & Hiring

Module 8Page 51 of 51

Key LearningsRecord what you believe to be the key learnings that you will take away from this module. Focus on the principles and concepts that will guide you in the performance of your duties upon return to your restaurant. Discuss your thoughts with your Trainer.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

•

•

•

Learner’s Guide Key Learnings Page

•



Trainer’s Guide

The Trainer’s Guide is the Training Manager’s guide for effectively delivering the 202 program content. For each training module the Trainer’s Guide starts with the following Module Highlights to help the trainer prepare to deliver the information:

Module Purpose: Identifi es the main focus of the module.

Delivery Method: Tips on how the information in the Learner’s Guide can best be delivered to the MIT. Though most of the program is delivered through shadowing, there is some self-guided material and reading involved.

Required Resources: Identifi es additional materials, tools or resources required in addition to the Learner’s Guide to deliver the module.

Estimated Time Required: Estimation of the time the module content will take to train.

Recommended Day of Instruction: Recommends the training day and part of the day to conduct the module in order to stay on schedule, as well as to help with the fl ow of building competencies and skills onto others.

Topics Covered: Identifi es the main module topics, which are also listed on the fi rst page of each module in the Learner’s Guide.

Following the Module Highlights section, guidance is provided for the delivery and key points of each section in the module as follows:

Learner’s Guide Section: Corresponds to the applicable section in the Learner’s Guide.

Page Number: Identifi es the page numbers of the Learner’s Guide where the sections are found.

Key Points/Learner Activity: Identifi es the key points to be covered in the section with a summary of the section content and calls out learning and practice activities and exercises.

Trainer Action/Notes: Identifi es key notes for discussions or emphasis. Many Trainer actions and notes are already provided, but the Trainer is encouraged to add their own as needed.

Answer keys for worksheets and activities are also included in the Trainer’s Guide. Depending on their size, some answer keys may span two pages. Full-size versions of each answer key are available on the 202 Training Manager Resource page of insideIHOP.com.

•

•

•

•

•

•

•

•

•

•



Daily Evaluations

The Training Manager will evaluate the MIT’s overall performance, participation and progress daily using the 202 Daily Evaluations form. This daily evaluation process allows the Training Manager to formally provide feedback to the MIT on their successes and opportunities and to share this feedback with the FTC and the MIT’s supervisor as needed.

The daily MIT evaluations are based largely on the IHOP Management Core Success Factors. The Training Manager should rate the MIT’s performance in each of the factors listed and comment on areas of opportunity or outstanding work, citing specifi c behaviors that justify the ratings and noting completion of module topics covered that day.

The 202 Daily MIT Evaluations form is designed to be completed electronically and submitted to the FTC at the agreed upon frequency. A single day’s evaluation can be copied and pasted into an email or the full 202 Daily MIT Evaluations document can be attached to an email to submit it to the FTC. The entire document must also sent to the FTC with the MIT’s other required 202 training records upon the MIT’s completion of the 202 program. The form is available on 202 Training Manager Resource page of insideIHOP.com.



Day # Day Date / / Day’s Overall Rating %

2 = Exceeds 1 = Meets 0 = Does Not Meet

Rating Specific Feedback & Action Needed

Attendance & Punctuality Appearance Standards Daily Objectives Met Action Oriented Customer Focused Drive for Results Decision Quality Learning Agility Communication Problem Solving Conflict Management PlanningLeading & Developing Others Teamwork Participation Attitude

Manager-In-Training (MIT) Signature

Training Manager (TM) Signature

Daily MIT Evaluation Form



Post-Training Action Plan

The Post-Training Action Plan is the fi nal feedback and evaluation tool for IHOP 202. It communicates the need for additional coaching, training and practice to the MIT and their supervisor, enabling them to plan for the MIT’s continued learning and development needs after they leave training.

The Post-Training Action Plan is intended to assist the newly-trained restaurant manager and their supervisor with planning supplemental training, coaching and practice of specifi c competencies, skills, and areas of opportunity identifi ed by the MIT and Training Manager during the IHOP 202 program.

The Training Manager identifi es the competency or skill to be developed and forwards the form to the MIT’s supervisor, through the FTC and FBC, after the MIT’s 202 training is complete. The MIT and their supervisor are responsible for completing the action plan portion of the form. This document helps support and encourage the MIT to continue to work on critical competencies and skills that they were unable to fully master during 202 training.

The Post-Training Action Plan is designed to be completed electronically. The document is sent to the FTC, via email attachment, with the MIT’s other required 202 training records upon completion of the 202 program. The form is available on 202 Training Manager Resource page of insideIHOP.com.



IHO

P 20

2 Po

st-T

rain

ing

Act

ion

Plan

Page

1 of

2C

ompo

nent

of I

HO

P 20

2 R

esta

uran

t Man

ager

Tra

inin

g Pr

ogra

m

June

2, 2

010

Mana

ger i

n Tr

ainin

g Na

me:

Des

tinat

ion

Rest

aura

nt #:

Tr

ainin

g Ma

nage

r Nam

e:

T

rain

ing

Rest

aura

nt #:

Tr

ainin

g St

art D

ate:

Tra

inin

g En

d Da

te:

Th

is ac

tion p

lan is

inten

ded t

o ass

ist th

e new

ly tra

ined r

estau

rant

mana

ger a

nd th

eir su

pervi

sor w

ith pl

annin

g sup

pleme

ntal

traini

ng, c

oach

ing an

d pra

ctice

of sp

ecific

comp

etenc

ies, s

kills,

and a

reas

of op

portu

nity i

denti

fied b

y the

train

ee an

d tra

ining

ma

nage

r dur

ing th

e tra

inee’s

comp

letion

of th

e IHO

P 20

2 pro

gram

. This

actio

n plan

focu

ses o

n the

mos

t impo

rtant

deve

lopme

nt ne

eds a

nd is

not in

tende

d to a

ddre

ss al

l pos

sible

area

s of o

ppor

tunity

. If ad

dition

al inf

orma

tion i

s nee

ded o

r de

sired

for w

riting

of th

e acti

on pl

an, th

e new

ly tra

ined r

estau

rant

mana

ger’s

supe

rviso

r may

conta

ct the

ir FBC

or F

TC.

AA.Co

mpe

tenc

y or S

kill t

o be

Dev

elope

d

Actio

n Pl

an (a

ction

step

s sho

uld be

Spe

cific,

Mea

sura

ble, A

gree

d-to,

Rea

listic

, and

Tim

e-bo

und)

Date

to b

e Com

plet

ed

Date

Com

plet

ed

V

erifi

ed B

y

BB.Co

mpe

tenc

y or S

kill t

o be

Dev

elope

d

Actio

n Pl

an (a

ction

step

s sho

uld be

Spe

cific,

Mea

sura

ble, A

gree

d-to,

Rea

listic

, and

Tim

e-bo

und)

Date

to b

e Com

plet

ed

Date

Com

plet

ed

V

erifi

ed B

y

CC.Co

mpe

tenc

y or S

kill t

o be

Dev

elope

d

Actio

n Pl

an (a

ction

step

s sho

uld be

Spe

cific,

Mea

sura

ble, A

gree

d-to,

Rea

listic

, and

Tim

e-bo

und)

Date

to b

e Com

plet

ed

Date

Com

plet

ed

V

erifi

ed B

y

DOCU

MENT

INST

RUCT

IONS

STEP

1: T

he T

raini

ng M

anag

er w

ill ide

ntify

and e

xplai

n in d

etail t

he co

mpete

ncy o

r skil

l to be

deve

loped

in th

e spa

ces

prov

ided b

elow.

ST

EP 2:

The

Tra

ining

Man

ager

then

forw

ards

this

docu

ment

to the

FTC

. ST

EP 3:

The

FTC

will

forwa

rd th

e doc

umen

t to th

e FBC

. ST

EP 4:

The

FBC

will

forwa

rd th

e doc

umen

t to th

e new

ly tra

ined r

estau

rant

mana

ger’s

supe

rviso

r. ST

EP 5:

The

newl

y tra

ined r

estau

rant

mana

ger’s

supe

rviso

r, alo

ng w

ith th

e man

ager

, write

s the

actio

n plan

for t

he

deve

lopme

nt of

each

iden

tified

comp

etenc

y or s

kill.

STEP

6: T

he m

anag

er co

mplet

es th

e acti

on pl

an w

ith th

e sup

port

and f

ollow

up of

their

supe

rviso

r.

Post Training Action Plan Form



Completion Certificate

The IHOP 202 Certifi cate of Completion is the MIT’s award for and record of completion of the IHOP 202 program. The certifi cate is awarded by the Training Manager to the MIT at the successful completion of IHOP 202.

Included in each IHOP 202 Learner’s Guide is a blank certifi cate. Upon completion of training, the Training Manager must access the IHOP 202 Completion Certifi cate Generator on insideIHOP.com to add the learner’s name, training completion date and Training Manager’s name to the certifi cate.

A complete certifi cate template is also provided, which allows the Training Manager to print the certifi cate background and the learner’s information, if necessary.

Completion Record

The IHOP 202 Completion Record identifi es the training documentation that the Training Manager is required to submit and to whom, and also serves as the fi nal record of the MIT’s completion of the 202 program.

The Completion Record is completed by the Training Manager and is submitted to the FTC, along with all other required training documents upon the MIT’s completion of training.

The Completion Record can be scanned and sent to the FTC as an email attachment or faxed to the FTC. The original Completion Record is to be provided to the MIT, as instructed on the Completion Record, along with the other documents listed, which the MIT is then to submit to their supervisor. A copy of the MIT’s IHOP 202 Completion Record should be kept on fi le in the IHOP 202 Training Restaurant.

The form is available on 202 Training Manager Resource page of insideIHOP.com.



IHO

P 20

2 C

ompl

etio

n R

ecor

d

IHO

P T

rain

ing

Dep

artm

ent

Dec

embe

r 201

0

The

follo

win

g do

cum

ent i

s to

be

fille

d ou

t by

the

IHO

P 20

2 Tr

aini

ng M

anag

er. P

leas

e en

sure

that

all

mat

eria

ls li

sted

bel

ow a

re fi

lled

out c

ompl

etel

y, s

igne

d an

d da

ted,

and

sub

mitt

ed a

s fo

llow

s:

1.

Scan

& e

mai

l or f

ax th

is C

ompl

etio

n R

ecor

d to

the

Fiel

d Tr

aini

ng C

onsu

ltant

(FTC

). *D

aily

Ev

alua

tions

and

*Pos

t-tra

inin

g A

ctio

n Pl

an s

houl

d be

em

aile

d to

FTC

. 2.

Pr

ovid

e a

copy

of t

his

Com

plet

ion

Rec

ord

alon

g w

ith th

e be

low

list

ed tr

aini

ng d

ocum

ents

to th

e M

IT. T

he M

IT is

then

resp

onsi

ble

for s

ubm

ittin

g th

eir t

rain

ing

docu

men

ts to

thei

r sup

ervi

sor t

o be

fil

ed w

ith th

e M

IT’s

per

sonn

el re

cord

s ac

cord

ing

to th

eir f

ranc

hise

org

aniz

atio

n’s

polic

ies

and

proc

edur

es.

MIT

Nam

e:

Trai

ning

Sta

rt D

ate:

Trai

ning

Com

plet

ion

Dat

e:

Trai

ning

Res

taur

ant #

:

Trai

ning

Res

taur

ant L

ocat

ion:

City

, Sta

te

IHO

P 2

02 C

ompl

etio

n R

ecor

d (a

lso

keep

a c

opy

on fi

le in

trai

ning

rest

aura

nt)

Non

-Sol

icita

tion

Pol

icy

Inte

grity

Pol

icy

Dai

ly E

valu

atio

ns*

Che

cklis

t/Age

ndas

(all

mod

ules

)

Pos

t-tra

inin

g A

ctio

n P

lan

Doc

umen

t*

Dup

licat

e of

Cer

tific

ate

of C

ompl

etio

n

Tra

inin

g M

ater

ials

/Sup

plie

s C

heck

out (

reta

in a

cop

y in

trai

ning

rest

aura

nt a

nd s

can

& e

mai

l or f

ax to

FTC

onl

y if

item

s ch

ecke

d ou

t wer

e no

t ret

urne

d or

wer

e no

t ret

urne

d in

acc

epta

ble

cond

ition

)

I, __

____

____

____

____

____

____

___,

ver

ify th

at th

e ab

ove

MIT

has

com

plet

ed th

e IH

OP

202

Res

taur

ant

Man

ager

Tra

inin

g P

rogr

am in

full

and

that

the

train

ing

docu

men

ts li

sted

abo

ve a

nd s

ubm

itted

to th

e FT

C a

re

com

plet

e an

d ac

cura

te.

____

____

____

____

____

____

____

___

__

____

____

____

____

_

Prin

t 202

Tra

inin

g M

anag

er N

ame

202

Trai

ning

Man

ager

Sig

natu

re

Dat

e

IHOP 202 Completion Record

IHOP 202 Program Overview and IHOP Introduction - Trainer’s Guide Module 1Page 1 of 8


Module 1 Overview

Module Purpose: Introduces the goals and expectations of the IHOP 202 Manager Training Program. Includes the recommended agenda, topics, and completion requirements. Provides an overview of IHOP history and culture, as well as an introduction to the reference materials available to Managers.

Delivery Method: Orientation Style: This module is intended to be delivered much as an team member orientation would be delivered, with the Learner and the Trainer reviewing the information provided in the Learner’s Guide and jointly conducting the activities.

Required Resources: In addition to the Learner’s Guide, the following resources are required to complete this module:

IHOP SOP 1 - Operating Procedures and Standards

IHOP SOP 2 - Cost Controls & Safety/Sanitation

Internet access with access to the following websites:

www.insideIHOP.comhttp://ihop.data-source.com/

Micros System Reference Manual: Chapter 2 - IHOP Manager Training Procedures from the Micros Desktop or insideIHOP.com

Access to a Micros POS Terminal

•

•

•

•

•

Estimated Time Required: 4 hours

Recommended Day of Instruction: Morning of Training Day 1



Topics Covered: IHOP 202 Program Overview

An Introduction to IHOP

Introduction to IHOP Standard Operating Procedures (SOPs)

Introduction to Information Technology Resources

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesProgram Overview and IHOP Introduction

1 Summary: Identifi es that the goal of this program is to train the Manager on the day to day activities of running an IHOP.

• Trainer Action: Collect signed Integrity and Non-solicitation policy documents, which are located in the very front of the Learner’s Guide. Send these documents to the Learner’s FTC upon training completion.

•

IHOP 202 Program Overview 1-2 Summary: Identifi es that the primary focus during training is the successful completion of the program.

•

Class Schedule 2 Summary: Identifi es class days and hours and sets expectation for homework.

• Trainer Note: Provide and discuss the training schedule/agenda.

•

Required Attendance 2 Summary: Sets expectation that Learner must attend or make up all training days.

•

Training Agenda 3 Summary: Lists the topics to be covered during the training.

• Trainer Note: The Training Agenda provided is merely a suggestion. The order of modules can be changed to meet the operational or training needs of your restaurant. If your planned agenda differs, provide it to the Learner now.

•

Trainee Evaluation 3 Summary: Identifi es that the trainee will be evaluated on a daily basis and that additional training needed after completion of IHOP 202 will be documented on an Action Plan.

• Trainer Note: The Daily Evaluation and Action Plan forms are available on the IHOP 202 Program Materials CD. Both forms are to be sent to the MIT’s supervisor upon completion of training.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesTraining Uniform Standards 4 Summary: Sets expectation that Manager

must follow uniform standards for Managers.•

4 Activity: Learner locates and reviews the “IHOP Manager on Duty Appearance Standards” section of IHOP SOP 1.

•

An Introduction to IHOP 4 Summary: Provides an overview of IHOP’s background.

•

Our Vision & Values 4-5 Summary: Introduces the Company Vision and Values statements.

Optional Activity: The Vision and Values document shown is also posted on ihop.com. Have the Learner, navigate to the site and locate the document.

•

•

Global Principles of Business Conduct

6 Summary: Introduces IHOP’s expectation of proper business conduct.

•

Core Success Factors 6 Summary: Introduces the 10 factors that IHOP has identifi ed as necessary to ensure success.

• Trainer Note: Explain that Managers are reviewed on these factors on for the Company Manager performance appraisal.

•

Dealing with the Media 6-7 Summary: Identifi es the procedures Managers should follow when approached by the media.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesThe IHOP Corporate Communications Department

7 Summary: Refers Managers to the REACT poster for points of contact for assistance with media issues.

• Trainer Note: Take the Learner to the offi ce and review the information shown on the REACT poster.

•

Media Exposure 7 Summary: Explains that there is potential media exposure due to team member use of electronic devices and social media.

• Trainer Note: Emphasize that it is up to the Manager to enforce their company’s cellphone and confi dentiality policies.

•

IHOP Standard Operating Procedures (SOP)

8 Summary: Introduces the need for all IHOP restaurants to adhere to standardized SOP.

•

SOP Sources & Resources 8-9 Summary: Identifi es the various sources of IHOP SOP information.

• Trainer Note: Discuss the when and why you typically refer to each of these resources.

•

9 Activity: Learner locates each of the actual physical SOP resources identifi ed.

•

insideIHOP.com 9 Summary: Identifi es the uses of insideIHOP.com

•

9 Activity: Learner accesses insideIHOP.com and locates each SOP resource identifi ed in the previous section.

•

DataSource: IHOP’s Print Vendor Partner

10 Summary: Identifi es the services offered by DataSource and their contact information.

• Trainer Note: Ensure you have access to the DataSource website prior to beginning training. Access can be granted by calling DataSource at 800-829-3369 or by visiting http://ihop.data-source.com/.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes10 Activity: Learner accesses and reviews the

DataSource website.•

Deviation from SOP 10 Summary: Identifi es procedures for requesting a change or exception to SOP using the Form 100.

• Trainer Note: No deviation from SOP may be implemented unless approval from IHOP is provided in writing.

•

IHOP Specials Board Approval 10 Summary: Identifi es procedures for adding a non-menu item to the restaurant’s Specials Board.

•

11 Activity: Learner logs onto insideIHOP.com and reviews the Form 100 and Specials Board Authorization procedures.

• Trainer Note: If you have submitted a Form 100 or Specials Board suggestion in the past, discuss those with the Learner now.

•

Information Technology Resources

11 Summary: Introduces the information technology resources available to Managers.

•

Manager PC 11 Summary: Identifi es the appropriate and inappropriate uses of the Manager PC.

• Trainer Note: Emphasize that the Manager PC must be maintained separately from the POS computer and that the POS computer must never be used to connect to the Internet to prevent potential corruption of the fi nancial data contained in the computer.

•

Micros POS System 12 Summary: Provides an introduction to the use and function of the Micros POS.

• Trainer Note: The Micros System Reference Manual is available on insideIHOP.com.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes13 Activity: Learner uses the Micros System

Reference Manual and a POS terminal to walk through the functions identifi ed.

• Trainer Note: Show the Learner how to perform each of the functions listed and have them practice.

•

Manager Dashboard 13 Summary: Introduces the Micros Manager Dashboard.

• Trainer Note: Not all Franchisee organizations will be using the dashboard; however, you should still review the dashboard with the Learner even if their organization does not use it.

•

14 Activity: Learner reviews the live Manager Dashboard with the Trainer.

•

Key Learnings 15 Activity: Learner records the key learnings from the module in the spaces provided.

• Trainer Note: Encourage the Learner to consider the overriding principles and concepts covered in the module and not to get bogged down in the details.

Once the Learner has recorded their thoughts, review their list and compare to the following list of key learnings:

•

•

Values defi ne the beliefs and behaviors that are the most important for our success and growth as individuals and as a brand. IHOP’s Shared Values are Integrity; Excellence; Innovation; Accountability; Inclusion; Trust; Community.

The media can work for us by increasing brand recognition, supporting our promotions, and raising awareness of our community involvement; however, it can just as easily work against us by bringing our mistakes and challenges into public view, creating negative impressions, and damaging our reputation.

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesIt is critical that all restaurant Managers and team members understand how to respond if the media arrives at the restaurant seeking information or interviews. Utilize the Corporate Communications Department for assistance with dealing with the media.

IHOP Standard Operating Procedures (SOP) identifi es the guidelines, expectations, and requirements of virtually every facet of IHOP restaurant operations. SOP helps keep us safe, reduces risk, maintains consistency from restaurant to restaurant, helps control costs, guides us in positive representation of the brand, and helps us operate smoothly, successfully, and profi tably.

All IHOP restaurants are required to be operated in strict compliance with SOP. In addition, Franchisees, IHOP Company Operations Division, and their Managers and representatives must operate the restaurants in strict compliance with local, state, and federal laws and regulations.

•

•

InsideIHOP.com is the primary method that IHOP uses to communicate new SOP information or changes (all of the SOP books/manuals listed above are available on insideIHOP.com.), industry and IHOP-specifi c news, and information to the IHOP community as a whole. It contains a forum for the sharing of questions, ideas, and best demonstrated practices (BDPs) between restaurants. It is also a source for additional documents, forms, tools, and reporting of promotion training completion.

DataSource is the designated fulfi llment vendor for the majority of IHOP’s printed documents, forms, and materials such as SOP books and manuals, laminates, and training programs.

To request a deviation from IHOP SOP, the requester must submit a FORM 100 to the IHOP Corporate offi ce for review and approval.

The Manager PC is a separate computer for Manager’s use that must be a separate drive from the dedicated POS system drive. The POS computer must never be used to access the internet.

Telecommunication devices and systems in the workplace, including the Manager PC, Internet, and e-mail, are intended for business use only.

•

•

•

•

•


IHOP 202 Leadership - Trainer’s Guide Module 2Page 1 of 3

Module 2 Overview

Module Purpose: To introduce the leadership styles and attributes that facilitate a Manager’s ability to successfully guide the restaurant team to provide great service and excellent food to every guest on every visit.

Delivery Method: Self-Guided: This module is largely self-study. The Learner is introduced to the various leadership topics and takes a leadership-style self-assessment to determine their pre-dominant style.

Required Resources: No additional resources are required to complete this module.


Recommended Day of Instruction: Afternoon of Training Day 1

Topics Covered: Leadership Styles

When Leading Means Delegation

Core Leadership Success Factors

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesLeadership 1 Summary: Explains that a leader’s job is

to help the team provide great service and excellent food to every guest, every visit.

•

Leadership Styles 1 Summary: Defi nes “leadership style” and identifi es why it is important that a leader know their style.

•

2 Activity: Learner completes a Learning Style Assessment to determine their dominant leadership style.

•

Leadership Style Attributes 3 Summary: Identifi es the attributes of each leadership style and when it is appropriate to use each style.

•

Which Style Should You Use? 4 Summary: Introduces the concept of “situational leadership,” where leaders change styles based on the situation.

•

When Leading Means Delegating

4-5 Summary: Introduces delegation, the benefi ts, and the 4 steps to doing it properly.

•

Delegating Do vs. Delegation Don’t 6 Summary: Lists steps to take and what to avoid when delegating.

•

Core Leadership Success Factors

6-7 Summary: Details each of IHOP’s 10 core success factors.

• Trainer Note: “Ideas for Employee Development,” available from the IHOP Training Library, provides guidance on developing core success factors.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesThose Who Have it and Those Who Don’t

7-11 Summary: Identifi es behaviors and attributes of team members who demonstrate the core success factors.

•




•

•

Leadership is enlisting the aid and support of others in the accomplishment of a common task. The Manager’s role is to work with the entire team to provide great service and excellent food to each and every guest.Leadership styles are situational; meaning that different situations require different styles to achieve the best result. There is no “right” or “wrong” leadership style, only a style that doesn’t suit the requirements of the situation.The ultimate goal any leadership situation is to get the job done and allow for the professional development of the team.Delegating is using the democratic and self-governing leadership styles to give some of your authority or responsibility to members of your team. By effectively delegating, you increase team member involvement, allow your subordinates to develop, and free yourself to do other tasks.A leader’s success depends on other, less tangible job-related abilities or factors that impact the way a leader interacts with the team in the workplace, the manner in which they handle change and overcome obstacles, and their ability to recognize and achieve team goals. IHOP’s Core Management Success Factors are Action-Oriented, Customer-Focused, Drive for Results Decision Quality, Learning Agility, Communication, Problem Solving, Confl ict Management, Planning, and Leading and Developing Others.

•

•

••

•


IHOP 202 Managing Safety - Trainer’s Guide Module 3Page 1 of 8

Module 3 Overview

Module Purpose: To introduce the duties, responsibilities, tools, and resources that enable Managers to maintain their restaurants in a safe and sanitary condition and ensure that team members consistently work safely and follow all safety and sanitation guidelines.

Delivery Method: Trainer/Learner Discovery and Practice: This module introduces the Learner to various concepts and resources, which are discussed with the trainer. The trainer and Learner review real-world application of those concepts or resources in the training restaurant, followed by actual practical application.



