ITHM 101 INTRODUCTION TO THE HOSPITALITY INDUSTRY … · 2014-06-26 · ITHM 101 Introduction to the Hospitality Industry 3 Prep. 08-09-03. Prof. Manuel A. Rivera Ramirez Rev. 02-04-06

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

ITHM 101

INTRODUCTION TO THE HOSPITALITY INDUSTRY

INTRODUCCIÓN A LA INDUSTRIA DE LA HOSPITALIDAD

© Sistema Universitario Ana G. Méndez, 2009

Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved.

ITHM 101 Introduction to the Hospitality Industry 2

Prep. 08-09-03. Prof. Manuel A. Rivera Ramirez

Rev. 02-04-06 Prof. Abigail Ríos-Lugo, MPA Rev. 07-31-09 Prof. Abigail Ríos-Parnell, MPA

TABLA DE CONTENIDO / TABLE OF CONTENTS

Páginas / Pages

Prontuario ........................................................................................................................ 3

Study Guide .................................................................................................................. 11

Workshop One .............................................................................................................. 19

Taller Dos ...................................................................................................................... 23

Workshop Three ............................................................................................................ 27

Taller Cuatro ................................................................................................................. 31

Workshop Five/Taller Cinco .......................................................................................... 35

Anejo A/Appendix A ...................................................................................................... 37

Anejo B/Appendix B ...................................................................................................... 39

Anejo C/Appendix C ...................................................................................................... 41

Anejo D/Appendix D ...................................................................................................... 43

Anejo E/Appendix E ...................................................................................................... 44

Anejo F/Appendix F ....................................................................................................... 45

Anejo G/Appendix G...................................................................................................... 47

Anejo H/Appendix H ...................................................................................................... 48

Anejo I/Appendix I ......................................................................................................... 49

Anejo J/Appendix J........................................................................................................ 51

Anejo K/Appendix K ...................................................................................................... 52

Anejo L/Appendix L ....................................................................................................... 54

Anejo M/Appendix M ..................................................................................................... 55

Anejo N/Appendix N ...................................................................................................... 56

Anejo O/Appendix O...................................................................................................... 57

Anejo P/Appendix P ...................................................................................................... 58

Anejo Q/Appendix Q...................................................................................................... 59

Anejo R/Appendix R ...................................................................................................... 60

Anejo S/Appendix S ...................................................................................................... 62

Anejo T/Appendix T ....................................................................................................... 63

Anejo U/Appendix U ...................................................................................................... 65




Prontuario

Título del Curso Introducción a la Industria de la Hospitalidad

Codificación ITHM 101

Duración Cinco Semanas

Pre-requisito N/A

Descripción

Este curso presentará al estudiante las áreas más importantes dentro de la industria del

turismo. Un enfoque especial se le dará a las áreas de Hoteles y Restaurantes. Se

examinará la naturaleza, alcance y significado de esta industria, además de los

elementos principales del sistema turístico.

Objetivos Generales

1. Identificar las oportunidades de empleo disponibles dentro de la industria de la

hospitalidad.

2. Describir el panorama histórico y actual desarrollo de la industria de la hospitalidad.

3. Conocer los diferentes factores que han influenciado cambio y crecimiento en la

industria de la hospitalidad.

4. Identificar los diferentes segmentos de mercados en la industria hoteles y

restaurantes.

5. Explicar la estructura, naturaleza y características operacionales de los diferentes

sectores de la industria de la hospitalidad: Restaurantes, hoteles y servicios

turísticos.

6. Distinguir los departamentos funcionales de un hotel.

7. Reconocer los impactos de la industria del turismo en la economía en el ámbito

estatal o nacional.

8. Explicar cómo se desarrollar un plan de mercadeo para los diferentes sectores

dentro de la industria de la hospitalidad.

Texto y Recursos

Rocco, M. A., & Andrew, N. V. (2007). Hospitality Today, An Introduction (6th

Ed.). The Educational Institute of the AH & LA, Lansing, Michigan.




Referencias y Materiales Suplementarios

Powers, T., & Borrows, C. (2008). Introduction to Management in the Hospitality

Industry (9th Ed.). John Wiley & Sons, Inc., New York. ISBN # 0-471-35901-7

Evaluación

El esquema de evaluación que se utilizará en este curso es el siguiente:

CRITERIOS %

Asistencia y Puntualidad 20%

Participación y contribución en clase 30%

Trabajos escritos y presentaciones orales

Portafolio del curso

20%

30%

NOTA: Las rúbricas a utilizarse para la evaluación de estas actividades se incluyen

al final del módulo.