Minutes from last Safety Committee meeting (if no Safety Committee meeting is scheduled during training)

Training restaurant temperature log

Sanitizer solution test kit

•

•

•

•

Estimated Time Required: 4 Hours




Topics Covered: The Importance of Safely Running a Restaurant

Manager’s Role in Ensuring a Safe Restaurant

Safety Committee Requirements

Team Safety Meeting Requirements

Workplace Safety Inspection Requirements

Manager’s Role in Mitigating Unsafe Conditions and Conducting Accident Investigations

Critical Restaurant Safety Checks

•

•

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesManaging Safety 1 Summary: Sets the expectation that

Managers have the primary responsibility of maintaining a safe restaurant for their team members and guests.

• Emphasize that this modules is an overview of safety requirement and expectations and that Managers should consult their Franchisee, Supervisor, HR or Legal Reps for specifi c information on their organization’s safety procedure.

•

The Importance of Managing Safety

1 Summary: Establishes that safety or health issues are common in the workplace and that Managers have a role in preventing them.

•

The Cost of Work-related Injuries & Illness

2 Summary: Defi nes workers’ compensation insurance and identifi es it as the highest cost related to worker injury/illness.

Explains that in addition to the direct costs of team member/guest injury/illness, there may also be court costs and settlements.

•

2 Activity: Learner and trainer identify and discuss the costs associated with failing to maintain a safe and sanitary workplace.

•

Management’s Safety Role 3 Summary: Identifi es that in addition to working safely, each Manager must ensure each of their team members do the same.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes3 Activity: Learner locates and reads the

following chapters from IHOP SOP 2:

First AidSafetyFire Prevention ProgramSecurityThe Sanitation ChallengePreparing for OSHA Inspections

•

The Safety Committ ee 3-5 Summary: Identifi es the requirements and responsibilities of the safety committee.

•

4 Activity: If scheduled a Safety Committee Meeting is scheduled, the Learner should attend. If not, the Learner should review meeting notes from last meeting to understand the types of discussions.

•

Conducting Team Safety Training

6 Summary: Identifi es the recommendation to conduct team safety training quarterly. Provides suggested meeting topics.

•

Safety Training Documentation 6 Summary: Identifi es the requirement to properly document team safety training.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesConducting Workplace Inspections

6-9 Summary: Explains that IHOP SOP requires Managers to conduct a quarterly assessment of restaurant safety and sanitation.

•

10 Activity: Learner conducts a Safety and Sanitation Self-inspection of the training restaurant using the sample forms in the Learner’s Guide, then discusses the results with you.

•

Responding to Unsafe Condition & Actions

10 Summary: Explains that the Manager has the primary responsibility to follow-up on reports of unsafe conditions or hazards and when there has been an incident/accident involving an team member or guest.

•

Unsafe Condition Reports 10-11 Summary: Details the purpose and use of the Report of Unsafe Condition or Hazard Form that can be used by any team member to report an unsafe condition.

•

Accident Investigations 10,12 Summary: Identifi es that a Manager’s primary goal when conducting an accident investigation is to prevent a repeat incident.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCritical Manager Checks 13 Summary: Explains that the following

three checks can have the greatest, most immediate impact on the prevention of foodborne illness:

Critical food & equipment temperaturesProper sanitizer solution concentrationsProper hand washing procedures

•

Critical Temperature Checks 13, 15-16

Summary: Identifi es the need to check food temperatures every four hours and equipment every eight and to document on the Temperature Log form.

•

13 Activity: Learner uses the restaurant’s temperature log to check all critical temperatures in the restaurant.

• Trainer Note: The Learner should continue to conduct temperature checks throughout the duration of their training.

•

Sanitizer Solution Concentration 14-16 Summary: Explains the purpose of checking sanitizer concentrations in sanitizer buckets, dishmachine, and three-compartment sink every two hours.

•

14 Activity: Learner uses a sanitizer solution test kit to check the sanitizer concentration of all sanitizer buckets, the dishmachine, and three-compartment sinks, then reviews procedures for refi lling each item.

• Trainer Note: The Learner should continue to conduct sanitizer solution checks throughout the duration of their training.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesProper Hand Washing 17 Summary: Explains that at every

opportunity Managers must observe for proper hand washing and ensure hand washing sinks are properly stocked and accessible.

•

THE HAND WASHING LAMINATE 17 Summary: Explains that the hand washing laminate, which illustrates proper hand washing procedures, must be posted next to each hand washing sink.

•




•

•

Any failure in the realm of physical or food safety can be disastrous, both fi nancially and by reputation, to your organization and the IHOP brand.

Protecting your guests, as well as your team members from potential safety hazards while they are in your restaurant must be your number one priority.

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesAside from ensuring you personally work safely and follow all safety and sanitation guidelines at all times, you have the added responsibility of ensuring the same of your entire team.

All IHOP team members are required to receive safety training as a part of their new-hire training. From that point forward, it is up to you to ensure a continued daily focus on safety as well as to provide regularly scheduled, continuing training on safety issues.

To support restaurant safety efforts, each restaurant must form a safety committee that: holds quarterly meetings; identifi es workplace hazards and recommends remedial actions; responds to team member concerns regarding health and safety; assists management in the development, implementation, and monitoring of safe work practices and emergency procedures; participates in workplace inspections; participates in accident/incident investigations; promotes workplace safety, education, and training.

The ongoing safety training of your entire team is a critical tool for the prevention of safety issues and for maintaining a safety focus. You should conduct safety training with all members of your team quarterly.

Restaurant managers are required to conduct a quarterly assessment of restaurant safety and sanitation conditions.

All team members should be encouraged to immediately report unsafe conditions observed in the restaurant. Let your team know that there will be no negative consequences for team members who identify unsafe conditions.

When an accident occurs in your restaurant, you must immediately conduct an investigation following the guidelines shown in the Safety Chapter of SOP 2 and document the investigation using the Accident Investigation form. The purpose of an accident investigation is to fi nd the cause of an accident and prevent further occurrences.

The three areas that potentially have the greatest impact on the safety of the food you serve and directly impact your ability to prevent foodborne illness are: critical food and equipment temperatures; proper sanitizer solution concentrations; proper hand washing procedures.

•

•

•

•

•

•

•

•


IHOP 202 Manager Workfl ow - Trainer’s Guide Module 4Page 1 of 7

Module 4 Overview

Module Purpose: Introduces the basic methods for managing the many tasks that Managers are required to complete and monitor throughout each shift.



Examples of the time-management system used at the training restaurant.

Examples of the monthly calendar used in the training restaurant.

Examples of the Manager Communication Log used in the training restaurant.

•

•

•


Recommended Day of Instruction: Afternoon of Training Day 2 and Morning of Training Day 3

Topics Covered: Time Management Principles

Daily Manager Tasks

Effectively Managing the Manager Daily Tasks

Manager Communication Log

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesManager Workfl ow 1 Summary: Introduces the need to use

management tools and an organized system to ensure all required management tasks are completed during a work day.

•

Time Management 1 Summary: Emphasizes the need to use a time management system to keep on top of the many tasks Managers must complete. Explains that effi ciency is doing things right, but effectiveness is doing the right things.

•

Basic Time Management Steps 1-2 Summary: Explains that there are many time management systems, and no matter which is used, Managers must always apply the W.U.P.s of time management:

Write it down.Update it daily.Prioritize.

•

Use a System 2 Summary: Emphasizes that there are many systems, but what is important is that the Manager use a system. Provides references to three different time management system websites.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes2 Activity: Show the Learner the time

management system you use to manage your daily tasks.

•

Manager Tasks 3 Summary: Explains that the tasks Managers must perform generally they fall into one of the following categories:

Unplanned Daily plannedWeekly plannedMonthly plannedRecurring planned

•

A Note on Setting Goals 4 Summary: Defi nes the difference between tasks and goals by identifying tasks as steps to achieve a stated goal.

Identifi es that for goals to be successful, they must be S.M.A.R.T.:

Specifi cMeasurableAgreed-toRealisticTime-bound

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesActivity: What are You Doing? Scheduling Manager Tasks

5 Activity: The Learner documents each task that occurs throughout the day, for an entire day, then at the end of the day, identifi es whether the tasks were planned, unplanned, and/or recurring.

• Trainer Note: Emphasize that looking at daily tasks as a whole enables you to get a better perspective on how you are spending your time, and you can more easily modify your time management system as a result.

•

Tools for Managing Your Day 6 Summary: Explains that there are several tools available to help keep Managers on top of their many tasks throughout the day.

•

Figure-Eight Management 6-7 Summary: Introduces the concept of using a fi gure-eight pattern when moving through the restaurant to ensure all functional areas are addressed.

• Trainer Note: Emphasize that movement does not need to be an exact fi gure-eight, but the point is to move through the restaurant so each functional area is visited.

•

FIGUREEIGHT STATION CHECKS 8-9 Summary: Provides examples of the different issues Managers should watching for when performing fi gure-eight walk-throughs.

•

9 Activity: Learner will, for the remainder of training, conduct a fi gure-eight walk-through of the restaurant every 30 minutes during their shift and report their fi nding to you.

• Trainer Note: For the fi rst several walk-throughs, accompany the Learner and emphasize the key areas to focus on.

•

The Manager Walk-Thru 9-11 Summary: Introduces the “Manager walk-thru” as a method of ensuring restaurant readiness for the next shift or meal period.

• Trainer Note: Show the Learner the Walk-Through Checklist used in the training restaurant.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes10 Activity: With your assistance, the Learner

will conduct a walk-thru of the restaurant using the Manager Walk-Thru Checklist included in the module. The Learner will also conduct a walk-thru for each of the remaining days of training.

• Trainer Note: Point out the key areas or trouble-spots that you look for when conducting your walk-through.

•

The Manager Monthly Calendar 12-13 Summary: Explains that in addition to a list of daily tasks, it is also helpful from a planning perspective to be able to view all tasks on one monthly calendar.

• Trainer Note: Show the Learner the monthly calendar used in your restaurant.

•

Daily Manager’s Communication Log

14 Summary: Introduces the importance of using a standardized communications log to communicate between members of the management team.

•

Manager Communication Log Guidelines

14 Summary: Explains the basic guidelines for using a communications log.

•

IHOP’s Recommendation: The Redbook

14-19 Summary: Introduces the Learner to the Manager Communication Log produced by Redbook Solutions, which is the IHOP recommended Manager communications log.

• Trainer Note: Show the Learner the version of Manager communication log used in your restaurant.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesKey Learnings 20 Activity: Learner records the key learnings

from the module in the spaces provided.• Trainer Note: Encourage the Learner to

consider the overriding principles and concepts covered in the module and not to get bogged down in the details.


•

•

Time management is managing your available time in order to complete the tasks that you need to accomplish. That means fi nding the balance of working effi ciently (doing things right) and working effectively (doing the right things).

The basic time management principles are the “WUPs”: Write it down, Update it daily, Prioritize.

To effectively manage time, you should use a system.

A manager’s tasks and activities are steps to reach goals. Goals should be S.M.A.R.T.: Specifi c, Measurable, Agreed-to, Reachable, Time-bound.

Time management planning should be written to include: unplanned tasks, daily planned tasks, weekly planned tasks, monthly planned tasks, recurring planned tasks.

Plan your day so you are present in the dining room during peak periods. All tasks are important, but the most important task is to be present in the dining room to focus on running the operation, especially during peak periods. To ensure your presence in the dining room, try to save non-urgent tasks for non-peak periods.

Figure-eight management is a method of walking through the restaurant that helps you address every part of the restaurant on a regular basis. You should conduct a “fi gure-eight” through the restaurant every 30 minutes.

•

•

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesA Manager Walk-thru is a check of the restaurant, performed at least twice per day utilizing a checklist, that focuses on improving the restaurant’s appearance, the quality of the food, and the hospitality of the team and helps ready your restaurant for the next shift or meal period.

A daily Manager’s Communication Log is a dedicated book or journal that managers (including Assistant Managers, Crew Chiefs and Supervisors) use to communicate between the restaurant’s management team. It is an invaluable tool to keep the entire management team informed.

•

•


IHOP 202 Daily Staff Management - Trainer’s Guide Module 5Page 1 of 51

Module 5 Overview

Module Purpose: To introduce the basic principles of scheduling and managing the productivity of restaurant team members to ensure the successful operation of the restaurant and a high level of guest service.


Required Resources: No additional resources are required to complete this module.


Recommended Day of Instruction: Afternoon of Training Day 3 and Afternoon of Training Day 5

Topics Covered: Creating a Sales Forecast

Creating a Team member Schedule

Monitoring Sales Volume and Adjusting Schedule as Required

Monitoring and Managing Team Productivity

Running Pre-shift Meetings

Managing Side-work and Deep Cleaning Tasks

•

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesStaff Management 1 Summary: Explains that managing the

productivity of the restaurant team members is crucial to the overall success of the restaurant and the management team.

• Trainer Note: Under Sales Trends, give the Learner examples of the records you use to determine sales trends in your restaurant.

•

Sales Forecasting 1 Summary: Explains that the fi rst step in creating a team member schedule is to forecast sales and guest traffi c for the period to be scheduled and identifi es nine factors that impact any forecast.

•

How to Build a Sales Forecast 3 Summary: Explains that projecting hourly sales is the best way to schedule the right team members at the right times for each day.

•

Exercise 1: Building a Sales Forecast

4 Exercise 1: Demonstrate the process for completing the Sales Forecasting Worksheet for Worksheet 1 in the Learner’s Guide. Then, have the Learner complete the Sales Forecasting Worksheet for Tuesday using Worksheet 2.

• Trainer Note: Have the Learner follow the exercise step-by-step in their Learner’s Guide to ensure they cover all of the key points.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesExercise Answer Sheets 5-6 Answer keys are provided for your use while demonstrating and teaching how to create

effective and effi cient schedules and to check the Learner’s practice work.

Answer keys are guidelines only and there are no defi nitively correct answers when scheduling team members. The goal is to utilize the principles taught and tools provided to create a schedule that suffi ciently covers the needs of the guests and restaurant without waste or excessive cost.

The key is to be mindful of the Learner’s compliance with the craft labor allocations and limit the number and range of adjustments to these allocations and the scheduled team members’ hours. In addition to taking care with the team member hours they are scheduling during the exercises, the Learner must check the labor dollars that they have scheduled as proper scheduling requires a careful balance between the needs of the guests and labor budget.



Exer

cise

1 A

nsw

er K

ey -

Wor

kshe

et 1

nd F

orec

astin

g W

orks

heet

Resta

uran

t #:

0000

Wee

k #30

Wee

k #31

282

47

732

122

1732

289

2485

414

2293

382

2825

471

1787

298

1096

183

609

102

638

106

375

63

746

124

1162

194

813

135

260

43

166

28

465

78

548

91

381

63

407

68

186

31

104

17

285

140

23

20118

3353

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed

Total

Less

Hi &

Lo

÷ 6

(wks

)=

Aver

age

2836

2659418

200

263

4852

3725

5513

7412

3

6380

3216

4054

9368

149

363

134

179

3542

5875

7280

102

124

198

265

266

256

137

304

33339 312

288

31643

166

189

09/2

8/09

10/0

5/09



Exer

cise

1 A

nsw

er K

ey -

Wor

kshe

et 1

Hou

rly S

ales

Tra

ckin

g an

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L25

6529

0040

977

4163

6073

3463

379

427

3512

1031

00

300

2232

2154

2248

3410

824

6244

7010

193

108

6880

65118

6350

6894

103

142

8653

7353

83112

7789

3649

2830

2416

5828

4319

3870

107

7412

817

635

723

4

190

144

229

226

186

182

4915

713

3112

153

56

2769

106

108

5370

9912

914

523

867

123

5180

205

297

8389

143

216

280

719

231

59

284

359

469

1085

212

166

661

319

173

326

674

4950

446

702

498

237

362

580

558

497

Day o

f Wee

k: Mo

nday

104

7059

128

4961

98

296

363

175

255

146

202

373

4234

514

390

489

619

662

08/17/

0908

/24/

0908

/31/09

09/0

7/09

09/14/

0909

/21/09



Exer

cise

1 A

nsw

er K

ey -

Wor

kshe

et 2

nd F

orec

astin

g W

orks

heet

Resta

uran

t #:

0000

Wee

k #30

Wee

k #31

333

55

574

96

1163

194

1805

301

2145

357

2028

338

1865

311

768

128

634

106

502

84

524

87

924

154

1633

272

815

136

706

118

286

48

473

79

728

121

305

51

402

67

323

54

124

21

6210

160

27

1908

831

81

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed

÷ 6

(wks

)=

Aver

age

3408

353280

56 42

5022

3710

2

3740

6416

1522

6076

5549

113

11

218

93

292

347

123

294

102

148

4477

127

135

321

152

130

501

370

375

302

277

228

530

39355

196

102

8347

Total

Less

Hi &

Lo09

/29/

0910

/06/

09



Exer

cise

1 A

nsw

er K

ey -

Wor

kshe

et 2

Hou

rly S

ales

Tra

ckin

g an

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L28

2029

2829

190

4180

3193

3108

2326

075

555

0

278

826

2120

16

8766

3860

3434

109

103

117

2256

56

1017

557

118

390

137

133

201

122

112

201

55113

101

6610

566

4910

327

4445

43

4514

714

212

213

717

1

4415

910

114

823

896

242

342

137

301

210

246

106

173

211

7215

016

1

103

145

3093

5125

6813

672

164

8663

117

8640

121

135

48

182

75

324

176

260

335

78

313

579

250

343

318

289

300

296

359

438

148

233

338

Day o

f Wee

k: Tu

esda

y

10359

358

211

56 210

573

71

63

264

105

405

61

141

71

08/18/

0908

/25/

0909

/01/09

09/0

8/09

09/15/

0909

/22/

09

94

210

232

3422

1

256

435

322

163

1420

12

120

119

169



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCreating a Team Member Schedule

7 Summary: Explains that scheduling requires Managers to balance the needs of the team members and guests while considering labor costs. Introduces eight factors to consider when scheduling and identifi es other areas indirectly affected by scheduling:

•

How to Schedule Team Members 8-9 Summary: Explains that the next step in scheduling is to determine how many of each position should be scheduled; this is generally limited by the labor dollar budget.

Identifi es three most common tools to provide scheduling guidance: Labor Allocation Matrix, Earned Labor Hours Grid, Labor Allowance Chart.

• Trainer Note: Emphasize that the most effective schedules are based on hourly sales and guest count forecasts versus daily or weekly forecasts.

Trainer Note: The Labor Allocation Matrix provided in the Participant’s Guide is for exercise purposes only. Each restaurant must create their own Labor Allocation Matrix.

•

•

Exercise : Scheduling the Team Members

10-21 Exercise 2: This exercise consists of several steps where you will demonstrate a process and then Learner will then practice. The following is a summary of the exercise:

Steps 1-2: Using the Labor Allowance Calculator, determine how many labor hours for each position to schedule each day. Demonstrate the use of Labor Allowance Calculator using Worksheet 3.

•

Trainer Note: Have the Learner follow the exercise step-by-step in their Learner’s Guide to ensure they cover all of the key points.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesExercise : Scheduling the Team Members (cont.)

10-21 Step 3: Determine the times of day you must schedule each position and how many you should schedule using the Labor Matrix and the Hourly Sales Tracking and Forecasting Worksheet. Work with the Learner to complete the craft team member allocations using Worksheet 4, then have the Learner complete Worksheet 5.Step 4: Review the Labor Allocations and look for gaps or anomalies. Analyze and adjust team member allocations on Worksheets 4 and 5 with the Learner, then have the Learner do the same on Worksheet 6 on their own.Step 5: Team members are scheduled on a Team member Work Schedule template. You will demonstrate the process for Monday using Worksheets 7-10, then you will work together to schedule Tuesday using the same worksheets, and fi nally have the Learner schedule Wednesday on their own.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesExercise : Scheduling the Team Members (cont.)

10-21 Step 6: Cost the schedule, then compare scheduled labor hours to Labor Allowance Calculator worksheet and make necessary adjustments using Worksheets 3 and 7-11.Step 7: Make fi nal adjustments to account for shiftwork, training, and team member availability.

Exercise Answer Sheets Answer keys are provided for your use while demonstrating and teaching how to create effective and effi cient team member schedules and to check the Learner’s practice work.

Answer keys are guidelines only and there are no defi nitively correct answers when scheduling team members. The goal is to utilize the principles and tools discussed to create a schedule that suffi ciently covers the needs of the guests and restaurant without waste or excessive cost.

Be mindful of the Learner’s compliance with the craft labor allocations and limit the number and range of adjustments to these allocations and the scheduled team members’ hours. In addition to taking care with the team member hours they are scheduling during the exercises, the Learner must check the labor dollars that they have scheduled as proper scheduling requires a careful balance between the needs of the guests and labor budget.

NOTE: Learners tend to approach scheduling with an impulse to cut hours. Be sure to coach them to create the view that they should build a schedule. Remind them that the forecasting provided them the minimums to schedule and there goal after that is to build onto the schedule to make a successful and productive team without going over budget



This page intentionally left blank.



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 3

Theoretical Labor Allowance Calculator

Restaurant # 0000 Week Ending 10/18/09

Enter Your Projected Sales $ for the Week (sum of daily sales projections) 32,507 A

Enter Your Total Labor Budget % 36.5% B

Total Labor Dollars Available (projected sales x labor budget) 11,865 C

Enter Total Combined Management Salaries $ 2,100 D

Enter Benefits $ on Management Labor (incentive) 500 E

Total Management Labor $ (management salaries + management benefits) 2,600 F

Remaining Labor $ left for Craft Labor (total labor $ - total management labor $) 9,265 G

Enter Craft Labor Benefits % 17.7% H

Benefits $ on Craft Labor $ 1,640 I

Craft Labor $ Before Crew Chiefs (remaining craft $ - benefits $ on craft labor $) 7,625 J

Crew Chief Scheduled $ 450 K

Craft Labor $ You Have Left to Schedule (craft $ before crew chiefs - crew chiefs scheduled $) 7,175 L

Host Server Cook ComboEnter Budgeted % of Craft $ Left for Each Craft Position 14.1% 22.5% 44.2% 19.2% M



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 3

Total Allowed $ Per Craft Position (craft $ left x % of craft labor cost) 1,012 1,614 3,169 1,378 N

Enter Average Hourly Rate of Pay for Each Craft Position 7.97 3.43 10.02 8.13 O

Total Allowed Hours Per Craft Position (allowed $ ÷ rate of pay) 126.9 470.7 316.2 169.5 P

Enter Your Daily Sales ProjectionsMon Tue Wed Thu Fri Sat Sun3,353 3,181 3,232 3,768 5,443 7,070 6,460 Q

Daily % of Week's Projection (daily sales projections ÷ total week's projection)

Mon Tue Wed Thu Fri Sat Sun10.3% 9.8% 9.9% 11.6% 16.7% 21.7% 19.9% R

Daily Hours Allowance by Craft Position (position total allowed hours x day's projected sales % of week's projected sales)

Mon Tue Wed Thu Fri Sat SunHost Hrs 13.1 12.4 12.6 14.7 21.3 27.6 25.2 S

$ 104.36 99.00 100.59 117.27 169.41 220.05 201.06 TServer Hrs 48.6 46.1 46.8 54.6 78.8 102.4 93.5

$ 166.53 157.99 160.52 187.14 270.33 351.14 320.84Cook Hrs 32.6 30.9 31.4 36.7 53.0 68.8 62.8

$ 326.84 310.07 315.05 367.29 530.57 689.16 629.70Combo Hrs 17.5 16.6 16.8 19.6 28.4 36.9 33.7

$ 142.10 134.82 136.98 159.69 230.68 299.64 273.78Daily Total Hrs 111.7 106.0 107.7 125.6 181.4 235.6 215.3 U

$ 739.83 701.88 713.13 831.40 1200.99 1559.98 1425.39 V



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 3

Tal

king

Poi

nts Theoretical Labor Allowance Calculator

A.

B.

C.

D. E.

F. G.

H.

I. J.

K.

L.

Calculated by adding together each of the week's daily sales projections, so start this worksheet by entering the daily sales projections below (line Q).

This worksheet gives you a theoretical idea of the maximum number of craft hours and dollars you can spend each day for each craft position based on the total percentage of sales you are budgeted for labor costs.

Where do you get this number? If you are provided a written budget by your supervisor, this number will be included in it. If you are not provided a written budget, ask your supervisor what the expectation is.Multiply the projected sales for the week by the total labor budget (Line A x Line B). This is the total dollar amount you have available for labor costs including everything.This is the fixed weekly salaries of all salaried managers for this restaurant combined.The example here is a fixed dollar amount that includes things like insurance, unemployment premiums, and bonus program reserves. If your restaurant has a manager benefit cost that is included in labor cost it could be a fixed amount or a percentage. Where do you get this number? Ask your supervisor if your restaurant has a management benefits cost that is included in the total labor cost and, if so, what that benefits figure is. This is the weekly management salaries and the management benefits amount together.Subtract the total management labor cost from the total labor dollars available (Line C - Line F) to find out how much you have left to spend on scheduling your craft employees.The example here is a fixed percentage of craft labor dollars. In this case, it includes costs like unemployment and worker's compensationpremiums. If your restaurant has a craft employee benefit costs that are included in the labor cost it could be a fixed amount or a percentage.Where do you get this number? Ask your supervisor if your restaurant has any craft employee benefits costs that are included in the labor cost and, if so, what the figure is.Multiply the remaining available craft dollars by the craft labor benefits % (Line G x Line H) to determine the dollar amount of the craft labor benefits.Subtract the craft labor benefits amount from the remaining labor dollars available for craft (Line G - Line I) to determine how much you have left to spend on scheduling all craft employees including your Crew Chiefs.Enter the total cost of the Crew Chief hours you have scheduled. In the example here this is done before we calculate what we can spend on the other craft employees because, in this case, the Crew Chief is used as a shift manager and their hours are scheduled based on managementcoverage needs in order to ensure all open hours of operation are covered by a supervisor.Subtract the scheduled cost of the Crew Chiefs from the craft labor available before Crew Chiefs (Line J - Line K) to determine how much you have left to spend on scheduling the non-supervisory hours of craft employees.



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 3

Tal

king

Poi

nts M.

N.

O.

P.

Q. R.

S.

T.

U. V.

This is the percentage of the non-supervisory craft dollars available that you should spend on scheduling each of the non-supervisory craft positions. Where do you get these numbers? If you are provided a written budget by your supervisor, these figures can be calculated by dividing the dollar amounts budgeted for each position by the the dollar amount that is budgeted for the four positions combined. If you are not provided a written budget, ask your supervisor what portion of your non-supervisory craft labor should be spent on each non-spervisory position.Multiply the non-supervisory craft labor $ you have left to schedule by the budgeted % for each position (Line L x Line M) to determine the dollar amount you could spend for scheduling each of the non-supervisory positions.These will help you figure out how many labor hours the dollar amounts allowed for each position yields on average. Where do you get these numbers? The simplest way to is to, for each position, add up all of the employee's actual rates of pay and divide the result by the number of employees employed in that position. Or, for a more accurate figure you can divide a prior period's actual wages paid for the employees in each position by the number of hours actually worked by the employees of that position. Ask your supervisor how determining average rates of pay is done for your restaurant.This how many labor hours the dollar amounts allowed for each position yields on average. In other words, based on the dollars you can spend for each position, how many work hours can you schedule for each position?These numbers come from your sales forecasts. Sales "projections" are sales "forecasts."Divide each day's sales projection by the week's total sales projection (Line R ÷ Line A) to determine what percentage of the total sales projected for the week is planned for each day. This will help you determine how much of the total allowed labor dollars and hours for the week for each position should be spent, or scheduled, each day.Multiply the total allowed hours for each position by the the day's % of the sales projection (Line P x Line R) to determine the portion of the total allowed hours for the position that may be scheduled for that day.Multiply the day's allowed hours for the position by that position's average rate of pay (Line S x Line O) to determine the dollar amount you may spend on scheduling that position for that day.Add up the hours allowed for each position for each day to see the total number of work hours you may schedule for all employees that day.Add up the dollars allowed for each position for each day to see the total number of labor dollars you may spend for all employees that day.

Keep in mind that the purpose of this process is to give you a guideline to work from for scheduling your team members without exceedingyour total budgeted labor cost. You can schedule more hours and dollars of one position than shown and less on another. There are a lot of ways you can adjust your scheduling to increase the hours you schedule or reduce the dollars you spend, many of which we'll discuss as we practice making employee work schedules. The point is that they should balance out so that, regardless of how much is scheduled, you do not exceed your labor budget. This Theoretical Labor Allowance Calculator and the process it demonstrates gives you a solid foundation to work from to make that happen.



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 4

nd F

orec

astin

g W

orks

heet

Resta

uran

t #:

0000

Wee

k #30

Wee

k #31

282

470

11

00

732

122

12

11

0

1732

289

14

22

0

2485

414

15

22

0

2293

382

14

22

0

2825

471

25

32

0

1787

298

14

22

0

1096

183

12

11

0

609

102

12

11

0

638

106

12

11

0

375

630

21

00

746

124

12

11

0

1162

194

12

11

0

813

135

12

11

0

260

430

11

00

166

280

11

00

465

780

21

00

548

911

21

00

381

630

21

00

407

680

21

00

186

310

11

00

104

170

11

00

285

01

10

0

140

230

11

00

20118

3353

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed

Total

Less

Hi &

Lo

÷ 6

(wks

)=

Aver

age

2836

2659418

200

263

4852

3725

5513

7412

3

6380

3216

4054

9368

149

363

134

179

3542

5875

7280

102

124

198

265

266

256

137

304

33339 312

288

31643

166

189

09/2

8/09

10/0

5/09



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 4

Hou

rly S

ales

Tra

ckin

g a

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L25

6529

0040

977

4163

6073

3463

379

427

3512

1031

00

300

2232

2154

2248

3410

824

6244

7010

193

108

6880

65118

6350

6894

103

142

8653

7353

83112

7789

3649

2830

2416

5828

4319

3870

107

7412

817

635

723

4

190

144

229

226

186

182

4915

713

3112

153

56

2769

106

108

5370

9912

914

523

867

123

5180

205

297

8389

143

216

280

719

231

59

284

359

469

1085

212

166

661

319

173

326

674

4950

446

702

498

237

362

580

558

497

Day o

f Wee

k: Mo

nday

104

7059

128

4961

98

296

363

175

255

146

202

373

4234

514

390

489

619

662

08/17/

0908

/24/

0908

/31/09

09/0

7/09

09/14/

0909

/21/09



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 5

and

Fore

cast

ing

Wor

kshe

etRe

staur

ant #

: 00

00

Wee

k #30

Wee

k #31

333

550

21

00

574

961

21

00

1163

194

12

11

0

1805

301

14

22

0

2145

357

14

22

0

2028

338

14

22

0

1865

311

14

22

0

768

128

12

11

0

634

106

12

11

0

502

841

21

00

524

871

21

00

924

154

12

11

0

1633

272

14

22

0

815

136

12

11

0

706

118

12

11

0

286

480

11

00

473

790

21

00

728

121

12

11

0

305

510

21

00

402

670

21

00

323

540

21

00

124

210

11

00

6210

01

10

0

160

270

11

00

1908

731

81

09/2

9/09

10/0

6/09

530

39355

196

102

8347

Total

Less

Hi &

Lo

228

302

277

501

370

375

321

152

130

127

135

4477

102

148

123

294

292

347

218

93

113

11

5549

6076

1522

6416

3740

3710

2

5022 42

÷ 6

(wks

)=

Aver

age

3408

353280

56

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 5

Hou

rly S

ales

Tra

ckin

g a

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L

1420

12

120

119

169

256

435

322

16394

210

232

3422

1

08/18/

0908

/25/

0909

/01/09

09/0

8/09

09/15/

0909

/22/

09

264

105

405

61

141

71

Day o

f Wee

k: Tu

esda

y

10359

358

211

56 210

573

71

63

296

359

438

148

233

338

313

579

250

343

318

289

300

182

75

324

176

260

335

78

117

8640

121

135

48

6813

672

164

8663

103

145

3093

5125

106

173

211

7215

016

1

242

342

137

301

210

246

4415

910

114

823

896

4514

714

212

213

717

1

4910

327

4445

43

55113

101

6610

566

137

133

201

122

112

201

1017

557

118

390

109

103

117

2256

56

8766

3860

3434

0

278

826

2120

16

4181

3193

3107

2326

075

555

2821

2928

29180



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 4

A

nd F

orec

astin

g W

orks

heet

Resta

uran

t #:

0000

Wee

k #30

Wee

k #31

282

470

11

00

732

122

12

11

0

1732

289

14

22

0

2485

414

15

22

0

2293

382

14

22

0

2825

471

25

32

0

1787

298

14

22

0

1096

183

12

11

0

609

102

12

11

0

638

106

12

11

0

375

630

21

00

746

124

12

11

0

1162

194

12

11

0

813

135

12

11

0

260

430

11

00

166

280

11

00

465

780

21

00

548

911

21

00

381

630

21

00

407

680

21

00

186

310

11

00

104

170

11

00

285

01

10

0

140

230

11

00

20118

3353

09/2

8/09

10/0

5/09

288

31643

166

189

39 312

304

333

266

256

137

198

265

102

124

7280

5875

3542

134

179

149

363

9368

4054

3216

6380

7412

3

5513

3725

4852

263 0 20

Total

Less

Hi &

Lo

÷ 6

(wks

)=

Aver

age

2836

2659418

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 4

A

Hou

rly S

ales

Tra

ckin

g a

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L

08/17/

0908

/24/

0908

/31/09

09/0

7/09

09/14/

0909

/21/09

662

4234

514

390

489

619

296

363

175

255

146

202

373

558

497

Day o

f Wee

k: Mo

nday

104

7059

128

4961

98

4950

446

702

498

237

362

580

661

319

173

326

674

469

1085

212

166

284

359

280

719

231

5914

321

6

205

297

8389

5180

145

238

6712

399

129

106

108

5370

2769

133

112

153

5649

157

229

226

186

182

190

144

128

176

357

234

107

74

4319

3870

5828

2830

2416

3649

83112

7789

7353

103

142

8653

6894

65118

6350

6880

7010

193

108

6244

3410

824

2248

2232

2154

00

1031

00

3

4163

6073

3463

379

427

3512

2565

2900

40977



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 4

B

and

Fore

cast

ing

Wor

kshe

etRe

staur

ant #

: 00

00

Wee

k #30

Wee

k #31

282

470

11

00

732

122

12

11

0

1732

289

14

22

0

2485

414

15

22

0

2293

382

14

22

0

2825

471

25

32

0

1787

298

14

22

0

1096

183

12

11

0

609

102

12

11

0

638

106

12

11

0

375

630

21

00

746

124

12

11

0

1162

194

12

11

0

813

135

12

11

0

260

430

11

00

166

280

11

00

465

780

21

00

548

911

21

00

381

630

21

00

407

680

21

00

186

310

11

00

104

170

11

00

285

01

10

0

140

230

11

00

20118

3353

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed

Total

Less

Hi &

Lo

÷ 6

(wks

)=

Aver

age

2836

2659418

200

263

4852

3725

5513

7412

3

6380

3216

4054

9368

149

363

134

179

3542

5875

7280

102

124

198

265

266

256

137

304

33339 312

288

31643

166

189

09/2

8/09

10/0

5/09



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 4

B

Hou

rly S

ales

Tra

ckin

g a

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L25

6529

0040

977

4163

6073

3463

379

427

3512

1031

00

300

2232

2154

2248

3410

824

6244

7010

193

108

6880

65118

6350

6894

103

142

8653

7353

83112

7789

3649

2830

2416

5828

4319

3870

107

7412

817

635

723

4

190

144

229

226

186

182

4915

713

3112

153

56

2769

106

108

5370

9912

914

523

867

123

5180

205

297

8389

143

216

280

719

231

59

284

359

469

1085

212

166

661

319

173

326

674

4950

446

702

498

237

362

580

558

497

Day o

f Wee

k: Mo

nday

104

7059

128

4961

98

296

363

175

255

146

202

373

4234

514

390

489

619

662

08/17/

0908

/24/

0908

/31/09

09/0

7/09

09/14/

0909

/21/09



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 5

A

nd F

orec

astin

g W

orks

heet

Resta

uran

t #:

0000

Wee

k #30

Wee

k #31

333

550

21

00

574

961

21

00

1163

194

12

11

0

1805

301

14

22

0

2145

357

14

22

0

2028

338

14

22

0

1865

311

14

22

0

768

128

12

11

0

634

106

12

11

0

502

841

21

00

524

871

21

00

924

154

12

11

0

1633

272

14

22

0

815

136

12

11

0

706

118

12

11

0

286

480

11

00

473

790

21

00

728

121

12

11

0

305

510

21

00

402

670

21

00

323

540

21

00

124

210

11

00

6210

01

10

0

160

270

11

00

1908

731

81

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed

÷ 6

(wks

)=

Aver

age

3408

353280

56 42

5022

3710

2

3740

6416

1522

6076

5549

113

11

218

93

292

347

123

294

102

148

4477

127

135

321

152

130

501

370

375

302

277

228

530

39355

196

102

8347

Total

Less

Hi &

Lo09

/29/

0910

/06/

09



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 5

A

Hou

rly S

ales

Tra

ckin

g a

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L28

2129

2829

180

4181

3193

3107

2326

075

555

0

278

826

2120

16

8766

3860

3434

109

103

117

2256

56

1017

557

118

390

137

133

201

122

112

201

55113

101

6610

566

4910

327

4445

43

4514

714

212

213

717

1

4415

910

114

823

896

242

342

137

301

210

246

106

173

211

7215

016

1

103

145

3093

5125

6813

672

164

8663

117

8640

121

135

48

182

75

324

176

260

335

78

313

579

250

343

318

289

300

296

359

438

148

233

338

Day o

f Wee

k: Tu

esda

y

10359

358

211

56 210

573

71

63

264

105

405

61

141

71

08/18/

0908

/25/

0909

/01/09

09/0

8/09

09/15/

0909

/22/

09

94

210

232

3422

1

256

435

322

163

1420

12

120

119

169



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 5

B

nd F

orec

astin

g W

orks

heet

Resta

uran

t #:

0000

Wee

k #30

Wee

k #31

333

550

21

00

574

961

21

00

1163

194

12

11

0

1805

301

14

22

0

2145

357

14

22

0

2028

338

14

22

0

1865

311

14

22

0

768

128

12

11

0

634

106

12

11

0

502

841

21

00

524

871

21

00

924

154

12

11

0

1633

272

14

22

0

815

136

12

11

0

706

118

12

11

0

286

480

11

00

473

790

21

00

728

121

12

11

0

305

510

21

00

402

670

21

00

323

540

21

00

124

210

11

00

6210

01

10

0

160

270

11

00

1908

731

81

09/2

9/09

10/0

6/09

530

39355

196

102

8347

Total

Less

Hi &

Lo

228

302

277

501

370

375

321

152

130

127

135

4477

102

148

123

294

292

347

218

93

113

11

5549

6076

1522

6416

3740

3710

2

5022 42

÷ 6

(wks

)=

Aver

age

3408

353280

56

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 5

B

Hou

rly S

ales

Tra

ckin

g a

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L

1420

12

120

119

169

256

435

322

16394

210

232

3422

1

08/18/

0908

/25/

0909

/01/09

09/0

8/09

09/15/

0909

/22/

09

264

105

405

61

141

71

Day o

f Wee

k: Tu

esda

y

10359

358

211

56 210

573

71

63

296

359

438

148

233

338

313

579

250

343

318

289

300

182

75

324

176

260

335

78

117

8640

121

135

48

6813

672

164

8663

103

145

3093

5125

106

173

211

7215

016

1

242

342

137

301

210

246

4415

910

114

823

896

4514

714

212

213

717

1

4910

327

4445

43

55113

101

6610

566

137

133

201

122

112

201

1017

557

118

390

109

103

117

2256

56

8766

3860

3434

0

278

826

2120

16

4181

3193

3107

2326

075

555

2821

2928

29180



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 6

nd F

orec

astin

g W

orks

heet

Resta

uran

t #:

0000

Wee

k #30

Wee

k #31

276

460

11

00

405

670

21

00

1151

192

12

11

0

1969

328

14

22

0

2209

368

14

22

0

2058

343

14

22

0

1798

300

14

22

0

961

160

12

11

0

744

124

12

11

0

511

851

21

00

658

110

12

11

0

893

149

12

11

0

1618

270

14

22

0

1106

184

12

11

0

759

127

12

11

0

483

801

21

00

379

630

21

00

450

750

21

00

257

430

11

00

189

320

11

00

7212

01

10

0

116

190

11

00

130

220

11

00

142

240

11

00

1939

432

32

Min.

# Exp

osNe

eded

Min.

# Hos

tsNe

eded

Min.

# Ser

vers

Need

ed

Min.

# Coo

ksNe

eded

Min.

# Com

bos

Need

ed

÷ 6

(wks

)=

Aver

age

3391

37211822

20 0

2553

1810

5634

5657

9163

6710

8

1610

6

102

106

175

224

312

167

243

233

6195

103

63

114

171

390

142

503

311

408

383

215

220

338

67 231

314

32181

108

92

Total

Less

Hi &

Lo09

/30/

0910

/07/

09



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 6

Hou

rly S

ales

Tra

ckin

g a

Wee

k #24

Wee

k #25

Wee

k #26

Wee

k #27

Wee

k #28

Wee

k #29

Dat

e

6:00a

m - 7

:00am

7:00a

m - 8

:00am

8:00a

m - 9

:00am

9:00a

m - 1

0:00a

m

10:00

am -

11:00

am

11:00

am -

12:00

pm

12:00

pm -

1:00p

m

1:00p

m - 2

:00pm

2:00p

m - 3

:00pm

3:00p

m - 4

:00pm

4:00p

m - 5

:00pm

5:00p

m - 6

:00pm

6:00p

m - 7

:00pm

7:00p

m - 8

:00pm

8:00p

m - 9

:00pm

9:00p

m - 1

0:00p

m

10:00

pm -

11:00

pm

11:00

pm -

12:00

am

12:00

am -

1:00a

m

1:00a

m - 2

:00am

2:00a

m - 3

:00am

3:00a

m - 4

:00am

4:00a

m - 5

:00am

5:00a

m - 6

:00am

DAY

TOTA

L

2319

7527

2429

4323

010

570

027

3947

014

382

103

00

467

8410

442

209

475

70

58116

111

119

171

102

169

110

174

133

222

116

323

318

301

259

061

138

107

7213

419

721

2

180

7840

59

1313

186

122

139

155

126

167

484

172

214

257

396

233

383

323

534

317

295

347

436

309

378

177

166

9612

920

1

7772

7056

2859

3039

335518

18

0

4649

2826

3029

045

4927

015

016

073

040

067

082

2172

195

63

256

177

176

252

187

167

5510

0

7213

5

187

120

195

163

375

226

310

Day o

f Wee

k: W

edne

sday

0

460

289

103

4214

054

320

47439

333

209

356

08/19/

0908

/26/

0909

/02/

0909

/09/

0909

/16/

0909

/23/

09



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 7

10/12 10/13 10/14 10/15 10/16 10/17 10/18

IN 8:00 AM 7:00 AM 7:00 AM 7:00 AM 7:00 AMOUT 4:00 PM 2:00 PM 1:00 PM 1:00 PM 2:00 PM


INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

IN 5:00 PM 2:00 PM 5:00 PM 3:00 PM 4:00 PMOUT 12:00 AM 9:00 PM 11:00 PM 10:00 PM 11:00 PM

IN 3:00 PM 5:00 PM 11:00 PM 10:00 PMOUT 10:00 PM 12:00 AM 4:00 AM 4:00 AM

INOUT

RESTAURANT WEEKLY WORK SCHEDULE

HOSTS



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 7

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 8

10/12 10/13 10/14 10/15 10/16 10/17 10/18






IN 9:00 AMOUT 2:00 PM


IN 3:00 PM 9:00 AM 9:00 AM 9:00 AM 9:00 AMOUT 8:00 PM 4:00 PM 4:00 PM 3:00 PM 2:00 PM

IN 9:00 AM 9:00 AMOUT 3:00 PM 2:00 PM

INOUT

INOUT

IN 4:00 PM 3:00 PM 3:00 PM 10:00 AM 9:00 AMOUT 10:00 PM 8:30 PM 10:00 PM 4:00 PM 3:00 PM

IN 8:00 PM 4:00 PM 4:00 PM 3:00 PM 10:00 AMOUT 2:00 AM 9:00 PM 11:00 PM 8:00 PM 5:00 PM

SERVERS




Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 8

IN 2:00 PM 4:00 PM 3:00 PMOUT 8:00 PM 9:00 PM 9:00 PM

IN 3:00 PM 6:00 PM 5:00 PMOUT 8:30 PM 11:00 PM 11:00 PM

IN 5:30 PM 4:00 PM 4:00 PM 5:00 PM 6:00 PMOUT 11:00 PM 11:00 PM 11:00 PM 12:00 AM 12:00 AM

INOUT

INOUT

INOUT

INOUT

IN 9:00 PM 4:30 PM 5:00 PM 6:00 PM 9:00 PMOUT 3:00 AM 12:00 AM 12:00 AM 2:00 AM 3:00 AM


IN 11:00 PM 11:00 PM 11:00 PM 12:00 AM 11:00 PMOUT 6:00 AM 6:00 AM 6:00 AM 6:00 AM 6:00 AM

INOUT

INOUT

INOUT

INOUT

INOUT



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 9

10/12 10/13 10/14 10/15 10/16 10/17 10/18






IN 4:00 PM 8:00 AM 9:00 AM 10:00 AM 9:00 AMOUT 11:00 PM 2:00 PM 3:00 PM 4:00 PM 4:00 PM

INOUT

INOUT

INOUT

INOUT

INOUT

IN 3:00 PM 3:00 PM 2:00 PM 3:00 PM 4:00 PMOUT 9:00 PM 10:00 PM 8:30 PM 8:30 PM 9:00 PM

COOKS




Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 9

IN 10:00 PM 4:00 PM 5:00 PM 6:00 PM 4:00 PMOUT 6:00 AM 11:00 PM 11:00 PM 11:00 PM 11:00 PM


INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

IN 5:30 PM 11:00 PM 12:00 AMOUT 5:00 AM 6:00 AM 6:00 AM

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

0 10/12 10/13 10/14 10/15 10/16 10/17 10/18



IN 5:00 PM 9:00 AM 8:00 AM 8:00 AM 9:00 AMOUT 12:00 AM 3:00 PM 1:00 PM 3:00 PM 4:00 PM

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

IN 5:00 PM 3:00 PMOUT 10:00 PM 9:00 PM

IN 9:00 AM 9:00 AM 6:00 PM 5:00 PM 5:00 PMOUT 3:00 PM 3:00 PM 12:00 AM 11:00 PM 11:00 PM

INOUT


COMBOS



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

0

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

IN 5:00 PM 4:00 PM 5:00 PM 10:00 PM 10:00 PMOUT 12:30 AM 9:30 PM 12:00 AM 4:00 AM 4:00 AM

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT

INOUT



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

1

Store # 0000 Week Ending:

Projected Sales: $32,507 $28.81

REG HRS OT HRS TOTAL HRS % HRS REG PAY OT PAY % CRAFT % SALESCOOKS 324.0 0.0 324.0 28.1% 3,246.48 0.00 41.7% 10.0%SERVERS 482.0 0.0 482.0 41.8% 1,653.26 0.00 21.2% 5.1%COMBOS 173.8 0.0 173.8 15.1% 1,412.59 0.00 18.1% 4.3%HOSTS 128.8 0.0 128.8 11.2% 1,026.14 0.00 13.2% 3.2%CREW CHIEF 45.0 0.0 45.0 3.9% 450.00 0.00 5.8% 1.4%OT ALL 0.0 0.0% 0.00 0.0% 0.0%CRAFT 1,153.5 0.0 1,153.5 100.0% 7,788.47 0.00 100.0% 24.0%ASST MGR 3.8%GEN MGR 2.7%SUBTOTAL 30.4%BENEFITS 5.8%TOTAL 36.2%

DAILY HOURS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY TOTALCOOKS 40.5 37.5 37.3 41.8 51.8 61.3 54.0 324.0SERVERS 52.5 58.3 55.0 57.0 78.8 96.0 84.5 482.0COMBOS 21.8 19.3 17.3 18.8 32.3 38.5 26.0 173.8HOSTS 15.0 14.0 14.0 15.0 24.3 26.3 20.3 128.8DAY SUBTOTAL 129.8 129.0 123.5 132.5 187.0 222.0 184.8 1108.5

1,878.5611,766.62

October 18, 2009

Targeted Productivity

LABOR PLAN SUMMARY

1,224.80874.809,888.07



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

1

CREW CHIEF 15.0 7.5 7.5 7.5 0.0 0.0 7.5 45.0DAY CRAFT 144.8 136.5 131.0 140.0 187.0 222.0 192.3 1153.5ALLOWANCE 126.7 113.5 115.2 133.1 181.4 235.6 222.8 1128.3± ALLOWANCE 18.0 23.0 15.8 6.9 5.6 -13.6 -30.5 25.2PRODUCTIVITY 23.16 23.30 24.67 26.91 29.11 31.85 33.60 28.18

DAILY $$$$ MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY TOTALCOOKS 405.81 375.75 373.25 418.34 518.54 613.73 541.08 3246.48SERVERS 180.08 199.80 188.65 195.51 270.11 329.28 289.84 1653.26COMBOS 176.83 156.50 140.24 152.44 262.19 313.01 211.38 1412.59HOSTS 119.55 111.58 111.58 119.55 193.27 209.21 161.39 1026.14DAY SUBTOTAL 882.26 843.63 813.72 885.83 1244.11 1465.22 1203.69 7338.47% SALES 26.3% 26.5% 25.2% 23.5% 22.9% 20.7% 18.6% 22.6%CREW CHIEF 150.00 75.00 75.00 75.00 0.00 0.00 75.00 450.00DAY CRAFT 1032.26 918.63 888.72 960.83 1244.11 1465.22 1278.69 7788.47% SALES 30.8% 28.9% 27.5% 25.5% 22.9% 20.7% 19.8% 24.0%$ ALLOWANCE 889.83 776.88 788.13 906.40 1200.99 1559.98 1500.39 7622.60± ALLOWANCE 142.43 141.75 100.58 54.43 43.13 -94.76 -221.70 165.87

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY TOTALFORECASTED NET SALES $3,353 $3,181 $3,232 $3,768 $5,443 $7,070 $6,460 $32,507

AVG RATE/PAY Cooks = $10.02 Servers = $3.43 Combos = $8.13 Hosts = $7.97



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesMaster Team Member Schedules 22 Summary: Discusses the use of master

schedules to make it easier to produce schedules from week to week.