1. Asistencia y Puntualidad: La asistencia es mandatoria y la puntualidad representa

ética profesional. El facilitador llevará un registro de las mismas para cada taller y,

al finalizar el curso, utilizará el Anejo A para evaluar a cada estudiante.

2. Participación y Contribución en clase: Se espera que todo estudiante asista a

clases preparado para discutir los temas del día (lecturas, preguntas asignadas,

diario actualizado, etc.) y que participe activamente en cada taller. El Facilitador

evaluará la participación y contribución de cada estudiante al finalizar el curso

utlizando el Anejo B . Tomará en cuenta el grado de participación de cada

estudiante, si se preparó para cada taller y su contribución en el desarrollo de la

clase.

3. Portafolio del curso: Cada estudiante deberá preparar un portafolio del curso

donde reflexionará sobre los temas del curso y sus experiencias en el centro de

práctica. Es importante que cada estudiante trabaje este portafolio a partir de la

primera semana de clases, lo mantenga actualizado y lo traiga a clases cada




semana para que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio

será evaluado utilizando el Anejo C e incluirá las siguientes partes:

a. Tareas semanales: La industria de la hospitalidad es una cambiante día a

día. Los gerentes dentro de esta industria deben ser multitalentosos. A

través de las tares semanales, el estudiante está expuesto a la práctica y a

mantenerse al día en relación a la cambiante industria de la hospitalidad.

Las mismas serán entregadas al finalizar cada taller y el Facilitador devolverá

las tareas en la siguiente clase con las correcciones y recomendaciones a las

mismas. El estudiante podrá revisar, corregir y mejorar esas tareas en

función de los comentarios del Facilitador y lo aprendido en clase. Los

trabajos deberán ser preparados en el idioma del ta ller.

b. Actividades de avalúo: El estudiante deberá incluír todas las actividades de

avalúo realizadas en clase. Las mismas serán avaluadas por el Facilitador

en relación al conocimiento adquirido por el/la estudiante sobre lo discutido

en clase y en relación al dominio del lenguaje del taller respectivo.

El portafolio del curso deberá entregarse en la quinta semana del curso. Sin

embargo, el estudiante debe ir preparando el mismo según progresa el curso para

no acumular trabajo innecesariamente. La presentación es importante y debe estar

preparado y organizado profesionalmente. Debe incluir cada una de las secciones

debidamente organizadas y rotuladas. El mismo debe estar redactado utilizando el

estilo APA.




Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®”

del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será

facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada

taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes

serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés

y 50% en español. Para mantener un balance, el módulo debe especificar que se

utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una

pregunta en el idioma especificado, bien puede escoger el idioma de preferencia

para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el

idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues

es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los

cursos de lenguaje que deben ser desarrollados en el idioma propio todo en inglés o

todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si

la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido,

de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante

reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

• Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.




• Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad equivalente a

evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y

componentes del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente

o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor

de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de

otro será calificado con cero (vea la política de honestidad académica).

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento

que rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están:




• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.




Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse

en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsicamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.




6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.




Study Guide

Course Title Introduction to the Hospitality Industry

Code ITHM 101

Time Length Five Weeks

Pre-requisite NA

Description

This course will introduce the student to the most important areas within the travel

and tourism industries. Special importance will be given to Lodging, and Food and

Beverage operations. It will examine the nature, scope, and significance of the

Industry and the major elements of the tourism system.

General Objectives

1. Identify the opportunities available of pursuing a hospitality career

2. Describe the history and development of the hospitality industry.

3. Understand the key factors affecting change and growth in the hospitality industry.

4. Identify and describe the various hotel markets and industry trends.

5. To understand the structure, nature and operating characteristics of the different

sectors of the hospitality industry: food service, lodging and tourism.

6. Understand the major functional departments of a hotel.

7. To provide an opportunity for further developing those skills that are important to

learning, e.g. library skills, study skills, and so forth.

8. Understand the impact of the Tourism industry on local and national economies.

Texts and Resources

Rocco, M. A., & Andrew, N. V. (2007). Hospitality Today, An Introduction (6th

Ed.). The Educational Institute of the AH & LA, Lansing, Michigan.

References and Supplementary Materials

Powers, T., & Borrows, C. (2008). Introduction to Management in the Hospitality

Industry (9th Ed.). John Wiley & Sons, Inc., New York. ISBN # 0-471-35901-7




Evaluation

Students in this course will be evaluated as follows:

Criteria %

Attendance and punctuality 20%

Class Participation 30%

Written papers and oral presentations

Course Portfolio

20%

30%

NOTE: The rubrics to be used for these evaluations are included at the end of the

module.