•

Once the Workweek Begins 22 Summary: Explains that after the schedule is posted, the Manager must continue to monitor sales and productivity to prevent over or under-staffi ng.

•

Monitoring and Reacting to Sales 22-23 Summary: Explains that actual sales must be compared to the forecast sales amount. One of the most common tools for doing so is the Unit Labor Control Plan & Results form.

•

22 Activity: Discuss and complete the form with the Learner using Worksheet 12.

•



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

2

UNIT # 0000MON TUE WED THU FRI SAT SUN

3,353 3,181 3,232 3,768 5,443 7,070 6,4603,469 3,118 3,201 3,815 5,672 7,312 7,145

116 -63 -31 47 229 242 6853.5% -2.0% -1.0% 1.2% 4.2% 3.4% 10.6%

6,534 9,766 13,534 18,977 26,047 32,5076,587 9,788 13,603 19,275 26,587 33,732

53 22 69 298 540 1,2250.8% 0.2% 0.5% 1.6% 2.1% 3.8%

2,836 6,243 9,634 13,353 19,261 27,731 34,112633 344 154 250 14 -1,144 -380

18.2% 11.0% 4.8% 6.6% 0.3% -15.6% -5.3%

3,142 2,828 2,993 3,471 5,486 6,954 7,118327 290 208 344 186 358 27

9.4% 9.3% 6.5% 9.0% 3.3% 4.9% 0.4%5,970 8,963 12,434 17,920 24,874 31,992

617 825 1,169 1,355 1,713 1,7409.4% 8.4% 8.6% 7.0% 6.4% 5.2%

144.8 136.5 131.0 140.0 187.0 222.0 192.3145.6 138.3 128.2 141.1 194.7 228.9 197.0

0.8 1.8 -2.8 1.1 7.7 6.9 4.8281.3 412.3 552.3 739.3 961.3 1153.5283.9 412.1 553.2 747.9 976.8 1173.8

2.6 -0.2 0.9 8.6 15.5 20.3

1032 919 889 961 1244 1465 12791040 934 871 970 1296 1511 1318

8 15 -18 9 52 46 391,951 2,840 3,800 5,045 6,510 7,788

WTD PLAN SALES

UNIT LABOR CONTROL PLAN & RESULTS

DAY PLAN SALES

October 18, 2009

DAY ACTUAL SALES$ DIFF +/-% DIF

WTD ACTUAL SALESDIFF +/-WTD% DIF

WTD ACTUAL CRAFT HOURS

DAY PLAN CRAFT HOURS

WTD LAST YEAR SALES

LAST WEEK WTD SALES$ DIFF +/-% DIF

LAST YEAR SALES$ COMP DIFF +/-% COMP DIF

$ COMP DIFF +/- WTD% COMP DIF WTD

DAY ACTUAL CRAFT HOURSDIFF +/-WTD PLAN CRAFT HOURS

DIFF +/-

DAY PLAN CRAFT LABOR $

DIFF +/-DAY ACTUAL CRAFT LABOR $

WTD PLAN CRAFT LABOR $

A

B

C

D

E



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

2

1,951 2,840 3,800 5,045 6,510 7,7881,974 2,845 3,815 5,111 6,622 7,940

23 5 15 66 112 152

30.8% 28.9% 27.5% 25.5% 22.9% 20.7% 19.8%30.0% 30.0% 27.2% 25.4% 22.8% 20.7% 18.4%-0.8% 1.1% -0.3% -0.1% 0.0% -0.1% -1.3%

29.9% 29.1% 28.1% 26.6% 25.0% 24.0%30.0% 29.1% 28.0% 26.5% 24.9% 23.5%

0.1% 0.0% 0.0% -0.1% -0.1% -0.4%

126.7 113.5 115.2 133.1 181.4 235.6 222.8120.4 108.2 111.1 132.4 196.9 253.8 248.0

$23.16 $23.23 $23.69 $24.51 $25.67 $27.10 $28.18$23.83 $23.20 $23.75 $24.59 $25.77 $27.22 $28.74

$0.66 -$0.03 $0.06 $0.08 $0.10 $0.12 $0.56

183 163 157 170 220 259 22671 71 71 71 72 72 72

300 300 300 300 300 300 3001586 1452 1417 1502 1836 2097 1877

163 147 137 152 203 237 2071574 1452 1379 1493 1871 2120 1897

-12 -1 -38 -9 35 24 203,038 4,455 5,957 7,793 9,890 11,7673,026 4,405 5,898 7,769 9,890 11,787

-12 -51 -59 -24 0 20

47.3% 45.7% 43.8% 39.9% 33.7% 29.7% 29.1%45.4% 46.6% 43.1% 39.1% 33.0% 29.0% 26.5%-1.9% 0.9% -0.8% -0.7% -0.7% -0.7% -2.5%

46.5% 45.6% 44.0% 41.1% 38.0% 36.2%45.9% 45.0% 43.4% 40.3% 37.2% 34.9%-0.6% -0.6% -0.7% -0.8% -0.8% -1.3%

DIFF +/-

DIFF +/-

ACTUAL PRODUCTIVITY WTD

DAY ACTUAL TOTAL LABOR $

DIFF +/-

WTD PLAN CRAFT LABOR $WTD ACTUAL CRAFT LABOR $

DAY PLAN CRAFT LABOR %DAY ACTUAL CRAFT LABOR %

WTD PLAN CRAFT LABOR %WTD ACTUAL CRAFT LABOR %DIFF +/-

PLAN EARN HOURSEARNED HOURS WTDPLAN PRODUCTIVITY WTD

DIFF +/-

DAY PLAN CRAFT BENEFITS $

MANAGER SALARIES $DAY PLAN TOTAL LABOR $DAY ACTUAL CRAFT BENEFIT $

FIXED MANAGER BENEFITS $

DIFF +/-WTD PLAN CRAFT LABOR $WTD ACTUAL CRAFT LABOR $

DAY PLAN TOTAL LABOR %DAY ACTUAL TOTAL LABOR %

WTD PLAN TOTAL LABOR %WTD ACTUAL TOTAL LABOR %DIFF +/-

DIFF +/-

E

F

G

H

I



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

2 Ta

lkin

g Po

ints

A.

B.

C.

Calculating the "Difference": To calculate a difference between actual and planned numbers, subtract the "plan" figure from the "actual" figure. If the result is positive, you are over (or more than) planned by the amount of the result. If the result is negative, you are under (or less than) planned by that amount. To calculate the difference between actual and last week or last year numbers follow the same formula but subtracting the "last week" or "last year" figure from the "actual" figure. Calculating the Percentage: To calculate what percentage of sales a figure is, divide the amount in question by the sales amount. For instance, if you want to know what percentage your actual sales are over your planned sales, divide the dollar amount your were over (the difference) by the planned amount of sales for the day. In this example for Monday the restaurant's actual sales are $116 over the plan. To find out by what percentage they are over their plan they would divide this $116 by the planned sales of $3353 which shows us that the $116 difference is 3.5% more than the planned sales. To figure out what percentage of the sales the craft labor dollars are, follow the same formula by dividing the craft $ amount by the sales amount. In this example for Monday the restaurant's actual craft dollar amount was $1040. To find out what percentage of the actual sales that is, they would divide the $1040 by the actual sales of $3469 which shows us that the actual craft labor percentage of sales is 30.0%.

This section shows us how our actual sales match up against our projected sales. This is important as our entire week's labor plan was based on our sales projections so if our actual sales are trending significantly higher or lower than our projections our labor plan may not work. We could find ourselves understaffed if the actual sales are significantly higher than planned or overstaffed if the actual sales are significantly lower than planned.In this example, we can see that the restaurant's actual sales were higher than was projected. Monday was 3.5% higher, Friday was 4.2% higher, Saturday was 3.4% higher and Sunday was 10.6% higher. Though this helped lower the week's total labor cost, there is a strong possibility the restaurant was understaffed on these days - maybe on Friday and Saturday, but especially Sunday. This manager should look closely at what might have caused their under-projecting of the sales. Maybe there was a local event that they forgot to adjust their forecat for? Can you think of any other reasons why their projections may have been so much less than the actuals? What could be some of the repercussions of understaffing due to underprojecting?This section shows how we are performing in sales compared to last week's sales. This helps us keep an eye on current sales trends which can be used to forecast sales more accurately.This section shows how we are performing in sales compared to last year's sales for the same period. This helps us keep an eye on sales trends over the prior year which can be used to forecast sales more accurately.

This worksheet helps you monitor your restaurant's actual sales and labor performance each day and progressively throughout the week as

UNIT LABOR CONTROL PLAN & RESULTS



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

2 Ta

lkin

g Po

ints D.

E.

F.

In this example, you can see that, though sales were 3.5% more than planned on Monday and, subsequently, the restaurant used morehours than planned, they still 0.8% lower craft labor cost percentage than planned for that day. This could indicate that the restaurant was understaffed for the unexpected sales that they brought in but also that the extra hours that they did spend for the additional sales may have been an effective utilization of employees with lower rates of pay for the added coverage in order to keep costs for the day down.Also, you can see that, as we mentioned before, though sales were 2.0% less than planned on Tuesday, the restaurant had a 1.1% highercraft labor cost than planned for that day. This could be considered wasted labor.

In this example, we can see that, though sales were 2.0% less than planned on Tuesday, the restaurant used more hours than planned. You will see below that, though it was only 1.8 hours more it also resulted in a 1.1% higher craft labor cost than planned for that day.You can also see that on Friday the actual sales were higher than planned by 4.2% but the actual hours used were also 4.1% more than planned. That's good! This shows us that coverage for the unexpected sales was there. We see the same thing for Saturday; actual sales were higher than planned by 3.4% and actual hours used, in turn, were 3.1% higher than planned.However, on Sunday the actual sales were 10.6% higher than planned but the actual hours used were only 2.5% more than planned. Thisshows that the restaurant was likely significantly understaffed for the unexpected sales that they got that day. We hope that they didn't lose any potential repeat or future guests because of this.

This section shows us how our actual craft hours match up against our scheduled, or "planned" craft hours. This is important as The hours we actually use not only equate what we spend in dollars but also represent how well we our restaurant was staffed to take care of the guests and operational needs. Though we would like the actual hours to be close to our plan in order to keep control of our labor costs, we also want the actual hours to reflect the same kinds of differences over or less than planned as we see when we compare actual sales to the planned sales in order to be sure we had the appropriate amount of staffing for the actual sales. If the actual sales are less than planned we should also use less hours than planned or we will be overstaffed and have a too-high labor cost. On the other hand, if we have significantly more sales than planned, then we also want to use more labor hours than planned to ensure that we are staffed well enough to properly care for our guests.

This section shows how much we spent in craft labor dollars compared to the labor dollars we scheduled. This helps us keep an eye how many more or less dollars we are spending than planned each day and throughout the week.This section shows what percentage of the actual sales our actual craft labor dollars are compared to the percentage of the projected sales that our planned labor dollars were - in other words, what our actual craft labor percentage as compared to our planned craft laborpercentage. This figure represents the summary of all of the previous comparisons and tells us how we performed against our labor plan, whether we had sufficient staffing to care for our guests and the restaurant's operation, and whether or not we are likely to meet our labor cost budget.



Exer

cise

2 A

nsw

er K

ey -

Wor

kshe

et 1

2 Ta

lkin

g Po

ints

G.

H.

I.

This section shows the actual compared to the planned productivity. Remember this quantitive measurement of our labor productivity tells the amount of money that was generated in sales for each labor hour we spent. This tells us very quickly whether or not our team is performing to its full and expected potential. A low rate of productivity could indicate overstaffing, poorly trained employees, or employees who are not performing to full or expected potential. An higher rate of productivity than expected indicates understaffing.When monitoring our restaurant's labor performance throughout the week, it is important to focus primarily on what you have the most control over and can respond to, and that is the CRAFT labor numbers. However, it is still important to keep an eye on how the craft laborperformance is affecting the total labor cost for the restaurant to ensure that it does not exceed the budget. These sections allow you to monitor how the craft performance is impacting the restaurant's total labor for each day and progressively throughout the week.

However, you may recall that on Sunday the actual sales were 10.6% higher than planned but the actual hours used were only 2.5% more than planned. Here we see that not only had the restaurant planned an n extremely low craft labor expenditure for the day but the result of using significantly fewer hours for such significantly higher sales than planned is an alarmingly low labor cost percentage for that day. Though this certainly helped balance out the higher labor costs from earlier in the week, it could at the same time result in fewer guests, and subsequently lower sales in the future. Can you explain why?Another way of comparing staffing effectiveness, this section shows how many hours you could have scheduled based on your salesprojections and how many hours you could have used based on your actual sales.

We also noted erlier that on Friday and Saturday the actual sales were higher than planned but the actual hours used were also more than planned by similar ratios. You can see here that the result was that the craft labor percentage for those two days was right on track with the plan.

Keep in mind that the purpose of this process is monitoring your restaurant's labor performance to ensure that you are using enough labor but not exceeding your total budgeted labor cost. The point is that, regardless of the employee work schedule you posted, you must closely and consistently monitor what is actually happening with your restaurant's sales and labor costs so that you can identify concerns and react appropriately.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesMonitoring and Reacting to Productivity

24 Summary: Explains that more labor dollars will be spent if the team is not performing to their full or expected potential.

•

MONITORING PRODUCTIVITY VISUALLY

24 Summary: Explains that Managers must constantly be visually monitoring to ensure their teams are being productive.

•

MONITORING PRODUCTIVITY BY WATCHING THE NUMBERS

24 Summary: Productivity can be defi ned quantitatively by dividing net sales by total labor hours. Low productivity could indicate overstaffi ng, poor training or team members not performing to potential. High productivity could indicate understaffi ng.

•

Exercise : Team Member Scheduling Practice

25 Summary: Learner practices making schedules using Exercise 3 Excel Worksheets or the restaurant’s scheduling system.

• Trainer Note: Exercise 3 Excel Worksheets are found on the IHOP 202 Training Manager Resource CD.

•

Monitoring Team Member Productivity

26 Summary: Explains that one of the most important duties of the Manager is to ensure the team is performing, as this impacts many areas of the business.

•

Management by Walking Around 26 Summary: Describes the simple process of being aware of what is happening in the restaurant by being present in the dining room and the galley instead of in the offi ce.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesWhat to Watch For and Manage 27 Summary: Provides a series of team

member behaviors and actions to watch for that may potentially indicate issues.

• Trainer Note: Discuss the potential impact of failing to mange each of the areas specifi ed.

•

Pre-Shift Meetings 27-28 Summary: Explains that pre-shift meetings serve as the main method for sharing the focus of the upcoming shift with the entire team. Provides examples of the types of information covered at pre-shift meetings.

•

Delivering Pre-Shift Meetings 28-29 Summary: Provides basic guidelines for delivering pre-shift meetings and the Daily Planner for Pre-shift Meetings Form, which is shown in Figure 13.

•

One-on-One Pre-shift Meetings 29-30 Summary: Provides guidelines for using the “TIP TOP” method for conducting one-on-one team meetings.

•

30 Activity: With your assistance, the Learner will identify important areas of focus for the upcoming shift, complete the Daily Planner for Pre-shift Meeting Form shown in Figure 13, and then conduct the pre-shift meeting for the next shift.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesMonitoring Sidework & Deep Cleaning Assignments

30 Summary: Explains that ensuring the crew is completing their assigned additional work is the responsibility of the Manager.

•

Guidelines for Successfully Managing Additional Duties

31 Summary: Explains the guidelines for successfully managing additional work assignments.

•

Sample Sidework & Deep Cleaning Checklists

31-34 Summary: Figures 14-16 provide samples of sidework and deep cleaning checklists.

Figure 14: Sample Sidework Checklist for 2 Cooks on a single line.Figure 15: Sample Sidework Checklist for 1 Cook on a single line. Figure 16: Sample Deep-Cleaning Checklist for the galley.

•

Maintaining Uniform and Appearance Standards

35 Summary: Identifi es that the two major reasons uniform standards are required are for the sake of safety and hospitality. Provides guidelines to follow to ensure compliance with uniform standards.

• Trainer Note: With increased focus on foodborne illness and communicable diseases, as well as an increased number of team members having visible piercings and tattoos, it is more important than ever to conduct regular uniform checks.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesSneak Peak: Effective Coaching 35 Summary: Effective coaching is covered in

the Performance Management module of the program, but this note box provides a quick reference for coaching team members who are not measuring up to the uniform standard.

• Trainer Note: Failure to comply with uniform standards is a common problem in the restaurant. Take this opportunity to preview the techniques for coaching to correct behavior. Share with the Learner some of the methods you use to help ensure your team members comply with the standard.

•




•

•

Accurately forecasting is the foundational step of creating a team member work schedule that gives you the information you need to more effectively and effi ciently schedule your team members.

Forecasting is performed considering sales trends, guest count trends, marketing activities, weather, holidays, local school calendars, local events, seasonality, and area pay periods.

Projecting hourly sales is the best way to schedule the right team members at the right times for each day. Once you have accurately forecasted your hourly sales you can then better determine how many of each type of team member should be scheduled and when.

When scheduling, the goal is to fi nd the balance between taking care of the guests and keeping the restaurant clean and safe, while keeping labor costs in line.

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesFocus on the team member work schedule does not end when the schedule is posted and the work week begins. Managers must identify whether or not the plan is working by monitoring actual sales and productivity and reacting appropriately if it is not. Failure to do so can result in many of the same consequences as under-scheduling or over-scheduling.

Actual sales should be compared to the forecast and scheduling changes made if there is a signifi cant difference between the two.

Productivity is a measure of whether the team is working to their full and expected potential and is measured visually and quantitatively.

Monitoring productivity visually is observing what team members are doing throughout the shift. If they are not performing as productively as needed or expected, the manager must immediately redirect their attention and efforts to the appropriate activities and performance levels.

Productivity can also be monitored by looking at the amount of money generated in sales for each labor hour worked. It is calculated by dividing the net sales by total labor hours. A low rate of productivity could indicate overstaffi ng, under-trained team members, or team members who are not performing to their full or expected potential. A high productivity rate could indicate understaffi ng.

Management By Walking Around (MBWA) is based on the principle that If you don’t know what’s going on, you can’t manage it. MBWA frequently; ask questions; observe, talk to, and coach everyone on your staff and not just those who need correcting.

Pre-shift meetings are daily meetings, usually held with multiple team members, prior to the start of their work shift to share the focus of the upcoming shift with the team.

Sidework and deep cleaning assignments are an integral part of the ongoing maintenance and upkeep. Follow a standard sidework and deep cleaning schedule that is assigned by position and shift, and use a standard system for verifying completion of work.

For hospitality and safety reasons, ensure each team member adheres to the IHOP uniform and appearance standards.

•

•

•

•

•

•

•

•


IHOP 202 Managing Hospitality - Trainer’s Guide Module 6Page 1 of 35

Module 6 Overview

Module Purpose: To introduce the tools and methods at the Manager’s disposal to ensure the restaurant team is providing hospitality to each and every guest on every visit.

Delivery Method: Learner Self-Study and Trainer/Learner Discussion and Practice: In this module, the Learner will review the module content and discuss key principles with the trainer, followed by practical application of several key elements.


Per Person Expenditure fi gures for your restaurant•


Recommended Day of Instruction: Training Day 4, Entire Day

Topics Covered: Impact of Offering Bad Service and Offering Great Service

“Service as Good as Our Pancakes” Program

Management of the Dining Room

Handling Guest Complaints

Hospitality Problem Solving

IHOP Voice fo the Guest Program

•

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesManaging Hospitality 1 Summary: Defi nes the term “hospitality” and

explains that ensuring hospitality is provided to each and every guest is a responsibility of the Manager.

•

Can You Aff ord Bad Service? 1 Summary: Illustrates the point that no restaurant business can ultimately be successful without providing hospitality to its guests.

•

The Ripple Effect 1-3 Summary: Introduces the concept of the “ripple effect,” which shows the far-reaching fi nancial impact of failing to provide great service.

•

Calculating the “Ripple Effect” of Bad Service

2 Activity: Using actual sales numbers from the training restaurant, the Learner completes the exercise that illustrates the impact of the ripple effect. Answers using average numbers are shown below:

• Trainer Note: If possible, have the Learner complete this exercise using the actual fi gures from your restaurant. If this is not possible, use the average fi gures shown in the exercise.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCalculating the “Ripple Effect” of Bad Service (cont.)

2

Per Person Expenditure $9.00

Average Visits Per Year 8

Per Guest Annual Expenditure

$72

Average Guests Per Party

2.1

Annual Guest Party Value

$151.20

Annual Impact Of Dissatisfi ed Guest Party

$1512.00

Multiply the Annual Impact of a Dissatisfi ed Guest Party $1512.00 x 365 days = $551.880.00



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCalculating the “Ripple Effect” of Great Service

3Annual Guest Party Value

$151.20

Annual Impact Of Satisfi ed Guest

$756.00

Multiply the Annual Impact of a Satisfi ed Guest $756.00 x 365 days = $275.940.00

Trainer Note: Explain that although these fi gures seem impossibly large, the fact of the matter is, if we do not provide great service to our guests, so they leave, won’t come back, and won’t tell their friends. That will have a fi nancial impact.

•

Service As Good As Our Pancakes

3 Summary: Introduces the IHOP program “Service As Good As Our Pancakes,” and the concept of providing the service that the guest wants, which may vary from guest to guest.

•

Identifying the Type of Guest 4 Summary: Introduces the three basic types of guests: fast, friendly, exact.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesThe Manager’s Role in Service As Good As Our Pancakes

4-5 Summary: Details that the Manager has the following four roles in ensuring that Service As Good As Our Pancakes is offered to each guest:

Train great serviceExpect great serviceDemonstrate great serviceRecognize great service

•

Dining Room Management 5-6 Summary: Explains that while hospitality is delivered in the dining room, all functional areas of the restaurant have the potential to impact the hospitality offered. Managers must be present during peak periods to ensure all areas are contributing to the hospitality being offered.

•

Clues to Watch For 6 Summary: Explains that by keeping a sharp eye out in the dining room, it is relatively easy to recognize when a guest needs attention or when something is not quite right with their experience.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesActivity: Facial Expression Recognition

7 Activity: Learner looks at photos in the Learner’s Guide and attempts to determine what may be going through the minds of the actual IHOP guests, records their thoughts in the spaces provided, then discusses their responses with the trainer.

• Trainer Note: There are any number of possible interpretations for this exercise. The main purpose of the exercise is to illustrate the need for Managers and team members to look at the guests and to be aware of their needs. Even if their needs cannot be determined by looking at them, at least it is an indication that you may want to approach the table and ask a general question about their meal or experience.

•

Table Touches 8 Summary: Explains that a table touch is simply a visit with a guest during their meal to ask about their experience. This section gives nine table-touch suggestions.

•

Activity: Table Touching 9 Activity: From this day forward, the Learner will make tables touches a part of their daily routine for a total of at leasr two hours each day. At the end of each day, the Learner will discuss their experiences with you.

The Learner will try to recognize repeat guests and record their information in the Learner’s Guide.

• Trainer Note: Be sure to observe the Learner during the table touches so that you can provide feedback when it comes time to discuss their experiences.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesManaging Host/Hostess Hospitality

10 Summary: The Host/Hostess position starts and ends each guest experience, so it is imperative that they are shining examples of Service As Good As Our Pancakes.

•

10-11 Activity: Learner completes a Host/Hostess Service Guidelines Assessment using the form shown in Worksheet 1 in the Learner’s Guide then discusses the results with you.

• Trainer Note: Be sure to discuss the methods you use to overcome any defi ciencies noted. Emphasize the need to praise team members for a job well-done.

Managing Server Hospitality 12 Summary: Explains that delivering Service As Good As Our Pancakes is the Server’s main job; uncovering and meeting their need is the focus of the job.

•

12-13 Activity: Learner completes a Server Service Guidelines Assessment using the form shown in Worksheet 2 in the Learner’s Guide then discusses the results with you.

• Trainer Note: Be sure to discuss the methods you use to overcome any defi ciencies noted. Emphasize the need to praise team members for a job well-done.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesHospitality Teamwork 14-15 Summary: Explains that no one position

stands alone when it comes to hospitality and that all positions can support the team goal. Provides recommended responsibilities of each position to assist other positions in providing hospitality. Sections include:

A Manager can help byA Server can help byA Host/Hostess can help byA Combo can help byA Cook can help by

•

Managing Table Turnover 15 Summary: Explains that table turnover is key to both guest service (hot food, delivered fast) and maximizing sales (the more tables you serve, the higher the sales).

The two primary ways Managers can impact table turns are:

Proper station planning and rotation.Ensuring that all team members are in place and performing their job functions.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesStation Planning & Rotation 16-17 Summary: Explains that Server station

planning and rotation established by the Manager before each shift ensures a smooth fl ow of guest downs in the dining room and avoids confusion and slow downs.

• Trainer Note: Show the Learner the process you use to assign stations and ensure proper rotation.

•

Cook Times and Order-to-Deliver Times

17 Summary: Introduces the IHOP standard cook and order-to-delivery times for breakfast, lunch, and dinner.

•

Monitoring Cook Times 17 Summary: Introduces two methods for monitoring cook times.

•

Monitoring Order-to-Deliver Times 17 Summary: Emphasizes the need for Servers to deliver food promptly.

•

Kitchen Preparedness 18 Summary: Emphasizes the importance of ensuring the kitchen is prepared prior to the start of any meal period.

•

Server Pre-calls 18 Summary: Introduces the practice of Servers “pre-calling” items with long cook times.

•

Dropping Food Instantly 18 Summary: Emphasizes the importance of the galley beginning to cook food as soon as the ticket is received in the galley.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesGrill Management 18-20 Summary: Emphasizes the practice of

keeping an organized grill and using all available space. Provides visual examples of grill management at the dry grill, wet grill, and egg station.

•

The Role of the Wheel Person 20 Summary: Explains the Wheel Cook’s responsibility to ensure the prompt calling and coordination of all tickets.

•

Pre-bussing Tables 20-21 Summary: Explains how pre-bussing can speed up table-turns and make for a better guest experience.

•

Bussing & Resett ing Tables 21 Summary: Emphasizes the importance of quickly bussing and resetting tables.

•

Other Ways to Speed Table Turnover

21 Summary: Introduces the following fi ve additional methods for speeding table turns:

Enough staff scheduled; staff trained to handle expected volume.Run “fast” board specials on peak periods and days that are easy and fast for the kitchen to cook.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesOther Ways to Speed Table Turnover (cont.)

21 Servers sending one check to the galley at a time, immediately after taking order to avoid overwhelming the kitchen.Ensure team follows Guidelines to Great Service timelines so guests are served in a timely manner.Ensure adequate serviceware, utensils, and smallwares are available for the team to do the job easily, but properly.

21 Activity: Discuss with the Learner other methods you use to speed table turns in your restaurant.

• Trainer Note: Record any additional methods you use to speed table turns below:

Handing Guest Complaints 22 Summary: Explains that no matter what steps Managers take, guest will eventually complain about something, and their job is simply to fi x the problem and make the guest understand that we care.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesWhat the Numbers Show 23 Summary: Reviews statistics that show the

following:

If you resolve a guest’s complaint, they are more likely to be a loyal guest. 7 out of 10 guests will come back if you resolve their complaint in their favor.95% of guests will come back if you resolve the complain on the spot.

•

L.A.S.T. – IHOP’s Method for Handling Guest Complaints

23-24 Summary: Reviews the acronym L.A.S.T., which explains how to handle guest complaints.

•

Balancing Guest Happiness and Profitability

25 Summary: Explains that there is a balance between resolving the guests complaint in their favor, and giving away too much. Ultimately, it is about making the guest happy, but you don’t necessarily need to give away the farm to do that.

•

Handling Guest Complaints - Helpful Phrases

26 Summary: Provides a series of phrases to use when resolving guest complaints.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesActivity: Roleplaying Guest Complaints

27 Activity: For this activity, you will roleplay 5 guest complaint scenarios with you acting as the guest and the Learner acting as the Manager.

• Trainer Note: After each roleplay, stop and give the Learner feedback on how well they did at resolving the guest’s complaint. Try to let them know exactly how what they said made you feel.

•

27 Guest Complaint Roleplay #1: Guest Type - Friendly

You are a guest dining on a busy Sunday morning. Your Server delivered your meal, and then disappeared. You ordered your steak well-done and obviously it is not. You have eaten some of your steak and most of the pancakes and eggs that came with it, but though the outer 1" or so of the steak was fi ne, the middle was under-cooked and just the sight of it is making you feel mildly nauseous, so you couldn’t fi nish eating what you had left. You did wait patiently for your Server to return, but hadn’t seen her in a while. You fi nally fl agged down another Server for help. He said that all they could do was take what you hadn’t eaten yet to the kitchen to have it cooked more. You didn’t want that–the raw meat had caused you to lose your appetite. So, you don’t want to pay for a meal you can’t even eat because of the Server’s mistake.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes27 Guest Complaint Roleplay #2: Guest Type - Friendly

You are a guest that found a buy-one-get-one-free coupon for IHOP in the newspaper. You were planning to take your friend out for their birthday on Thursday evening anyway, so you thought, “Why not? We’ll go to IHOP.” When your Server came to the table, he told you about the specials and features, one of which sounded so sweet and savory that after he described it neither you nor your friend could resist ordering it. Then, since you were saving some money on the meal with a coupon, plus it was your friend’s birthday dinner, you splurged and ordered a couple of delicious desserts. You and your friend had an extremely pleasant visit and a delicious meal. When it came time to pay the bill, you placed your coupon, and enough money to cover the bill after the discount into the check presenter. The Server told you that you couldn’t use the coupon on specials. He pointed it out on the coupon. Unfortunately, you had missed that – it was in tiny writing and you were just so exited to have the coupon that you didn’t really think to go over the fi ne print. Plus, you didn’t really even know whether you ordered a “special” or “feature” anyway. The Server recommended it without asking if you would be using a coupon. How embarrassing – your friend had to help you pay for their own birthday dinner because you ended up not having enough money without the discount. You decided to say something on your way out because you’re still feeling disappointed and embarrassed and want to let them know that you wish their policy was different.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes27 Guest Complaint Roleplay #3: Guest Type - Exact

You are a guest who knows how you like your food prepared. You have been very specifi c when ordering, right down to the exact color of your toast and that you don’t want any garnish on your plate. When the food arrives, you fi nd that it is incorrect. You asked for your eggs to be poached medium and the toast dry; they are not. You asked for your hash browns not to be greasy and they are. You would have liked to have told your Server that you are dissatisfi ed with the food you have received, but that obviously would clearly be a waste of breath as you told her exactly how you wanted it when you were ordering but she still brought it out clearly not matching your specifi cations…and then took off! And, you haven’t seen her since. So, you instead asked for the Manager. Maybe they will understand your instructions.

27 Guest Complaint Roleplay #4: Guest Type - Fast/Exact

You are a guest that has found a hair in your food. You informed your Server who kindly apologized, removed the plate from your table, and offered to have your food re-cooked immediately. You thanked her, but you still wanted to speak with a Manager because you didn’t want a replacement or anything else. You have lost your appetite and you want the Manager to take the meal off of your bill because the Server said she couldn’t. The Server returned shortly after you asked to see the Manager and told you that the Manager would be over soon. Fifteen minutes later, the Manager has not shown up. What kind of Manager is this that won’t come talk to one of their guests? You fl agged down your Server to make one more attempt to get the Manager to your table. The Manager never came and you couldn’t wait any longer so now you are at the cash register waiting for the Manager to come and talk to you. You have serious concerns about the inconsideration and lack of concern that is being displayed by management.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes27 Guest Complaint Roleplay #2: Guest Type - Fast/Exact

You’re a guest, and after the Server dropped off your food, she ran off without saying anything and hasn’t returned with your milk. You observed that, instead, she has been across the restaurant chatting with the Host. She has had her back to you and, for a while, you tried to catch the eye of the Host she is speaking to, but he wouldn’t look up either. After at least ten minutes, you reached the point of not wanting the milk anymore. Clearly the staff here cares very little about their guests if you have to struggle so hard to get their help and what you ordered. You had pretty much settled in your mind that you will just pay for the milk when you leave and simply not come back here again. Now, a Manager has stopped at your table and asks you how your meal is. But, you have given up, so you just say “fi ne.” You are irritated, so you say it curtly and do not make eye contact with them. If the Manager notices you are not really eating and that you’re irritated and they sincerely press to fi nd out what is wrong, you will them.

Exercise: Handling Actual Guest Complaints

27-32 Summary: Have the Learner handle the next fi ve guest complaints that arise in the restaurant. After each interaction, have the Learner complete the “I Had a Diffi cult Guest Interaction” form in their Learner’s Guide. Then, review each situation with the Learner and provide feedback or how they did and how you would have handled the situation.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesHospitality Problem Solving 33 Summary: Explain that solving a hospitality

problem is more than simply reacting to the immediate symptom. Managers must identify and correct the root cause to prevent a repeat occurrence.

•

Using Problems Solving Techniques

33 Summary: Explains the use of the FIXIT acronym for problem solving.

•

Find the Source 34 Summary: Explains that the fi rst step of FIXIT is to fi nd the source of the problem before jumping in to fi x it.

•

Intervene Appropriately 34 Summary: Explains that only after identifying what the source of the problem can you decide what action to take and then intervene accordingly.

•

eXplore for the Root Cause 35 Summary: Explains that after the immediate crisis is over, the Manager should think try to identify the root cause of the problem.

•

Implement a Long-term Solution 35 Summary: Explains that once the root cause is identifi ed, an appropriate solution can be identifi ed and applied to keep the problem from happening again.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesTest the Success of the Solution 36 Summary: Explains that if the problem

returns, then either the root cause was not properly identifi ed or the solution was not appropriate.

•

36 Activity: Using the scenarios shown on Worksheets 8-13 and information provided by the trainer, the Learner will attempt to identify and resolve each issue using FIXIT.

If a real hospitality issue arises in the restaurant, have the Learner use the FIXIT process to resolve that situation, documenting the process on Worksheet 14.

Suggested interpretations of each of the scenarios are provided on the answer keys on the following pages.

•



HOSPITALITY SCENARIO 1 ANSWER KEY - WHAT IS THE CRISIS?

YOU WALK INTO THE SERVICE AREA AND FIND THE PASSBAR COVERED WITH SOLD ORDERS. COOKS ARE STACKING PLATES ON TOP OF PLATES. SERVERS ARE TRYING TO PULL THE FOOD FROM THE PASSBAR, BUT ALMOST EVERY TICKET APPEARS TO BE MISSING SOMETHING. SERVERS ARE FRANTICALLY TRYING TO GET THE

ATTENTION OF ANY COOK WHO WILL LISTEN IN ORDER TO GET THE MISSING ITEMS.

FFIND THE SOURCE - WHERE IS THE SOURCE OF THE CRISIS?

Probably the Wheel. Food is being produced, but as indicated by the missing items and the servers asking anyone who will listen, there is no leadership from the Wheel Cook in the kitchen right now.

I

INTERVENE APPROPRIATELY - WHAT SHOULD YOU DO RIGHT NOW?

Ask the Servers to speak only to the Wheel Cook.

Go to the kitchen and ask the Egg and Pit Cooks to allow the Wheel Cook to answer the Servers’ requests and to listen carefully for the Wheel Cook’s instructions.

Help the Wheel Cook fi nd out what is missing from the existing orders and prioritize completion of those items.

Assess whether you need to take over the Wheel for a short time to get the kitchen reorganized or whether you can simply coach the Wheel Cook through the crisis.

Take over for or coach the Wheel Cook through the crisis until all missing items from already sold checks are completed and the Wheel Cook can re-assert their role of leadership and coordination of the Cook team.

1.

2.

3.

4.

5.




X

EXPLORE FOR THE ROOT CAUSE - WHAT’S REALLY GOING ON?

The Wheel Cook lost control of the kitchen production and let go of their role as a leader and coordinator of the kitchen team. This is evident because everyone in the kitchen was producing products, but not completing tickets. Also, the Servers were forced to ask the other Cooks for missing items because the Wheel Cook was not responding and/or not reminding them that they must communicate their needs to the Wheel. In addition, the Wheel Cook was selling the tickets before checking that they were complete. It clearly was a busy period, so it is likely that the Wheel Cook gave into the pressure and stress, not remembering that they have a lot of power to control the pressure and stress or to ask for help before things get too bad.

I

IMPLEMENT A LONG-TERM SOLUTION - HOW CAN YOU PREVENT A REPEAT?

Once the crisis is over, you can coach the Wheel Cook on their role and responsibilities, reminding them of the importance of staying in control, keeping themselves open to communication, prioritizing production by all team members and asking for help when needed–before a challenge becomes a crisis. The Wheel Cook may even need some additional formal training to become more comfortable and skilled with fulfi lling their role under pressure. Plan on following up to observe them as peak periods begin and during peak periods over the next few weeks to offer additional coaching, support, and feedback and to provide recognition when they show progress and master their role even in high stress situations.

TTEST THE SUCCESS OF THE SOLUTION - DID YOUR SOLUTION WORK?




YOU WALK INTO THE SERVICE AREA AND SEE THAT THE PASSBAR IS PACKED WITH PLATES, BUT TICKETS ARE NOT BEING SOLD. MANY OF THE PLATES YOU SEE ARE CLEARLY INCOMPLETE AND THE COOKS APPEAR PANICKED AND STRESSED. IN FACT, IT SEEMS THAT ONE OR MORE OF THEM ARE DASHING FROM THE KITCHEN TO THE

WALK-IN VIRTUALLY EVERY TIME THEY REACH FOR SOMETHING TO DROP. THE COOKS DO NOT APPEAR TO BE COMMUNICATING WITH EACH OTHER.


The Cooks are not in position to produce the food because they don’t have enough ingredients and/or equipment (utensils, containers, etc.) available on line and they are not telling each other when they leave position to restock ingredients.

I


Ask the Cook team what they need stocked.

If they need a signifi cant amount, ask another Cook (i.e., Prep Cook), if one is available, to begin re-stocking everything the line needs to get through the rest of the rush.

If no other Cook is available to restock, you may consider doing so yourself.

Or, if volume and skills make it feasible, you may reduce the existing Line Cooks by one, re-assign stations to those remaining, and have the Cook you pulled restock.

Or, you may consider taking over the station of one of the existing Line Cooks so that they can restock.

Tell all of the Line Cooks that now someone is working on restocking and to tell that person what is needed and what items are the top priorities.

Remind all Cooks that they should not leave their station without letting the rest of the team know.

1.

2.

3.

4.

5.

6.

7.




X


The kitchen was not suffi ciently stocked or equipped before for the rush before it began. This is evident by the Cooks’ frequent dashing to the walk-in. Keep in mind that the Manager should check the readiness of their teams at the start of each shift and before peak periods.

I


Coach the Cooks on shift and peak period preparedness, emphasizing suffi cient stock of ingredients and equipment to supply a rush it begins. Explain that they should be prepared so that they never have to leave the line during a rush for any reason. Also remind each of them that leaving their station for any reason without communicating it to the team leaves no one to perform their duties and/or leaves the rest of the team unaware and unprepared for the need to cover the missing person’s responsibilities. Check the readiness of your kitchen team using the Manager’s Walk-through Checklist or other line-check tool before each peak period to confi rm they are prepared and so that you can coach to correct any insuffi ciencies before they lead to a crisis.




HOSPITALITY SCENARIO 3 ANSWER KEY - WHAT IS THE CRISIS?YOU HAVE BEEN COMPLETING ADMINISTRATIVE DUTIES IN THE OFFICE DURING A SLOW PERIOD AROUND SHIFT CHANGE. WHEN YOU GO OUT TO CHECK THE FLOOR, YOU

SEE TWO PARTIES WAITING TO BE SEATED. YOU ONLY SEE ONE SERVER AND HE IS AT A TABLE TAKING A PARTY’S ORDER; THE OTHER TWO SERVERS YOU THOUGHT WERE ON THE CLOCK ARE NOWHERE TO BE SEEN. YOU DECIDE TO SEAT THE PARTIES AT THE DOOR. YOU SEAT THE FIRST, BUT ON YOUR WAY BACK FOR THE SECOND

PARTY, A SEATED GUEST STOPS YOU AND SAYS THAT THEY HAVE BEEN WAITING TO BE ACKNOWLEDGED FOR 10 MINUTES AND ARE ABOUT TO LEAVE.


There are not enough Servers available in the dining room.

I


Acknowledge and apologize to the guests who stopped you. Take their beverage order and assure them that their Server or you personally will be back in a moment with their drinks and to take their meal order.

Seat the second party that was waiting at the door.

Scan the dining room to ensure that there are no other seated parties who have not been acknowledged. If there are, acknowledge them, apologize, and take their drink orders.

If a Server has still not approached the party who fi rst stopped you, get and deliver their beverages and take their meal order. Apologize again for the wait.

Work with the Server (and any other Servers who may have appeared since you came out) to take care of the guests.

Check back personally with each party to ensure that they got what they needed and will leave happy.

After the crisis is over locate the missing Server(s) and get them back on the fl oor.

At the end of the shift or the next opportunity that will not interfere with service, question and coach the Server(s) who were not at their stations.

1.

2.

3.

4.

5.

6.

7.

8.




X


Managers should check their operation’s performance and productivity frequently, even during slower periods to help ensure things like this don’t happen. The fact that you were not 100% certain that there were two other Servers on duty makes it clear that suffi cient coverage of the front-of-house was not a top priority to you when you decided to work in the offi ce. So, you dropped the ball. Even if there were additional Servers on duty, your failure to confi rm this and communicate to them the expectation that they stay available to the guests while you are in the offi ce demonstrated that their presence on the fl oor and guest service were not a top priority.

I


If other Server(s) were on duty but not on the fl oor, coach them on the importance of them remaining on the fl oor and staying available to take care of guests unless you have approved otherwise. Confi rm each day using the team member schedule and Management By Walking Around that you have suffi cient front-of-house coverage, even the slower periods. If you must leave the front-of-house for long periods of time, communicate that you are doing so to the front-of-house team members and reinforce that they must remain on the fl oor and available to the guests during your absence. When performing tasks in the offi ce or back-of-house, stop and check on your teams’ performance, tour the dining room and talk to the guests at least every 15 minutes, using a timer to remind yourself if need be.





YOU WALK INTO THE SERVICE AREA AND FIND THE PASSBAR COVERED WITH PLATES OF FOOD. ON THE END OF THE PASSBAR, THERE IS A PILE OF SOLD TICKETS, AND THE COOKS ARE BEING FORCED TO STACK PLATES ON TOP OF OTHER PLATES. A COUPLE OF SERVERS AND THE HOST ARE IN THE SERVICE AREA PREPARING

BEVERAGES AND THE OTHER SERVERS ARE IN THE DINING ROOM. THE SERVERS SEEM TO BE PANICKED AND STRESSED OUT. THEY ARE NOT PULLING FOOD FROM THE PASSBAR. IN FACT, THEY SEEM TO BE COMPLETELY IGNORING THE COOKS’ DESPERATE CALLS FOR FOOD PICKUP.


Servers are not prioritizing job duties correctly.

I


Ask the Servers to stop what they are doing and assist with running food orders.

You may want to temporarily assume the Expo position to reduce the potential confusion of multiple Servers pulling food simultaneously.

Focus on one order at a time.

Remind each of the Servers at the earliest opportunity that hot food is their top priority.

1.

2.

3.

4.

XEXPLORE FOR THE ROOT CAUSE - WHAT’S REALLY GOING ON?

Servers appear overwhelmed with the fl ow of business, and are not prioritizing properly. There probably aren’t enough Servers scheduled for this volume.




I


Coach the Servers that hot food is their number one priority and enforce and monitor this as you Manage By Walking Around throughout each shift. Correct the Server scheduling to ensure that volume projections are accurate and enough Servers are scheduled to handle expected volume. Also make sure that you are scheduling the correct ratio of Cooks to Servers. Plan seating rotation each shift and enforce/monitor throughout the shift to ensure the Host/Hostess is using proper seating rotation.





YOU COME IN TO START YOUR DAY AND YOU WALK INTO “CHAOS.” THERE ARE SEVERAL PARTIES AT THE DOOR WAITING TO BE SEATED DESPITE HALF OF THE TABLES BEING VACANT. THE SERVERS ARE VIRTUALLY RUNNING AND ARE CLEARLY VERY STRESSED. THE HOST IS FRANTICALLY BUSSING TABLES AND YOU DO NOT SEE A COMBO ON THE FLOOR. YOU HEAR THE COOKS CALLING FOR ORDER PICKUP FROM THE KITCHEN, AND SEE THAT THE MANAGER ON DUTY IS DESPERATELY TRYING

TO HELP THE SERVERS GET FOOD DELIVERED TO SEATED GUESTS. THE PHONE IS RINGING AND RINGING.


Team members are not in proper positions to handle the volume (Combo on fl oor bussing tables, Host/Hostess greeting, seating, and answering phone, Manager directing/coaching).

I


Let guests waiting to be seated know someone will be with them shortly.

Answer the phone.

Ask Host/Hostess to go up front and greet guests.

Ask Combo to go to dining room and bus and set up tables immediately.

Assist Servers and Manager with delivering food.

1.

2.

3.

4.

5.


Team members are not in position and possibly understaffed for the volume they are experiencing.




I


Check scheduling to ensure the correct number of team members are being scheduled for the time period. Coach team members on staying in position to ensure they handle the volume appropriately. Coach out-going Manager on correct handling of the situation in the future, and what their role is.





TODAY HAS BEEN EXHAUSTING. AS SOON AS YOU FINISHED HELPING ONE AREA OF THE RESTAURANT CATCH UP, YOU WERE NEEDED IN ANOTHER AREA. IT ALL BEGAN WITH THE FIRST BIG RUSH. FIRST, THE DOOR WAS SLAMMED AND THE HOSTS WERE SCRAMBLING TO GET EVERYONE SEATED. THEN THE SERVERS NEEDED HELP. THEN THE COOKS GOT BEHIND. THEN THE SERVERS HAD TROUBLE PICKING UP AND DELIVERING THEIR FOOD ON TIME. THEN THE BUSSERS WEREN’T KEEPING UP.

THEN THE DISHES GOT BACKED UP. IT WAS AS IF NO ONE HAD IT TOGETHER TODAY. THEY’D BE FINE, THEN BEHIND, THEN FINE, THEN BEHIND. YOU BASICALLY SPENT THE ENTIRE DAY GOING FROM POSITION TO POSITION DIGGING EACH OF THEM OUT OF THE WEEDS.


Seating by the Host/Hostess.

IINTERVENE APPROPRIATELY - WHAT SHOULD YOU DO RIGHT NOW?

Temporarily take over seating process, directing Hosts/Hostesses on when/where to seat guests to ensure proper fl ow/rotation.


Improper Host/Hostess training and Manager’s lack of awareness of the situation prior to it affecting other team members.

I


Conduct one on one training with the Hosts/Hostesses, ensuring they understand their role and how it affects the rest of the team and the guests.

Monitor the next several shifts, coaching Hosts/Hostesses until you are confi dent they are performing their duties correctly.

Ensure you are where you need to be during peak periods to identify ineffi ciencies before the team and guests suffering.

1.

2.

3.




Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesThe IHOP Voice of the Guest Program (VOG)

44 Summary: Introduces the Voice of the Guest program as a tool to help us gather guest feedback and take action to improve service and guest loyalty.

•

Voice of the Guest Basics 44-45 Summary: Provides a basic overview of how the VOG program works.

•

Activity: Review Voice of the Guest Program Materials

45 Activity: The Trainee is directed to locate and review the VOG program materials on insideIHOP.com

• Trainer Note: VOG program material on insideIHOP.com are located in the Information Center under Performance.

•

Measurement of Feedback 45-46 Summary: Explains that guest feedback is used to report on a guest’s Guest Loyalty Index and how well we delivered in eight key deliverable areas. .

•

Monitoring Real-time Reports 46 Summary: Explains the reports that are available on VOG to communicate guest feedback.