1. Attendance and punctuality: Attendance is mandatory, and being punctual reflects a

professional ethic. The facilitator will register the student’s performance for both in

every workshop, and at the end of the course. The facilitator will evaluate each

student with the rubric in Appendix A .

2. Class participation and contribution: All students are expected to attend class

prepared to discuss workshop topics (readings, assigned questions, study cases, etc.),

and to actively participate in class. The Facilitator will evaluate the student’s overall

class participation, at the end of the course. They will use Appendix B ; taking into

consideration the degree of participation, if it shows the student’s degree of

preparation for class, and how much this participation contributed to the class’

development.

3. Course portfolio: Each student must prepare a course portfolio, where he/she will

reflect on course topics and development. It is important that all students work on their

portfolio beginning the first week of class, and keeping it up-to-date. They should also

bring it to class for discussion and Facilitator review. The Portfolio will be evaluated by

the Facilitator using Appendix C , and it should include the following sections:

a. Weekly assignments: Assignments before every workshop are a

fundamental component of class participation. The students will complete

these assignments in the language of the workshop, and turn in those




required at the end of the workshop. The Facilitator will return the

assignments on the next workshop with the suggested corrections. The

students should revise, correct and improve these assignments, based upon

the Facilitator’s comments. They should show what was learned in class and,

include this in their portfolios.

b. Assessment Activities: The student will include all the assessment

activities completed in class. The Facilitator will evaluate these activities in

relationship with the student’s gain in knowledge of the topics discussed in

class. They will also be evaluated for their performance in the dominant

language of the workshop.

Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).




• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix D ).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix E ).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix F ) required in each

workshop.

• Self assessment of the portfolio (Appendix G ).

• A list of references and appendices of all assignments included will be added

to the end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendices H, & I )

• The entire portfolio will follow APA style: Arial, Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication Manual of

the APA, Fifth Edition.”




Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a

Dual Language Professional. Workshops will be facilitated in English and Spanish,

strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified. The language used in the workshops will

alternate to insure that 50% of the course will be conducted in English and 50% in

Spanish. To maintain this balance, the course module may specify that both

languages will be used during the fifth workshop, dividing that workshop’s time and

activities between the two languages. If students have difficulty with asking a

question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However,

the facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the delivery

of instruction must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare

in advance for each workshop according to the course module. Each workshop

requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:




• If a student misses two workshops, the facilitator may lower one grade based

on the students existing grade.

• If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.




Note: If for any reason you cannot access the URL’s presented in the module, do

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.




Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information. There are several guiding principles of

constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make the assessment part of the learning process, ensuring it provides students

with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.




Workshop One

Specific Objectives

At the end of this workshop, the student will:

1. Describe how hotels organize their sales department and summarize the

characteristics and qualities salepersons should possess.

2. Identify the marketing mix in lodging, and develop a marketing plan.

3. Define advertising, what an advertiser needs, advertising agencies, and how to

create effective adverstising.

4. Explain the role and importance of public relations, publicity, and sales promotion

for hospitality business.

5. Understand and prepare a SWOT analysis within the hospitality industry.

Language Objectives

The student will:

1. Compose an essay proposing a solution using a variety of vocabulary, including

technical jargon in an appropriate manner.

2. Identify the relevant needs to develop an action plan to address these needs

effectively.

3. Express him/herself appropriately in English.

URLs

Hotels

Business Process Reengineering and Innovation http://www.brint.com/

Fairmont Hotels http://www.fairmont.com/

Hampton Inn http://www.hampton-inn.com/

Hyatt Hotels Corporation http://www.hyatt.com/

Inc. Online http://www.inc.com/

Marriott International http://www.marriott.com/

National Restaurant Association http://www.restaurant.org/

Ritz-Carlton Hotels http://www.ritzcarlton.com/

Strategy & Business http://www.strategy-business.com/




Four P’s

http://marketing.about.com/od/marketingplanandstrategy/a/marketingmix.htm

http://www.sfc.ucdavis.edu/agritourism/factsheets/market2.html

http://www.wilsonweb.com/wmt5/plan-4p.htm

SWOT Analysis

http://www.marketingteacher.com/Lessons/lesson_swot.htm

http://www.businessballs.com/swotanalysisfreetemplate.htm

http://www.quickmba.com/strategy/swot/

Assignments before Workshop One

1. Carefully read the module and come to class prepared with any questions or doubts

that need explanation.

2. Read the recommended URL’s, textbooks and other reference materials. Pay close

attention to the rubrics in the Appendix section. These rubrics will be used to

evaluate your academic performance through the class.