•

Exceptional Experience Comments and Additional Guest Comments

47 Summary: Explains that guests who give an excellent Overall Satisfaction rating are invited to leave addtional comments to explain the rating. Additionally, all guests have the opportunity to provide open comments about their experience.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesUsing VOG to Improve Operations 47 Summary: Provides daily, weekly and

monthly actions to take to ensure that VOG feedback is used to improve operations.

•

How Do We Improve Our Voice of the Guest Scores?

48 Summary: Provides the “4 A’s” to success with IHOP’s Voice of the Guest Program: attitude, analysis, accountability, action.

•

Activity: Using Voice of the Guest to Improve Hospitality

48 Activity: Trainee reviews the VOG feedback received in the training restaurant and discusses how the Training Manager uses that feedback to improve the restaurant team’s hositality.

•




•

•

Hospitality is kindness to visitors and friendly, welcoming, and generous treatment offered to guests or strangers. It is your responsibility as a Manager to make sure hospitality is provided to each and every guest.

Dissatisfi ed guests tell an average of ten other people about their bad experience.

96% of dissatisfi ed guests never complain – they just leave quietly.

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesTreat guests as they want to be treated. Guest care is not about providing the service you think the guest wants. It’s about providing the service that the guest actually wants.

Guests fall into one of three basic categories based on their wants and needs. If you can quickly identify which category each guest falls into, you can provide them with the exact service they need to make their experience great. The three categories are fast, friendly, exact.

Hospitality is kindness to visitors and friendly, welcoming, and generous treatment offered to guests or strangers. It is your responsibility as a Manager to make sure hospitality is provided to each and every guest.

Dissatisfi ed guests tell an average of ten other people about their bad experience.

96% of dissatisfi ed guests never complain – they just leave quietly.

Treat guests as they want to be treated. Guest care is not about providing the service you think the guest wants. It’s about providing the service that the guest actually wants.

Guests fall into one of three basic categories based on their wants and needs. If you can quickly identify which category each guest falls into, you can provide them with the exact service they need to make their experience great. The three categories are fast, friendly, exact.

Managers have four roles in ensuring Service as Good as Our Pancakes is provided to each and every guest: train great service, expect great service, demonstrate great service, recognize great service.

Managers should be on the fl oor during all peak periods.

Table touches not only show guests that you care, but demonstrate the importance of service to your team. Frequent table touches also enable you to identify potential guest concerns before they result in full-blown problems or lost guests.

A Manager controls table turnover by properly planning Server station rotation and ensuring that all team members are in place, performing their assigned job functions properly.

•

•

•

•

•

•

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesEvery guest complaint is an insight into how to make your business better.

If someone has a complaint that is handled well, they are more loyal than if they never had a complaint at all; 95% will do business with you again.

L.A.S.T. = IHOP’s method for handling guest complaints: Listen, Apologize, Solve, Thank.

The goals of effective problem solving techniques are to determine the source of the problem, how to resolve the situation right now, to determine the root cause of the problem and to implement a long-term or permanent solution.

Five steps of the “FIX-IT” problem solving tool: Find the source, Intervene appropriately, eXplore for the root cause, Implement a long-term solution; Test the success of the solution.

IHOP Voice of the Guest is a tool that captures guest feedback each day and provides actionable feedback and reports to help improve guest service and increase our guest loyalty.

The Voice of the Guest survey question provide feedback on guest satisfaction and loyalty as well as insights into how we are performing in the key deliverables of order accuracy, greeting, friendliness, speed of service, attentiveness, food quality, cleanliness of restaurant and neat, clean appearance of staff.

Immediate VOG Guest Recovery Notifi cations alert us when a guest has requested contact to resolve their concern. The guest should be contacted immediately. Review daily Service Lapse Alerts and look for patterns.

Daily VOG Service Lapse Alerts identify the service breakdowns in the restaurants. The Service Lapse Alerts should be reviewed daily and particular attention should be paid to any comments left by the guest. Review Coaching/Recognition Comments report to identify opportunities to reward or train employees. Identify low performers and drill down to identify systematic issues. Review reports and scores in weekly staff meetings.

•

•

•

•

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesWeekly VOG Coaching/Recognition Comments reports can be used to identify opportunities to recognize exceptional service or to identify trends in poor execution. Use them in training! Comments directly from your guest will carry more weight than your own. Post ACT Report in restaurant. Discuss actions taken, post goals, and address issues.

Look forward to the feedback and use it to improve the service your team offers. Use feedback to coach and train your team members. Identify trends, develop action plans, engage employees, fi x problems, focus on what is working and expand it.

The key to improving your Voice of the Guest scores is to incorporate your customer feedback into a regular process that can be repeated over and over again. This process consists of four “A’s”: Attitude, Analysis, Accountability, Action.

•

•

•


IHOP 202 Revenue Accounting Procedures- Trainer’s Guide Module 7Page 1 of 12

Module 7 Overview

Module Purpose: To introduce the proper procedures for handling and accounting for revenue received as a result of restaurant sales.



IHOP SOP 1 - Operating Procedures and Standards•



Topics Covered: Restaurant Cash Control Procedures

Server Tip Reporting Procedures

End-of-day Accounting and Reporting Procedures

End-of-week Accounting and Reporting Procedures

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesRevenue Accounting Procedures

1 Summary: Explains that revenue is the by-product of the Manager’s efforts to provide excellent service to their guests.

• Trainer Note: Revenue accounting requirements can vary by franchise organization. Emphasize that it is the Learner’s responsibility to know and comply with their organization’s procedures, regardless of what they learn in the training restaurant.

•

Restaurant Cash Controls 1 Summary: Explains that cash controls are put in place to:

Reduce errorsComply with tax and fi nancial lawsPrevent theft

•

General Transaction Security 1 Summary: Introduces the section which covers basic steps for protecting the revenue during various restaurant transactions.

•

Discounted Guest Checks 1-2 Summary: Provides guidelines to follow when discounting a guest check.

•

Transaction Errors (Voids) 2 Summary: Provides an explanation of the difference between a “void” and a “discount” and sets the expectation that all voids must be accompanied by an explanation and signed Manager approval.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCredit Card Transactions 2 Summary: Provides guidelines for safely

processing credit card transactions.•

Checks as Guest Payment 3 Summary: Provides guidelines for accepting checks as guest payment.

•

Traveler’s Checks 3 Summary: Provides guidelines for processing traveler’s checks as guest payments.

•

Foreign Currency 3 Summary: Discourages the acceptance of foreign currency as guest payment.

•

Gift Cards 4 Activity: Learner locates and reads the Gift Card Overview section of IHOP SOP 1.

•

Multiple Cash Transactions 4 Summary: Identifi es multiple cash transactions as a leading method that quick-change artists use to confuse Cashiers and defraud businesses. Transactions should be limited to one cash transaction per guest.

•

Counterfeit Currency 4 Summary: Explains that tools and resources for protecting against counterfeit currency are available on the Secret Service website and most bank websites.

• Trainer Note: Show the Learner the anti-counterfeit currency procedures in use in your restaurant.

•

Preventing Change Errors 4 Summary: Provides guidelines for preventing errors when giving guests change for cash tendered.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCash Drops 4-5 Summary: Explains that removing cash

from the drawer and securing it in the safe or drop box is referred to as a cash drop. Provides procedures for processing cash drops.

•

Cash Payouts 6 Summary: Identifi es a cash payout as money taken from the drawer to pay for goods or services. Provides procedures for processing cash payouts.

•

Cash Register Cash Controls 7-8 Summary: Provides procedures to follow to ensure cash drawer accountability, if cash drawer is used in your restaurant.

•

Reconciling the Cash Register 8-9 Summary: Provides step-by-step procedures for reconciling the cash drawer.

•

Server Banking Controls and Reconciliation

9 Summary: Provides guidelines on managing, settling, and reconciling Server banks, if used in your restaurant.

•

Other Important Front-of-House Cash Controls

10-11 Summary: Provides additional guidelines to help prevent internal fraud and theft.

•

Manager Cash Controls 11 Summary: Introduces the steps that Managers must take to ensure cash control.

•

Cash Variances 11-12 Summary: Provides guidelines on documenting cash variances.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesVerifying the Back Bank 12-13 Summary: Identifi es procedures and

required frequency for verifying and documenting the back bank.

•

Restaurant Daily Bank Deposit Controls

14-15 Summary: Establishes daily deposit requirement and bank deposit documentation procedures.

•

BANKING SECURITY TIPS: 15 Summary: Provides safety guidelines to follow when making a bank deposit.

•

Tip Reporting 16-19 Summary: Identifi es the requirements for Servers to report all tips earned.

•

18 Activity: If the Learner did not view the Tip Reporting Video earlier in their training, have them view it at this time.

•

End-of-Day Accounting & Reporting

19 Summary: Identifi es the purpose of the end-of-day reporting process.

• Trainer Note: Emphasize that end-of-day reporting procedures differ between franchise organizations and that the Learner must learn and comply with the processes established in their organization, even if different from those learned in training.

•

End-Of-Day Administration Process

20 Summary: Establishes that end-of-day administrative processing must be run at the same time each day.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesPreparing for End-of-Day 20 Summary: Explains that fi nal reconciliations

for the business day must be completed prior to the designated business close time, at which time Micros automatically closes the day, downloads sales and time-keeping data and advances to the next business day.

•

Cash Register Reconciliation 20 Summary: Identifi es procedures for reconciling the cash register prior to the daily close.

•

Server Banking Reconciliation 21 Summary: Identifi es procedures for reconciling Server banks prior to the daily close.

•

Daily POS Reports & Validation 21-23 Summary: Identifi es the reports that automatically print at the daily close, their purpose, and what key indicators should be watched for on each report.

•

Cash Counts and Deposit 23-24 Summary: Provides guidelines on preparing and making the bank deposit after the daily POS reports have been reconciled.

•

Weekly Manager’s Report (WMR) 24-26 Summary: Explains that the review of the Weekly Manager’s Report is the last major step in the end-of-day accounting process and explains how to prepare and print.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesBreakdown of WMR 27-33 Summary: Provides a line-by-line summary

of pages 1 and 2 of the Weekly Manager’s Report.

•

End-of-Week Accounting & Reporting

34 Summary: Introduces the purpose and requirements of the end-of-week accounting process.

• Trainer Note: Emphasize that end-of-week reporting procedures differ between franchise organizations and that the Learner must learn and comply with the processes established in their organization, even if different from those learned in training.

•

End-Of-Week Administration Process

34-35 Summary: Explains that the end-of-week administrative process must be run after the end-of-day process on the fi nal business day of the week. Financial and time-keeping data will automatically download from the POS system, but the closing of the administrative week must be performed manually.

•

Weekly Inventory 35 Summary: Explains that a weekly food inventory must be performed as close as possible to the last business day of the week and at the same time each week.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesTeam Member Payroll 35-36 Summary: Explains that although

timekeeping records should be monitored throughout the week, a fi nal verifi cation must be performed at the end of the week.

•

End-of-Week POS Autosequences & Reports

36 Summary: Explains that the end-of-week POS reports must be manually printed and reviewed at the end of week.

•

36 Activity: Review each of the weekly POS reports with the Learner. Emphasize the key areas of each report that Managers should be concerned with.

• Trainer Note: At the end of the week, show the Learner the manual process used to print the reports, then review each report and show the Learner what key indicators you watch for. Show the Learner the system you have for fi ling the weekly reports.

•

Weekly Manager’s Report 37 Summary: Explains that the week must be closed manually from the Weekly Manager’s Report screen.

•

Weekly invoice Posting 37 Summary: Explains that part of the weekly administrative process is verifying, reporting, and/or submitting for payment any vendor invoices resulting from purchases or services performed during the week.

•

Expense Type Categories 38 Summary: Describes the various expense type categories used for IHOP expenses.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesEXPENSE TYPE EXAMPLES 38-41 Summary: Provides examples of the

different types of expenses that may fall under the standard expense categories.

•

Posting Invoices to the Weekly Transmitt al Report

41-42 Summary: Explains procedures for posting the invoices to the Weekly Transmittal.

•

41 Activity: Demonstrate the procedures for posting invoices to the Weekly Transmittal Report, then have the Learner post invoices and total the Transmittal Report.

•

Weekly Manager’s Operating Statement

43 Summary: Explains that the Manager’s Weekly Operating Statement is essentially a weekly Profi t and Loss Statement for the restaurant and that all P&L Statements are composed of Sales, Costs, and Profi ts.

•

Operating Statement General Information

43-45 Summary: Provides general information on the operating statement and identifi es that it is divided into the following six sections:

Net SalesFood Cost (Cost of Sales)Labor CostOther Controllable CostsNon-Controllable CostsProfi t/Loss

•

1.2.3.4.5.6.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes44 Activity: Use Figure 12 in the Learner’s

Guide to review the Operating Statement sections.

•

Weekly Manager’s Operating Statement Line-by-Line Review

46-50 Summary: Explains each of the categories included in the Weekly Manager’s Operating Statement.

•

Weekly Reporting 51 Summary: Explains that most Franchisees require Managers to report end-of-week results to the Franchise organization, area supervisor, or an accounting service.

•

Financial Records Retention 51 Summary: Explains that all restaurant business records must be maintained on fi le for three full calendar years.

•

51 Activity: Have the Learner locate and read the Business Records Procedures section of IHOP SOP 1. For Company-owned units, the information is found in the Financial Records section.

•







•

•

Cash controls are put in place to reduce errors, ensure compliance with tax and fi nancial laws, and to prevent theft.

The IRS requires team members to report 100% of tips received to their employer. Restaurant Managers must monitor tips reported to identify under-reporting

The End-of-Day administrative process is a revenue accounting system that enables the Managers to account for and closely manage the restaurant’s sales income and receipts, which is the fi rst and most important component of restaurant profi tability.

The purpose of the restaurant End-of-Day administrative process is to record and report revenue and receipts, ensure compliance with tax and fi nancial laws, identify and act to correct concerns and issues with revenue and receipts, prevent or discover fraud and/or theft, generate operating statements and other fi nancial reports to measure fi nancial performance and calculate trends, and plan for the restaurant’s future.

The End-of-Week administrative process supplements the daily revenue accounting system and accounts for the restaurant’s expenses for the week. This enables Managers to closely manage revenue, receipts, operating costs, and profi tability.

Reporting expenses by expense type helps narrow down the source or cause of cost problems and enables the comparison of rates and ranges of expense types between other restaurants, markets, and regions.

•

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesA Weekly Manager’s Operating Statement is, in essence, a Manager’s P&L Statement for their restaurant and is a fi nancial performance “scorecard” for the restaurant. It is the quantifi ed results of all of the team’s hard work and is composed of three primary categories: sales, costs, profi t.

All of the restaurant’s sales substantiation, fi nancial, and timekeeping records must be retained for a minimum of threecalendar years.

•

•


IHOP 202 Interviewing & Hiring - Trainer’s Guide Module 8Page 1 of 19

Module 8 Overview

Module Purpose: To introduce the procedures and guidelines used by Managers to effectively interview and hire top-quality candidates while ensuring compliance with laws governing workplace hiring practices.

Delivery Method: Trainer/Learner Discovery: This module is formatted so that the Learner is introduced to the concepts or resources, discusses them with the trainer, and performs practice activities.

Required Resources: In addition to the Learner’s Guide, the following resources may be required to complete this module:

Shades of Harassment for Supervisors - Participant’s Guide

Shades of Harassment for Supervisors - Leader’s Guide

•

•


Recommended Day of Instruction: Training Day 6, Entire Day and Afternoon of Training Day 7

Topics Covered: Laws that Impact Employment

Harassment Awareness and Prevention

Guidelines for Hiring

Effective Interviewing

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesInterviewing and Hiring 1 Summary: Explains that recruiting and hiring

high-quality team members is the primary way to ensure your restaurant’s ability to provide great guest service to every guest.

•

Understanding Laws that Impact Employment

1 Summary: Emphasizes that Managers must at all times comply with Federal, State and local employment laws.

•

The three Basic Principles of Employment Law

1-2 Summary: Explains that all employment laws seek to provide the following to team members and candidates:

FairnessEquityCivil Rights

•

Summary of Major Employment Laws

2 Summary: Introduces the section which highlights common employment laws.

•

Federal Employment Laws 2-4 Summary: Summarizes common Federal employment laws.

•

State and Local Employment Laws 4-5 Summary: Summarizes the more common State and Local employment laws.

•

Retaliation Protection for Team Members

5 Summary: Emphasizes that it is illegal to retaliate against a person who complains about an employer’s violation of the law. Known as “whistle-blower” protection.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesEmployment Law Posting Requirements

5-6 Summary: Explains that Federal and State employment law posters may be required. Specifi es the Federal requirements as of 12/2009 and provides examples of State posting requirements in California and Ohio.

•

Choking and First Aid Posters 7 Summary: Explains that some State health departments may require choking and fi rst aid instruction posters to be posted.

•

Harassment Awareness and Prevention

7 Summary: Explains that harassment issues are relatively common and that every IHOP team member must be trained, at a minimum, to know the following:

Every team member has the right to a harassment-free workplace.The behavior and activities that constitute harassment.The actions a team member should take should they feel they are a victim.

•

The Shades of Harassment Program

7 Summary: Identifi es that the Shades of Harassment program is the IHOP-approved program for harassment awareness training and identifi es the program components.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesHarassment Training Requirements

8 Summary: Specifi es the minimum harassment awareness training requirements for IHOP team members and Managers.

• Trainer Note: Harassment training materials are available on insideIHOP.com and on the IHOP 101 training discs.

Trainer Note: If conducting Shades of Harassment training with the Learner, you must print the Shades of Harassment for Supervisors - Participant’s Guide and give it to the Learner.

Trainer Note: It is also recommended that you print the Shades of Harassment for Employees - Leader’s Guide for the Learner to take back to their restaurant to instruct them on how to conduct their own meeting.

•

•

•

8 Activity: If the Learner has not participated in the Shades of Harassment Training Program for Supervisors, conduct the training with them now.

•

The Recruiting, Interviewing & Hiring Process

9 Summary: Provides background information on the most effective way to recruit new job candidates.

•

Basic Guidelines for Hiring 9-10 Summary: Introduces the IHOP Hourly Team Member Hiring Process fl ow that IHOP recommends.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesThe Application Process 11 Summary: Provides basic guidelines for

accepting and handling employment applications.

•

Pre-screening the Applicant 11-13 Summary: Provides basic guidelines forpre-screening employment applications to check for completeness and the candidate’s suitability for the job in terms of basic ability and availability.

•

Candidate Interviews 13-14 Summary: Provides basic guidelines for conducting employment interviews.

•

Reference Checking 14-15 Summary: Provides basic guidelines for conducting reference checks on candidates.

•

Offer of Employment 16 Summary: Provides basic instructions for making an offer of employment.

•

New-Hire Paperwork 16 Summary: Introduces the section covering new-hire paperwork requirements.

•

Form I-9 16 Summary: Explains that employers must verify a team member’s legal eligibility to work in the U.S. Reviews Form I-9.

•

Work Opportunity Tax Credit (WOTC)

17 Summary: Introduces the WOTC program, which offers tax credits for hiring candidates from specifi c groups with high unemployment or special employment needs.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesNew Hire Paperwork Checklist 17 Summary: Identifi es the new-hire paperwork

required of all team members and paperwork required when hiring minors.

•

Eff ective Interviewing – The Essence of Good Hiring

18 Summary: Emphasizes that a successful interview answers two questions:

Is the job a motivational fi t?Is it a job fi t?

•

The Impact Of A Poor Hiring Decision

18 Summary: Emphasizes that the cost of making poor hiring decision can be high.

•

What if They Leave? 18-19 Summary: Provides an example of the potential cost of hiring a new team member who leaves shortly after being are hired.

•

What if They Stay? 19 Summary: Identifi es the impact that dissatisfi ed team members can have on the success of a business.

•

The Right Questions – The Key To A Successful Interview

19 Summary: Explains that effective questions help a Manager determine whether a candidate is likely to be good fi t.

•

What You Cannot Ask 19-21 Summary: Explains that legally, Managers can only ask questions related to the requirements of the job. All other questions should be avoided.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes21 Activity: The Learner reviews eight interview

questions, decides whether they are legal or illegal to ask, and re-writes any illegal questions to make them legal.

•

1. Legal or Illegal: Assuming we do everything we can to adapt the job, do you have any impairments that would interfere with your ability to perform the job for which you applied?

Illegal: Under the Americans with Disabilities Act, Title 1, you are not to ask about a candidate’s disabilities; rather you CAN defi ne the job tasks specifi cally, and seek to determine whether the candidate can perform them.

Suggested Alternative: “Can you perform the tasks identifi ed in the job description of the position you are applying for?”

2. Legal or Illegal: How old are you?

Illegal: Hiring decisions cannot be based on age unless the age is a requirement of the job (e.g., no one under 18 can operate the Hobart mixer or slicer, the company does not hire minors under a certain age, or state law forbids hiring of minors under a certain age). In these cases, you should only ask if they are “at least age __.” Asking age in any other way for any reason other than a legitimate job requirement can be considered pretext for age-based discrimination.

Suggested Alternative: “Are you at least 18 years old?”



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes3. Legal or Illegal: This job requires that you move 45-pound boxes to the storeroom when

deliveries are made. Are you able to do that?

Legal: The question is legal provided it is in regards to a legitimate requirement of the job that the candidate is interviewing for and provided that all candidates are asked the same question (e.g., not just female candidates). Ask “are you able,” vs. “is there anything that would prevent you from...” in order to avoid any pretext for disability-based discrimination.

4. Legal or Illegal: Where were you born?

Illegal: Can be considered pretext for race, national origin, or ethnicity-based discrimination.

Suggested Alternative: None. National origin has nothing to do with the candidate’s ability to do the job or eligibility to work in the U.S.

5. Legal or Illegal: I’m going to need a copy of your birth certifi cate. Is that okay with you?

Illegal: This can be considered pretext for race, ethnicity, or age-based discrimination. Some states require minors to provide a copy of their birth certifi cate as proof of age, but only after a job offer has been made. Documentation proving age or eligibility to work in the U.S. should only be requested once a job offer has been made. For the purposes of verifying eligibility to work in the U.S., any of the qualifying documents listed on the back of the I-9 form are acceptable; you may not require the candidate to bring specifi c documents.

Suggested Alternative: None. This document should not be asked for in an interview.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes6. Legal or Illegal: Would you be available for work on Saturdays and Sundays?

Legal: Only if it is a requirement of the job. If it is not a legitimate requirement of the job, this question can be considered pretext for religion-based discrimination. This point also applies to religious holidays such as Christmas and Hanukkah.

7. Legal or Illegal: Who will take care of your children while you are working?

Illegal: This can be considered pretext for marriage or family status-based discrimination. A person having stable childcare is not a job requirement. What you really need to determine is whether they can work when scheduled.

Suggested Alternative: “The schedule (attendance expectations) of this job are ___________. Will you be able to meet those expectations and be at work when you are scheduled?”

8. Legal or Illegal: We require a one year commitment when hiring. Are you planning to take any maternity leave in the next year?

Illegal: Can be considered pretext for marriage, family status, pregnancy, or sex-based discrimination.

Suggested Alternative: None. All questions related to pregnancy are illegal.22 Summary: Provides a summary of the

most common illegal interview questions and provides examples of how to ask the questions legally.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesWhat You Should Ask 23 Summary: Explains that during an interview,

Managers should ask questions about the following:

Job requirementsKey backgroundMotivational fi tPast performance

•

JOB REQUIREMENTS QUESTIONS 23 Summary: Explains that job requirement questions enable the interviewer to determine is the candidate has the basic abilities to do the job, is available, and is willing to perform the job.

•

KEY BACKGROUND QUESTIONS 24 Summary: Explains that key background questions enable the interviewer to determine if the candidate has performed similar activities in the past and whether their past experiences will likely benefi t them and the team in the future.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes25 Activity: The Learner reviews the Past Job

Experience section of the sample application shown in the Learner’s Guide and creates 3-5 key background questions and identifi es what the candidate’s answer will tell about their experience.

•

Convergys

Erringer, KY

Kay Jewelers101 North Street

Cincinnati, OH

Olive Garden

Fairfield, OH

12/14/09

Present

Feb 2009

Aug. 2009

1/08

2/09

Steve Nelson

Rose Smith

Tom Jones

9:00

9:00

2:13

2:13

X

X

X

Still employed

Internship ended

Left to accept an internship

888-555-1234

888-555-4321

EMPLOYMENT RECORD LIST BELOW YOUR THREE LAST EMPLOYERS, BEGINNING WITH THE MOST RECENT ONE.

NAME AND ADDRESS OF EMPLOYER DATEEMPLOYED POSITION AND DUTIES SALARY REASON FOR LEAVING

COMPANY NAME

ADDRESS

CITY, STATE, ZIP CODE

FROM

TO

NAME OF SUPERVISOR

TELEPHONE MAY WE CONTACT? Y N

STARTING

ENDING NAME, IF DIFFERENT

COMPANY NAME

ADDRESS


FROM

TO

NAME OF SUPERVISOR


STARTING


COMPANY NAME

ADDRESS


FROM

TO

NAME OF SUPERVISOR


STARTING




Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

Your Key Background Question Why: What Will the Answer Tell You?

1What is Convergys and what were your duties and responsibilities there?

Whether their most recent job provided experience or skills similar or transferable to the job they are applying for here and whether or not the study for which they interned was applicable to the next job they worked.

2Why did you not write any of your duties at your former employers?

The candidate’s attention to detail and ability and willingness to follow instructions and/or solve problems.

3Why is it that you would not like us to contact your current employer for a reference?

Are they trying to avoid disclosure of their current job performance elsewhere, or simply trying to prevent retaliation by their current employer for seeking another job? May also indicate some of what they don’t like in a job, and signs of the applicant’s integrity.

4What experience did you have at Kay Jewelers that would help you succeed in this job?

Whether this job provided experience or skills similar or transferable to the job they are applying for here and potentially some of the traits, skills and abilities they see as important or valuable in a job.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

Your Key Background Question Why: What Will the Answer Tell You?

5Why did you not stay on at Kay Jewelers after your internship was completed?

Are they trying to avoid disclosure of their job performance elsewhere, or were there no permanent positions available there? May also indicate some of what they don’t like in a job, and signs of the applicant’s integrity.

6Why did you leave the address and telephone number for Olive Garden blank?

Were they making efforts to prevent you from contacting this employer or are there issues with this applicant’s attention to detail and/or following instructions? May also indicate drive and integrity.

7What fi eld or career was your internship for and how does it apply to the job here?

Have they abandoned or postponed their original career goals and why? Could indicate drive and commitment and whether or not they intend to stay or are just seeing this job as temporary. There may also be transferable learnings and experience that could help them be successful here.

MOTIVATIONAL FIT QUESTIONS 26-27 Summary: Explains that motivational fi t questions tell the interviewer whether the team member will like the job and work well with the team.

•

PAST PERFORMANCE QUESTIONS 27-28 Summary: Identifi es that past performance questions should be the focus of the job interview because the team member’s past performance is the best predictor of future performance.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesPerformance Answers 28-31 Summary: Explains that the team member’s

answers to the interviewer’s performance questions must include:

C - Circumstances, Conditions, or ContextA - Actions or ActivitiesR - Results

•

31 Activity: The Learner reviews examples of candidate responses to interview questions and identifi es whether the answer provides a complete C.A.R.

Complete car.

Conditions: I couldn’t ever remember the temperaturesActions: So one day I made a little card up, had it laminated, and at the beginning of my shift I taped it someplace so that I could see it.Results: I never had to worry about getting the temperatures right again.

2. Lemon. This answer is a generality and does not provide any specifi c past examples of conditions, actions, or results. It appears to claim that the candidate never had any problems making guests happy and that is probably not the reality.

3. Lemon. This answer is a generality and does not provide any specifi c past examples of conditions, actions, or results. Though it doesn’t hurt to hear what a candidate thinks, it must be remembered that they will tend to try to tell us what they think we want to hear. Instead, focus on fi nding out what they actually have done that demonstrates ability to do this job.

•

1.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes4. Missing A.

Conditions: My restaurant was in a college town. The busiest time was just before a football game.Results: I made sure that we got everybody fed and happy by game time.

There is no explanation of what actions the candidate took in this circumstance to make sure that “everyone was fed and happy by game time.”

5. Complete car.Conditions: We had nobody to bus the tables – some scheduling problem.Actions: So, I jumped in and helped bus tables.Results: Point is, the customers didn’t even know that there was a problem.

6. Missing A.Conditions: Last Wednesday, things were slow, so I asked the boss if I could help learn to put the schedule for next week together. I wasn’t trying to get more hours or anything - I just wanted to learn.Results: And I did!

Though we were told that they ended up learning to put the schedule together, we don’t know what exactly that learning entailed as there are no specifi c actions or activities that describe the learning process or how they learned it.

7. Lemon. “I dropped a spoon down the garbage disposal” could be the conditions or it could be a result of the conditions. “It had to be fi xed” could be part of the conditions, or it could be actions or even the candidate’s perceived results. We need to ask this candidate to give us more detail on all three parts of the C.A.R.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes8. Lemon. This answer does not tell us anything about the circumstances, so we don’t know

why the manager didn’t want to open the extra dining room, if the candidate assumed this or if the manager actually gave that instruction, or what challenge, if any, compliance presented. “I really watched the traffi c” does not describe specifi c actions taken to avoid opening the room. We also did not hear whether the candidate was successful in keeping the room closed and why or why not.

9. Missing R.Conditions: My scheduled hours ended and it was time for me to do my sidework and get ready to go home.Actions: So I introduced Manny to each of my tables.

We don’t know the results of the action. Did Manny’s introduction to the candidate’s guests ensure that those guests were taken care of?

10.Missing R.Conditions: I had a tough time in the beginning. I made a lot of mistakes.Actions: But I just kept doing my best to learn my job, practice, and improve my skills.

Did they continue to learn? Did they improve their skills? Did the tough times get easier and did their rate of mistakes reduce? We don’t know the results of their actions.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesTraits, Skills and Abilities – What to Ask About

32-33 Summary: Explains that to ask effective past performance questions, interviewers must know what traits, skills, and abilities are required to do the job and the types of behaviors that demonstrate those traits, skills and abilities. The interviewer must then write questions to elicit examples from the candidate’s work history.

•

34-35 Activity: Selecting 5 traits from the list on page 32, or choosing 5 of their own, the Learner writes behavioral interviewing questions to elicit examples of past behaviors.

• Trainer Note: This activity can be challenging, so stay involved with the Learner. It may be helpful to complete and discuss the fi rst example together before having the Learner complete the other four.

•

Principles of Effective Interviewing

36 Summary: Identifi es the following 5 principles for effective interviews:

Prepare ahead and use a “blueprint.”

Ask the right questions.

Record the candidate’s responses and take notes.

Watch the timing.

Treat the candidate as if they were a guest.

•

1.

2.

3.

4.

5.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesPutting It All Together: The Interview Blueprint

37-41 Summary: Introduces the “Interview Blueprint” as a tool to help plan and conduct effective interviews.

• Trainer Note: A sample of the blueprint is included in Figures 4-7 in the Learner’s Guide and in the Appendix.

•

Interview Guides 42-50 Summary: Introduces the “Interview Guide” as an alternative to the interview blueprint and provides examples of two versions.

•




•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesManagers have the responsibility of ensuring compliance with employment laws, which can have great impact on employment decisions, from recruitment through to dismissal. From issues of harassment to discipline, you must learn your legal responsibilities under State and Federal employment laws; failure to do so can be costly.The three basic principles behind employment laws are fairness, equity, rights.Employment law includes provisions that make it illegal to retaliate against a person who complained about an employer’s violation of the law, fi led a charge or claim of employer violation of the law, or participated in an investigation or lawsuit.State and Federal laws require employers to post all existing labor laws in an area accessible to team members.At IHOP, we require every team member be trained, at a minimum, on the basic issues surrounding harassment, which include, but are not limited to the following: that every team member has the right to a harassment-free workplace, an understanding of what behavior and activities are not appropriate in the workplace, and an understanding of what actions a team member should take if they feel they are the victim of harassment.Effective interviewing, which is the essence of good hiring, answers two questions that will tell you if the team member is likely be successful: is the job a motivational fi t (will the candidate like the job and work well with the current team) and is it a job fi t (do they have past experience or performance that indicates their ability to do the job)?To ensure that you do not ask questions that are illegal or could be perceived as intent to discriminate, only questions that are related to requirements of the job and avoid questions that project your assumptions about the candidate’s ability or potential to fulfi ll those requirements.Past performance questions should constitute 70-80% of your interview’s total question and answer time, because the best predictor of future performance is past performance.Use the acronym “CAR,” Circumstances, Actions and Results, to ensure the responses to your past performance interview questions provide you the information you need.An “interview blueprint” or interview guide serves as a tool for preparing and conducting an effective interview. They save time and effort, and help ensure that the questions you ask are legal, comparable, fair, and consistent from candidate to candidate and are related to the job requirements and expectations.

•

••

••

•

•

•

•

•


IHOP 202 Performance Management & Training - Trainer’s Guide Module 9Page 1 of 12

Module 9 Overview

Module Purpose: Introduces the basic procedures and tools that IHOP Managers should be using to maximize the performance of their restaurant teams. Also, reviews the fundamentals of effective training and highlights the various IHOP training programs and certifi cations.

Delivery Method: Trainer/Learner Discovery: This module is formatted so that the Learner is introduced to the concepts and resources, discusses them with the trainer, and performs practice activities.


IHOP SOP 1 - Operating Procedures and Standards•


Recommended Day of Instruction:

Training Segment: Morning of Training Day 7Performance Management Segment: Morning of Training Day 8

Topics Covered: Responding to Team Member Performance Issues

Effective Coaching

Corrective-action Meetings

Performance Appraisals

Training your Team

IHOP Training Programs and Certifi cations

•

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesPerformance Management & Training

1 Summary: Identifi es “performance management” as the constant process of keeping the restaurant team focused on what matters most. Performance management includes activities such as praising team members, correcting unwanted behavior, corrective action meetings, performance appraisals, and training.

• Trainer Note: Emphasize that the information provided in this module is general in nature and that the Learner should discuss these topics with their Franchisee, Supervisor, or Human Resources professional for specifi c information on how to conduct these activities in their own organization.

•

There’s a Performance Issue... What Now?

1-2 Summary: Introduces the Learner to the IHOP Performance Discrepancy Chart, which helps Managers identify and choose an appropriate response to performance issues.

•

2 Activity: Have the Learner locate and read the Using the Performance Problem Chart in IHOP SOP 1.

•

Eff ective Team Member Coaching

3 Summary: Explains that coaching is a process of identifying behavior that either meets or fails to meet performance requirements, identifying the reasons for the behavior, communicating the performance expectation, and following up to ensure desired results.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCoaching to Praise Desired Behavior

3-4 Summary: Explains that a primary goal of performance management is to reinforce the team’s good behavior’s so they continue to do the right things right. Provides the following 4 steps to coaching to praise behavior:

Step 1: Tell exactly what was done correctly.

Step 2: Explain the impact.

Step 3: Share your feelings.

Step 4: Encourage more of the same.

•

4 Activity: At some point today, the Learner is to identify 5 team members in the training restaurant who are deserving of praise, then, following the “coaching to praise” steps, let each team member know. After each coaching session, the Learner is to record their thoughts in the Learner’s Guide and then discuss with you.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCoaching to Correct Behavior 5 Summary: Identifi es the steps to guide a

team member’s performance back on track when you notice they are not performing to the expectation. The steps are:

Step 1: Tell the person exactly what they did that needs improvement.

Step 2: Explain the impact.

Step 3: Share your feelings.

Step 4: Ask for feedback and suggestions for improving.

Step 5: Re-affi rm past performance.

•

6-7 Activity: The Learner is presented with 8 role-play scenarios that they are to read, plan what they are going to say, then role-play following the steps for coaching to correct behavior with you acting as the team member.

• Trainer Note: See the notes below for the background on the team member’s side of each role-play scenario.

•

6 Role-play Scenario 1 - Team Member Background

You are a great and loyal team member. You almost never miss a shift and you’re never really late. You have noticed a couple of times when you clocked in that the clock at work is wrong by a few minutes.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes6 Role-play Scenario 2 - Team Member Background

You are tired of doing laundry every other day. If you had more than 2 uniforms it would sure make more sense. It is unbelievable that your employer would expect that everyone would have the time or energy to go to the laundry-mat every two days.


You were talking and having fun with two of your really close friends in the back of the restaurant while the three of you did your work today. It’s great to be able to have fun at work.


A Server came up to the passbar today and wouldn’t even take their food out. They wanted some eggs re-cooked, but hadn’t even brought the plate out to the guest. The Server insisted that the eggs were too runny but the guest ordered the eggs over-easy. Besides, the eggs were more to the medium side anyway, so you asked her to try them fi rst. The Server refused. She was obviously in a bad mood today.


They are so picky about uniforms here. The Lead Trainer and the DM did a lineup to approve uniforms before the restaurant even opened. It took forever to fi nd comfortable pants that they approved of. They were a bit expensive, but they have lasted you almost a full year. Thank goodness, because you can’t afford new ones right now.


You had to call in sick again yesterday. You could tell the Manager was mad, but you always bring in a doctor’s note, so you’re doing what you’re supposed to.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes7 Role-play Scenario 7 - Team Member Background

You have a medical condition that requires you to take medication, and one of the side-effects of the medication is that your body produces a distinct odor. There’s nothing you can do; not taking the medication is not an option. You’re doing your job, and your odor doesn’t get in the way of it.


You’re sick of the same old thing here. You are the best team member here but you never get any recognition and you don’t make enough money for what’s expected of you. Nobody does. You’ve tried so many times to tell the Managers here how things could be run better, but they ignore all of your ideas. Now you’ve just given up and you’ll just shut up and do your job.

Corrective Action Meetings 7-8 Summary: Explains that corrective action meetings are sometimes necessary when other coaching sessions are effective. Identifi es the following steps:

Step 1: Explain the reason for the meeting.Step 2: Review previous coaching session(s).Step 3: Explain the impact.Step 4: Ask for feedback and suggestions for improvement.Step 5: Gain agreement on improvement needed.Step 6: Explain the deadline and consequences if improvement is not achieved.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes8 Activity: Have the Learner think of a

situation they experienced at a previous or current job or during training that warranted a corrective action discussion. Have the Learner complete the Coaching & Corrective Action Form shown in Figure 2 in the Learner’s Guide, then role-play the discussion with them, with you acting as the team member.

•

Termination Discussions 9 Summary: Explains that the termination of a team member is a diffi cult situation and specifi c guidelines must be followed to ensure it is done properly.

• Trainer Note: Emphasize to the Learner that they should speak with their Franchisee, Supervisor, or Human Resources professional for direction on their organization’s termination procedures.

•

Documentation of Coaching Sessions and Performance Discussions

9-10 Summary: Emphasizes that it is absolutely necessary to document and maintain the documentation on any and all coaching or corrective action discussions. Any organized system is allowable; however, IHOP recommends using the Coaching and Corrective Action Form shown in Figure 2.

• Trainer Note: Show the Learner your system for documenting coaching and corrective action discussions.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesEff ective Performance Appraisals

11 Summary: Explains that the formal performance appraisal is an important part of helping team members understand performance expectations and how they have measured up during a specifi c period.

•

Characteristics of an Effective Appraisal

11-12 Summary: Identifi es nine characteristics of good performance appraisals.

•

Performance Appraisal meeting Guide

12-13 Summary: Provides a “blueprint” for conducting a performance appraisal meeting.

•

Using a Performance Appraisal Form

13-14 Summary: Explains performance appraisals must be documented and fi led in each team member’s personnel fi le.

•

15 Activity: The Learner will think of a team member from a previous job or their home restaurant and complete a Restaurant Hourly Performance Appraisal form for the team member. Then, using the performance appraisal guidelines and with you acting as the team member, the Learner will role-play the delivery of the performance appraisal.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesTraining Your Team 15 Summary: Emphasizes that training is an

important part of the overall success of a restaurant.

•

15 Activity: Have the Learner locate and read the Training Properly section of IHOP SOP 1 for an overview of the operational areas impacted by training.

•

“...But I Don’t Have Time To Train!” 15-16 Summary: Discusses some of the common obstacles to training and the potential impacts of failing to properly train the team.

•

When to Train 16 Summary: Explains that is it important for Manager to recognize when there is a need for training.

•

16 Activity: Have the Learner locate and read the When to Train section of IHOP SOP 1 for an overview of situations when training would be appropriate.

•

How to Train 17-18 Summary: Discusses some of the basic principles of effective training.

•

17 Activity: The Learner must complete the Training Others Module at this time, if not previously completed.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesIHOP Training Programs and certifications

18 Summary: Introduces the section covering the training and certifi cation programs offered by IHOP.

•

IHOP 101 Training Program For Hourly Team Members

19 Summary: Provides an overview of the training program used to train new hourly team members.

•

Certifi ed Trainers 19 Summary: Explains the requirements and process for certifying trainers.

•

Crew Chief Training 19 Summary: Explains the Introduction to Leadership self-study program is the main resource for preparing Crew Chiefs to advance.

•

Assistant Manager Training 19 Summary: Explains that the Next Steps in Management self-study program is the main resource for preparing Assistant Managers to advance.

•

IHOP Certifi ed Manager Training Requirements

20 Summary: Identifi es the requirements for a Manager to become an IHOP Certifi ed Manager.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesSupplemental Development Training

20-21 Summary: Identifi es the following additional training resources that are available to franchisees:

IHOP Training ProgramsTopical Training ProgramsIHOP Training Library

•

21 Activity: Have the Learner locate and review the IHOP Training Library Catalog and check-out procedures that are posted on insideIHOP.com.

•




•

•

Performance management is a never-ending process of leading your team to success by keeping them focused on what matters most through activities such as praising team members for work done well, giving team members feedback for improvement, conducting corrective action meetings, conducting performance appraisals, and providing ongoing on-the-job training.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCoaching is a process of identifying behavior that either meets or fails to meet performance requirements, identifying the reasons for the behavior, communicating the performance expectation, and following up to ensure desired results. Generally, there are two situations when you would coach a team member: if a team member does a task well, you would praise them so they repeat the behavior; if a team member performs below the standard, you would provide feedback for improvement to correct the behavior.

To make the most impact and ensure continued performance, all praise should include the four elements: tell the person specifi cally what was done correctly, explain the impact on guests and other team members, share your feelings, encourage more of the same behavior.

To make coaching to correct behavior more effective and guide the team member to performance that meets the standard, you should include these fi ve 5 elements: tell the person specifi cally what they did that needs improvement, explain the impact on guests and other team members, share your feelings, ask for feedback and suggestions for improving, re-affi rm past performance.

It is absolutely necessary to document and maintain in the team member’s permanent personnel fi le, any coaching or corrective action measures taken to improve team member performance. It is also a good idea to document instances where you have praised a team member’s performance as well.

The ultimate goal of any training is to create a lasting impact on the team member that guides their behavior beyond the completion of the training itself.

Training does not “just happen,” but is the result of careful planning, thoughtful implementation and disciplined, structured execution.

•

•

•

•

•

•


IHOP 202 Financial Controls - Trainer’s Guide Module 10Page 1 of 17

Module 10 Overview

Module Purpose: Introduces the basic procedures for monitoring and controlling the fi nancial “health” of the restaurant.



IHOP SOP 1 - Operating Procedures and Standards


•

•



Topics Covered: The Profi t & Loss Statement

Controlling Restaurant Costs

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesFinancial Controls 1 Summary: Explains that the two facets of

fi nancial control are knowing what money is coming in and going out and controlling spending and expenses.

•

Profi t & Loss Statements (P&L)

1-2 Summary: Identifi es the P&L statement as a fi nancial “scorecard” for the restaurant, which is used to measure and analyze business performance.

•

2 Activity: Learner discusses the ways in which the fi nancial health and profi tability of the business personally impacts the Manager.

• Suggested Discussion Points:MoraleJob satisfactionStressPay rateBonus potentialEmploymentCareerTime off

•

Profit & Loss Statement Basics 3 Summary: Provides background on the P&L statement. Explains that the statement is always composed of Sales - Costs = Profi t and is broken into six main sections.

•

Finding P&L Variances 3-4 Summary: Discusses the importance of using the P&L to identify variances.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesUsing the P&L to Analyze and Control Costs

4-6 Summary: Discusses the use of the P&L to identify and control costs .

•

5-6 Activity: Using Worksheet 1, identify and discuss the following P&L concerns and issues.

Sales $5252 more than budgeted and $1240 more in credits than planned, but still $5265 less profi t than budgeted this month.Meat up 0.5% this month though have been running at or just below budget.Though the percentages are in line, the extra dollars spent in Paper are adding up: $131 extra this month and $1104 extra spending YTD.Cooks consistently about 4% more than budgeted.Almost $750 less used for Servers this month than budgeted—that’s $186 per week.Wasted money for overtime that was not budgeted.Workers Compensation is high for both the month & YTD.Vacation is not being used as expected—could this come back to haunt you later?Credit Card fees are low for the month, but high YTD.No China or fl atware purchased yet this year.Janitorial/Maintenance costs consistently almost double budget.Electricity costs consistently high.Water dramatically high this month.Phone/Internet costs consistently over double the budget.Unexpected Cash Payouts are adding up.What Other Expenses were budgeted for that are not being used?The extra expenses are adding up—YTD Profi t is almost $57,000 less than budget despite sales and credit amounts being more than budgeted.

•

A.

B.C.

D.E.F.G.H.I.J.K.L.M.N.O.P.Q.



P&L

Revi

ew A

nsw

er K

ey -

Wor

kshe

et 1 Unit 0000 - This or That City, CA

$ % $ % $ % $ %Net Retail Sales 182,762 100.0% 177,500 100.0% 960,673 100.0% 959,152 100.0% A.Cost of Sales - Flour 3,193 1.7% 3,018 1.7% 19,347 2.0% 16,306 1.7%Cost of Sales - Meat 11,775 6.4% 10,473 5.9% 56,295 5.9% 56,590 5.9% B.Cost of Sales - Produce 3,667 2.0% 3,728 2.1% 24,500 2.6% 20,142 2.1%Cost of Sales - Dairy 7,705 4.2% 7,988 4.5% 46,069 4.8% 43,162 4.5%Cost of Sales - Bakery 2,517 1.4% 2,485 1.4% 13,588 1.4% 13,428 1.4%Cost of Sales - Paper 1,906 1.0% 1,775 1.0% 10,696 1.1% 9,592 1.0% C.Cost of Sales - Grocery 14,772 8.1% 14,200 8.0% 79,249 8.2% 76,732 8.0%Cost of Sales Before Credits 45,535 24.9% 43,665 24.6% 249,744 26.0% 235,951 24.6%Rebates (724) -0.4% 0 0.0% (1,686) -0.2% 0 0.0%Employee Meals (2,049) -1.1% (1,533) -0.9% (10,231) -1.1% (10,167) -1.1%Total Cost of Sales 42,762 23.4% 42,132 23.7% 237,827 24.8% 225,784 23.5%Net Before Operating Expenses 140,000 76.6% 135,368 76.3% 722,846 75.2% 733,368 76.5%Labor - Host/Hostess 4,760 2.6% 4,440 2.5% 23,285 2.4% 23,979 2.5%Labor - Cooks 29,335 16.1% 21,362 12.0% 150,205 15.6% 115,099 12.0% D.Labor - Servers/Expeditors 7,601 4.2% 8,347 4.7% 42,649 4.4% 45,081 4.7% E.Labor - Combos 7,679 4.2% 7,814 4.4% 46,316 4.8% 42,200 4.4%Labor - Miscellaneous/Crew Chief 2,069 1.1% 2,564 1.4% 11,597 1.2% 14,387 1.5%Labor - Overtime Premium 311 0.2% 0 0.0% 3,059 0.3% 0 0.0% F.Craft Labor 51,755 28.3% 44,527 25.1% 277,111 28.8% 240,746 25.1%Labor - General Manager 4,065 2.2% 4,000 2.3% 21,341 2.2% 21,000 2.2%Labor - Assistant Managers 9,350 5.1% 9,457 5.3% 49,087 5.1% 49,650 5.2%EE Benefit - Burden Rate 11,065 6.1% 11,094 6.3% 50,549 5.3% 59,947 6.3%Employee Benefit - Worker Comp 586 0.3% 500 0.3% 4,239 0.4% 2,500 0.3% G.Vacation and Sick 799 0.4% 1,775 1.0% 2,772 0.3% 9,592 1.0% H.Management Incentive 1,565 0.9% 1,565 0.9% 7,825 0.8% 7,825 0.8%Total Labor 79,185 43.3% 72,918 41.1% 412,924 43.0% 391,260 40.8%

Pseudo Inc., dba IHOP RestaurantsProfit & Loss Statement

Period Ended May FY 2010Current Month Current Month Budget Year to Date Year to Date Budget



P&L

Revi

ew A

nsw

er K

ey -

Wor

kshe

et 1

Net Before Other Controllables 60,815 33.3% 62,450 35.2% 309,922 32.3% 342,108 35.7%Credit Card Fees 1,351 0.7% 1,420 0.8% 12,799 1.3% 7,673 0.8% I.Supplies & Services - China/Flatware 0 0.0% 355 0.2% 0 0.0% 1,918 0.2% J.Supplies & Services - Linen/Laundry 232 0.1% 533 0.3% 2,124 0.2% 2,877 0.3%Supplies & Services - Janitorial/Maint. 4,351 2.4% 2,308 1.3% 21,249 2.2% 12,469 1.3% K.Supplies & Services - Security 0 0.0% 0 0.0% 0 0.0% 0 0.0%Supplies & Services - Other 3,217 1.8% 3,550 2.0% 21,745 2.3% 19,183 2.0%Repair/Maintenance 1,702 0.9% 1,420 0.8% 10,014 1.0% 7,673 0.8%Utilities - Gas/Oil 1,859 1.0% 2,663 1.5% 18,369 1.9% 14,387 1.5%Utilities - Electric 3,402 1.9% 2,663 1.5% 17,048 1.8% 14,387 1.5% L.Utilities - Water/Sewer 2,119 1.2% 888 0.5% 4,510 0.5% 4,796 0.5% M.Utilities - Telephone/Internet 901 0.5% 355 0.2% 4,917 0.5% 1,918 0.2% N.National Advertising 1,828 1.0% 1,775 1.0% 9,607 1.0% 9,592 1.0%Co-Op Advertising 4,569 2.5% 4,438 2.5% 24,017 2.5% 23,979 2.5%Unit Promotion - LRM 32 0.0% 100 0.1% 482 0.1% 500 0.1%Recruitment/Relocation 0 0.0% 50 0.0% 326 0.0% 250 0.0%Work Tax Credit 0 0.0% 0 0.0% (2,400) -0.2% 0 0.0%Cash Variance (40) 0.0% 0 0.0% 12 0.0% 0 0.0%Cash Payouts - Non-Food 33 0.0% 0 0.0% 653 0.1% 0 0.0% O.Royalty Fees 8,224 4.5% 7,988 4.5% 43,230 4.5% 43,162 4.5%Other Expenses 84 0.0% 196 0.1% 512 0.1% 1,056 0.1% P.Total Other Controllable Expenses 33,864 18.5% 30,699 17.3% 189,214 19.7% 165,821 17.3%Net Before Non-Controllables 26,951 14.7% 31,752 17.9% 120,708 12.6% 176,287 18.4%Rent - Land & Building 8,125 4.4% 8,125 4.6% 40,625 4.2% 40,625 4.2%Rent - Equipment 318 0.2% 196 0.1% 1,590 0.2% 980 0.1%Rent - CAM Charges 0 0.0% 0 0.0% 0 0.0% 0 0.0%Property Tax - Real Est. & Personal 2,605 1.4% 2,022 1.1% 13,025 1.4% 11,277 1.2%Taxes & Licenses - Bus. Tax, Permits 0 0.0% 256 0.1% 1,349 0.1% 2,374 0.2%Property Insurance 625 0.3% 625 0.4% 3,125 0.3% 3,125 0.3%Services - Accounting, Payroll, Legal 930 0.5% 930 0.5% 4,650 0.5% 4,650 0.5%Note Payments 5,252 2.9% 5,237 3.0% 26,260 2.7% 26,185 2.7%Total Non-Controllable Expenses 17,855 9.8% 17,391 9.8% 90,624 9.4% 89,216 9.3%Net Profit/Loss 9,096 5.0% 14,361 8.1% 30,084 3.1% 87,071 9.1% Q.



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCost Controls 7 Summary: Explains that profi t is directly

impacted by the ability to control costs.•

Sales Controls 8 Summary: Explains that sales are the fuel for profi t, but costs are dependent on sales. So, controlling sales is the place to start when controlling costs.

•

Increasing Sales 8 Summary: Introduces the concept that when increasing sales, there is the opportunity to reduce costs by taking maximum advantage of the supplies and labor you already have on hand.

•

Keeping Sales 8 Summary: Explains that keeping the sales brought in was covered in the Revenue Accounting Procedures module.

•

Food Cost Controls 8-9 Summary: Explains that food cost generally consumes about ¼ of a restaurant’s sales.

•

9 Activity: Have the Learner locate and read the Food Cost Control Chapter of IHOP SOP 2.

•

How to Set Accurate Pars 9-10 Summary: Describes the procedures for establishing pars based on projected volume.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes10-12 Activity: Explain and demonstrate how to

set weekday and weekend ordering pars for bacon using Worksheet 2, then have the Learner do the same using Worksheet 3.

•

13 Activity: Work with the Learner to calculate weekday and weekend prep pars for the daily prep of sliced and diced ham using Worksheet 4.

•



Setti

ng O

rder

ing

Pars

Ans

wer

Key

- W

orks

heet

2

÷

÷



Setti

ng O

rder

ing

Pars

Ans

wer

Key

- W

orks

heet

2



Setti

ng O

rder

ing

Pars

Ans

wer

Key

- W

orks

heet

3

÷



Setti

ng O

rder

ing

Pars

Ans

wer

Key

- W

orks

heet

3



Setti

ng O

rder

ing

Pars

Ans

wer

Key

- W

orks

heet

4 Shelf Life Portion Container Weekday Par Weekend Par

Vida Util Porcion RecipienteUso entre semana

Uso en fin de semana

Have Hay

Need Necesita

Have Hay

Need Necesita

Have Hay

Need Necesita

Have Hay

3 Days 4 oz Wrap

3 Dias 6" 1/6-Pan

3 Days 1 oz Paper Cup

3 Dias 6" 1/3-Pan

Meats/ Carnes

Item Name/ Nombre del ProductoMonday Lunes Tuesday Martes ThursdayWednesday Miercoles

__ Orders __ Orders

__ Pan __ PanHam - Diced

Ham - Breakfast SliceJamon en rebanadas para desayuno

Jamon Picado

÷

÷



Setti

ng O

rder

ing

Pars

Ans

wer

Key

- W

orks

heet

4

Need Necesita

Have Hay

Need Necesita

Have Hay

Need Necesita

Have Hay

Need Necesita

Sunday Domingoy Jueves Friday Viernes Saturday Sabado



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesAdvance Preparation Sheet (Prep Sheets)

14-15 Summary: Describes the importance, function and use of a Prep Sheet.

•

Analyzing Trends or Changes 16 Activity: Have the Learner locate and read the Changes in Food Cost section of the Analyzing Trends or Changes chapter of IHOP SOP 1.

•

Preventing Theft 16 Summary: Provides guidelines for preventing theft.

•

Food Cost Survey 17-24 Activity: Using the Internal Food Cost Survey form found on Worksheets 6-12 in the Learner’s Guide, have the Learner complete a food cost survey of the restaurant and then discuss the results with you.

•

Labor Cost Controls 25 Summary: Explains that roughly 40% of sales are consumed by labor costs.

•

Analyzing Trends or Changes 25 Activity: Have the Learner locate and read the Labor Cost Changes section of the Analyzing Trends or Changes chapter of SOP 1.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesLabor Cost Survey 25-31 Activity: Using the Internal Labor Cost

Survey Form found on Worksheets 13-18 in the Learner’s Guide, have the Learner complete a labor cost survey of the restaurant and then discuss the results with you.

•

Other Controllable Costs 32 Summary: Explains that other controllable costs consume 15-17% of sales.

•

32 Activity: Have the Learner locate and read the Energy Management and Other Controllables Chapters of SOP 2. Also, have the Learner locate and read the Energy Crisis Bulletin posted to insideIHOP.com.

•

Analyzing Trends or Changes 32 Activity: Have the Learner Locate and read the Changes to Other Controllable Expenses section of the Analyzing Trends or Changes chapter of SOP 1.

•

More Key Controls 33 Summary: Provides additional guidelines to effectively control other controllable expenses.

•







•

•

A Profi t and Loss Statement (P&L) is essentially a numerical summary of the daily actions and decisions made in the restaurant.

All P&L Statements have the same basic structure and report three fi nancial performance components: SALES - COSTS = PROFIT.

The most valuable uses of a P&L Statement for a restaurant Manager are to analyze whether the operating costs are in line with expectations and restaurant needs, and to apply the learnings from that analysis to more effectively control costs in order to further increase profi tability and prevent losses. A P&L can guide you to the questions to ask and may suggest areas for operational improvement.

The “Bottom Line” of business is PROFIT, and because the profi t equals sales minus costs, your restaurant’s profi tability is largely a function of how effectively you control costs.

The most accurate pars are primarily based on actual past usage trends with adjustments made for anticipated future increases or decreases in usage. To calculate usage: add prior Inventory Unit Count + Units Purchased/Prepped - Remaining Inventory Unit Count.

•

•

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesPars should be updated at least once each season and anytime a signifi cant change in guest volume (such as a coupon distribution or expiration) or product mix (such as with a new LTO) is expected.

Proper, thorough and daily use of an Advance Preparation Sheet (Prep Sheet) is one of the best tools for controlling food cost as it helps the Manager establish prep pars, ensures that just enough of each item is prepared, and that nothing gets missed.

The two most effective ways to control labor costs are proper team member scheduling and proper management of productivity.

•

•

•


IHOP 202 IHOP 202 Trainer’s Program Guidelines Program GuidelinesPage 1 of 17IHOP 202 Managing Equipment - Trainer’s Guide Module 11Page 1 of 4

Module 11 OverviewModule Purpose: Discusses the tools and resources available to Managers to assist the proper maintenance of

restaurant equipment and for minimizing equipment maintenance expenses and downtime.



IHOP SOP 4 - Equipment ManualTraining Restaurant’s Deep Cleaning & Preventive Maintenance ChartTraining Restaurant’s Repair & Maintenance LogTraining Restaurant’s Equipment Documentation Log (this may be contained in the SOP 4 - Equipment Manual or in a locally-created binder).

••••



Topics Covered: Preventive MaintenanceEquipment WarrantiesEquipment TroubleshootingIHOP SOP 4 - The Equipment ManualWhen to Call for Repairs

•••••



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesManaging Equipment 1 Summary: Introduces the concept that

by investing time and money into the maintenance of restaurant equipment, maintenance costs and equipment downtime can actually be reduced.

• Trainer Note: Emphasize the impact of equipment breakdowns on time and money is usually far greater than the investment in time and money that is spent conducting preventive maintenance.

•

Preventive Maintenance 1 Summary: Defi nes the benefi ts of and activities involved in preventive maintenance.

•

Regular Equipment Cleaning (a.k.a. Sidework)

2 Summary: Explains that regular cleaning of equipment is completed as a part of the restaurant team’s sidework.

• Trainer Note: The Staff Management Module covers the procedures for monitoring sidework assignments.

•

Deep Cleaning 2-3 Summary: Explains that deep cleaning is the less frequent, more detailed cleaning of equipment and details the procedures for creating a deep cleaning schedule.

• Trainer Note: Show the Learner the Deep Cleaning schedule used in your restaurant.

•

2 Activity: Have the Learner locate and read the Preventive Maintenance Schedule Chapter of SOP 4.

•

Scheduled Maintenance 3-5 Summary: Explains that scheduled maintenance is routine maintenance that keeps equipment in operation. Introduces the Scheduled Maintenance Chart for creating a maintenance schedule and the Repair & Maintenance Log for tracking repairs.

• Trainer Note: Show the Learner the Scheduled Maintenance Chart and Repair & Maintenance Log used in your restaurant.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesEquipment Warranties 6 Summary: Explains that before any

equipment repairs are attempted or ordered, the warranty must be checked to avoid possibly voiding the warranty.

•

Warranty, Owner’s Manual, & Service Records Retention

6 Summary: Explains that all records related to equipment maintenance must be maintained. The Equipment Manual provides a location to store these documents.

• Trainer Note: Show the Learner where your restaurant equipment documentation is maintained.

•

Repair/Rebuild versus Replace 7 Summary: Explains that the decision to repair or replace an item can only be made after considering the factors listed.

•

Equipment Troubleshooting 8-9 Summary: Provides a troubleshooting process-fl ow that gives step-by-step instructions on what to do if equipment breaks down.

• Trainer Note: Emphasize that, above all, the safety of team members and guests is the highest priority when dealing with malfunctioning equipment

•

IHOP SOP 4- Equipment Manual

9-10 Summary: Explains that SOP 4 should be the fi rst resource used to help make good decisions about equipment problems.

•

10 Activity: Have the Learner review the Equipment Manual and locate the information on pg. 10 in the Learner’s Guide.

•

When to Call for Repairs 11 Summary: Discusses points to consider when deciding when to call for repairs.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesWho To Call 11-12 Summary: Explains that every restaurant

should maintain a “Who to Call” list that identifi es primary services vendors to call for equipment repairs and maintenance.

• Trainer Note: Show the Learner the Who to Call list used in your restaurant.

•




•

•

Preventive maintenance is the cleaning and periodic care of equipment that is essential to keeping it in good working condition. The two major benefi ts of preventive maintenance are that it ensures the equipment will be available and it saves money.

A preventive maintenance program includes cleaning and routine maintenance.

Before calling a vendor or performing any repair, know the terms of the equipment’s warranty. If the equipment is still under warranty, call the manufacturer’s service department before performing even the most minor of repairs. Many warranties will be voided if repairs are not performed by authorized service personnel or if you attempt to make repairs yourself.

To save time and money on unnecessary service or repair calls and to do all you can to quickly return a piece of equipment to operation without having to call for a repair technician, review the equipment troubleshooting steps found in the Equipment Manual.

•

•

•

•


IHOP 202 IHOP Inspections - Trainer’s Guide Module 12Page 1 of 6

Module 12 Overview

Module Purpose: Introduces the Learners to the inspections and assessments sponsored by IHOP for the purpose of ensuring quality and consistency across the brand.



Health Inspection Report Fax Coversheet from insideIHOP.comThe training restaurant’s OAR Resource BinderOAR Resource Binder instructions from insideIHOP.comA copy of a blank Operations Assessment Report Form from insideIHOP.comOAR Point Deduction Challenge instructions on insideIHOP.comA/B Operator Criteria from insideIHOP.com

••••••



Topics Covered: Staying “Inspection Ready”Health InspectionsOperations Assessment Reports (OARs)A/B Operator Criteria

••••



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesIHOP Inspections 1 Summary: Explains that the main purpose

of IHOP-sponsored inspections, is to ensure quality and consistency across the IHOP brand. Inspections should be viewed as tools to help ensure the restaurant is measuring up to the IHOP standard.

•

Staying Inspection Ready 1 Summary: Emphasizes that the best method for success on any inspection or assessment is to ensure the restaurant is ready at all time, not just when an inspection is imminent.

•

Health Inspections 2 Summary: Explains that IHOPs are subject to inspections by local health departments.

•

Health Inspection General Information

2 Summary: Identifi es general information on local health department inspections.

•

Inspection Occasions 2 Summary: Identifi es the fi ve occasions restaurants may be subject to inspections.

•

Critical vs. Non-critical Violations 3 Summary: Explains the difference between and provides examples of critical and non-critical health violations.

• Trainer Note: The most common health inspection violation, according to the FDA, is failing to maintain proper hot and cold holding temperatures.

•

How to Prepare for a Health Inspection

3-4 Summary: Provides specifi c steps to take to prepare for a health inspection.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesWhat to Do When a Health Inspector Visits

4-5 Summary: Provides specifi c steps to take when a health department inspector arrives.

•

What To Do if You Are Cited 5 Summary: Provides guidelines on actions to take should the restaurant be cited.

•

Submitting Health Inspection Documentation

5-6 Summary: Explains that results of every health inspection must be reported to IHOP and provides reporting instructions.

•

5-6 Activity: Have the Learner locate the Health Inspection Report Fax Coversheet on insideIHOP.com and review the submission procedures.

•

Operations Assessment Report Inspections

7 Summary: Explains that the OAR evaluates IHOP restaurants on whether they are meeting the standards in four areas.

•

OAR Background Information 7-8 Summary: Provides background information on OAR frequency and procedures.

•

The Operations Assessment Form 8 Summary: Identifi es OAR Form sections. •9 Activity: Have the Learner locate the OAR

Form on insideIHOP.com. Review each section with them, calling specifi c attention to what must be done to receive full points.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesOAR Resource Binder 9-11 Summary: Explains that the OAR Resource

Binder is a tool for compiling much of the information that the OAR inspector will be asking for during the inspection.

•

9 Activity: Have the Learner review the OAR Resource Binder used in your restaurant and then locate the instructions for creating their own resource binder, which are posted on the Performance page of insideIHOP.com.

•

OAR Point Deduction Challenges 11-12 Summary: Provides instructions for challenging the fi ndings of an OAR inspection.

•

12 Activity: Have the Learner locate the OAR Point Deduction Challenge Procedures posted on the Performance page of insideIHOP.com.

•

OAR Action Plans 13-14 Summary: Provides guidelines for creating an OAR action plan to correct discrepancies noted during an OAR inspection.

•

A/B Operator Criteria 15-16 Summary: Provides an overview of the A/B program and information on the program criteria.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes16 Activity: Have the Learner locate the A/B

Operator Criteria on the Performance page of insideIHOP.com and review the criteria.

•




•

•

Your restaurant should be ready for an inspection every day. If you train your team to perform to the IHOP standard, and set and maintain that expectation each and every day, inspections will be nothing more than affi rmations that your team is doing the right things.

To assess your readiness for a Health Department inspection, you should conduct periodic self-assessments using the same form or inspection points that your Health Department uses.

When a Health Inspector visits, view it as a learning opportunity, ask to see the inspector’s credentials, accompany the inspector and take notes, refrain from offering food or any other item that can be misconstrued as an attempt to infl uence the inspector’s fi ndings, ask the inspector to explain the fi ndings to you and offer suggestions on areas that need improvement, fi x small problems during the inspection, send inspection report to the IHOP Operations Department within fi ve days for passing inspections and within 24 hours for failed inspections.

•

•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesAn Operations Assessment Report (OAR) is an IHOP evaluation of your entire restaurant with the goal of ensuring your restaurant is meeting IHOP standards in these four areas: food safety and sanitation, product specifi cation Standard Operating Procedures (SOP) and training.

To be successful on any OAR, you should become familiar with the OAR form and ensure all functional areas are meeting the identifi ed standards.

In the event of an OAR failure, you must immediately formulate an action plan for correcting the defi ciencies noted. A workable action plan should include the following information: a goal for overcoming the defi ciency, the action required to overcome the defi ciency, the follow-up activity that is required to ensure the action is taken, the time frame in which the action should be taken, and the resources needed, if any, to correct the defi ciency.

While it is generally the franchise operator’s responsibility to ensure the entire organization meets the A/B Operator criteria, it is important for the Manager to be familiar with the criteria and ensure their restaurant is in compliance in the areas they can directly control.

•

•

•

•


IHOP 202 IHOP Inspections - Trainer’s Guide Module 12Page 1 of 6IHOP 202 IHOP Marketing Programs - Trainer’s Guide Module 13Page 1 of 7

Module 13 OverviewModule Purpose: To introduce the Learner to IHOP’s marketing strategies and programs.



Limited Time Offer Training and POP Kits in restaurant or on insideIHOP.comLTO Training Acknowledgement Application on insideIHOP.comIHOP ‘N Go Program Guide from insideIHOP.com’Gift Card support tools and resources from insideIHOP.com

••••



Topics Covered: Limited Time Offers (LTOs)New Product Development ProgramIHOP Core Menu Update ProgramNational Pancake DayGift Card ProgramIHOP ‘N Go Program IHOP DinnerLocal Restaurant Marketing (LRM) programs

••••••••



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesIHOP Marketing Programs 1 Summary: Emphasizes that in addition to

offering great food and service, IHOP must constantly market our restaurants.

•

Limited Time Off ers (LTOs) 1-2 Summary: Provides background information on LTO offerings, frequency, and training and POP kits.

•

2 Activity: Review with the Learner each the LTO training and POP kits components in the restaurant and have them locate the materials on insideIHOP.com.

•

Manager’s Role 2 Summary: Explains that ultimate success of any promotion depends on the Manager’s ability to ensure proper execution.

•

Scheduling LTO Training Meetings 2 Summary: Provides guidelines and action steps for planning and scheduling LTO training meetings.

•

Prepare Yourself to Run an LTO Training Meeting

3 Summary: Explains the preparation steps that a Manager should personally take prior to conducting an LTO training meeting

•

Preparing for the LTO Training Meeting

3 Summary: Provides guidance on preparing the meeting room, training tools, and food for the training meeting.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesConducting the LTO Training Meeting

3-5 Summary: Provides suggested agenda for one-day or two-day LTO training meeting.

•

LTO TRAINING ACKNOWLEDGEMENT 6 Summary: Provides guidelines for documenting completion of LTO training.

•

6 Activity: Have the Learner locate the LTO Training Acknowledgement Application on insideIHOP.com

•

LTO Checklist 6-7 Summary: Introduces the LTO Checklist, which guides Managers through all steps in preparing and implementing LTO promotions.

•

Activity: Preparing for an LTO Rollout

8 Summary: If in the middle of an LTO, review each step of the GM LTO Promotion Checklist. If an LTO is about to start, have the Learner assist you with the preparation and attend the rollout training meeting.

•

Manager’s Role During LTO 8 Summary: Highlights the Manager’s roles during the actual LTO.

•

New Product Development 8-9 Summary: Introduces the strategy and purpose of IHOP’s three levels of new product development programs:

Product ScreenersSingle-Restaurant ValidationsSuper Product Operations Test (SPOT)

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesCore Menu Updates 10 Summary: Provides the philosophy and

background for IHOP’s Core Menu updates.•

Core Menu Training 11 Summary: Explains that the training materials and rollout training meetings for Core Menu updates are basically the same as those for LTOs.

•

National Pancake Day 11 Summary: Provides the history, purpose and benefi ts of IHOP’s National Pancake Day.

•

IHOP ‘N Go Program 12 Summary: Introduces the philosophy behind IHOP’s carry-out program.

•

12 Activity: Have the Learner locate and review the IHOP ‘N Go Program Guide on insideIHOP.com.

•

IHOP ‘N Go Best Demonstrated Practices

12 Summary: Provides best demonstrated practices from actual restaurant operators for managing the program.

•

Taking To Go a Step Further 13 Summary: Provides additional tips for increasing the effectiveness of the program.

•

Gift Card Program 13-14 Summary: Identifi es gift cards as a low maintenance way to drive revenue through their in-restaurant, 3rd party, or online sales.

•

Gift Card Program Tools 14 Summary: Identifi es the Gift Card training and reference tools available to Managers.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesActivity: Locating Gift Card Tools on insideIHOP.com

14 Activity: Have the Learner locate the gift card tools on insideIHOP.com and review the tools with them.

•

Activity: Processing Gift Cards 14 Activity: Demonstrate and have the Learner practice the gift card transactions listed in the Learner’s Guide.

•

Dinner at IHOP 14-15 Summary: Explains that dinner sales represents potential growth for a restaurant if dinner if properly executed.

•

Dinner As Good As Our Pancakes Laminate

15 Summary: Explain that this laminate is to be used by Managers to help prepare their teams to offer excellent service during dinner meal periods.

•

Dinner Readiness Checklist 15-17 Summary: Explain that this checklist is a resource to help Managers ensure the restaurant is prepared for dinner meal periods.

•

Local Restaurant Marketing Programs

17-18 Summary: Explains that in addition to national and regional marketing efforts, local marketing actions represent a signifi cant opportunity for restaurants.

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesOperational Excellence 18 Summary: Explains that one of the primary

steps in any marketing program is to be able to deliver operationally. If the restaurant cannot deliver, no amount of marketing will bring guests back.

•

Tapping into Your Team 18 Summary: Discusses the impact the restaurant team members have on the marketing success of the restaurant.

•

Get to Know the Community 19 Summary: Explains actions Managers can initiate in the local community to help tailor marketing programs to meet community needs and interest.

•

Develop Local Marketing Programs/Initiatives

19-21 Summary: Explains that local marketing programs can be very simple and do not need to be expensive. Provides 52 easy-to-execute LRM ideas.

•




•

•



Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/NotesNo amount of advertising can bring a guest back if they’ve had a poor experience in the restaurant. As the leader of your restaurant, the ultimate success of a promotion in your restaurant is directly related to how well you prepare your team and keep them focused on the promotion. The more involved you are, the more successful the promotion will be.

Aside from the IHOP-branded plating and to go bags, the IHOP ‘N’ Go program is generally not supported by advertising campaigns. Therefore, it is up to you to get the word out in your community, and most importantly to properly execute to go orders to ensure repeat business.

Gift card programs are a low-cost, low maintenance way to drive revenue through gift cards sales as well as drive traffi c by encouraging guests to visit IHOP to redeem their gift cards.

LRM refers to any actions you take in your local community that have the following purpose: establish a strong relationship with the community, extend national and regional efforts at unit level, drive traffi c and encourage repeat visits.

Offering great food and hospitable service is important, but so is being an active, contributing member of the community. The added benefi t is that potential guests will see you as a value to the community and support you by visiting your restaurant.

A fi rst step in marketing your restaurant in the community is to ensure your restaurant is operating according to IHOP standards and your team is delivering on the promise of “Service As Good As Our Pancakes.”

•

•

•

•

•

•

Restaurant Manager Training Program Delivering … 202/202_trainer_guide.pdf · Restaurant Manager...

Documents

Transcript of Restaurant Manager Training Program Delivering … 202/202_trainer_guide.pdf · Restaurant Manager...