3. Complete Appendix J, “Course Expectations”, to discuss it in class.

4. Read topic “The Marketing Concept” from the suggested textbook. Write an essay

in APA style, with perfect grammar, punctuation, and syntax, while giving their

personal opinion summarizing the characteristics and qualities salepersons should

possess. Turn this assignment in at the end of the workshop. The Facilitator will

evaluate this essay using Appendix K.

5. Using the recommended URLs, look for information about SWOT analysis. Bring

your findings to discuss them in class.

6. Make a selection of one the hospitality lodging listed below, and develop a Marketing

Plan to discuss in class. Turn this assignment in at the end of the workshop.

a. Resort

b. Motel

c. Convention Hotels

d. Business Center Hotel

e. Timeshare Property




7. Prepare a 30 minutes power point presentation discussing and explaining a SWOT

analysis within the hospitality industry. The facilitator will evaluate this presentation

with Appendix L. It should include the following segments:

a. S.W.O.T analysis

b. Four P’s

c. Sales

d. Advertising

e. Promotion

f. Publicity

Activities

1. The facilitator and the students will introduce themselves by engaging in an

icebreaking activity suggested by the facilitator.

2. The Facilitator will explain in detail the class module, and will answer any questions

or concerns from the students regarding the course. He/she will turn in a syllabus

with any changes made to the module if applicable.

3. The Facilitator will explain Appendix M, “Student Progress Report”, and will answer

any questions or doubts about it.

4. The Facilitator will explain the importance of the Student Representative and, the

group will choose a candidate to represent them at the Student Representatives’

meeting.

5. The students will discuss Appendix J, “Course Expectations”, and the Facilitator will

align the students’ input to the course objectives.

6. The students and the Facilitator will discuss the topic “The Marketing Concept” from

the suggested textbook.

7. The Facilitator and students will discuss what S.W.O.T. analysis is, and the

development of a marketing plan for a lodging facility.

8. The students will discuss their oral presentation. The Facilitator will evaluate it using

Appendix L.

9. The Facilitator will explain the assignments for the next workshop.




Assessment

1. The students will complete and, discuss with the rest of the class Appendix N, “VIP

Words”.

2. The Facilitator will assess student participation in content and language through the

workshop using Appendix M, “Student Progress Report”.




Taller Dos

Objetivos Específicos

Al finalizar el taller, el estudiante podrá:

1. Describir y comparar los diferentes tipos de clientes que tiene la industria hotelera y

que tipos de propiedades sirven sus necesidades.

2. Identificar los diferentes eventos que han influenciado el desarrollo de la industria

Hotelera.

3. Reconocer las diferentes formas de catalogar los hoteles e identificar los pasos a

seguir para desarrollar el plan de viabilidad para el desarrollo de un hotel.

4. Explicar la organización de los hoteles y las funciones de sus diferentes

departamentos.

5. Describir los diferentes tipos de controles financieros utilizados por los hoteles para

evaluar sus operaciones.

Objetivos de Lenguaje

El estudiante podrá:

1. Traducir del inglés al español una investigación donde describa y compare los

diferentes tipos de clientes que tiene la industria hotelera y que tipos de

propiedades sirven sus necesidades

2. Después de leer una seccion, explicar la organización de los hoteles y las

funciones de sus diferentes departamentos utilizando excelente gramática y

puntuación en español.

3. Expresarse apropiadamente en español.

Direcciones Electrónicas

Hoteles

Best Western Hotels: http://www.bestwestern.com

Bison.com: http://www.bison1.com

Cendant Corporation: http://www.cendant.com

Choice Hotels: http://www.hotelchoice.com

Days Inn: http://www.daysinn.com/

Embassy Suites: http://www.embassy-suites.com/Hilton Hotels




Hilton Hotels: http://www.hilton.com

Holyday Inn Hotels: http://www.holiday-inn.com/

Host Marriot Corporation: http://www.hostmarriot.com

Hyat Hotels: http://www.hyatt.com/

Interval International http://www.intervalworld.com

Mandarin Oriental Hotel: http://www.mandarin-oriental.com/

Marriott International: http://www.marriott.com/

Motel 6: http://www.motel6.com

Starwood Hotels http://www.starwood.com

Walt Disney Corporation: http://www.disney.com/

Westin Hotels: http://www.westin.com

Tareas asignadas antes del Taller Dos

1. Lea el tema “Understanding the World of Hotels” y “Hotel Organization” del texto

sugerido y conteste las preguntas de repaso para discutir en el taller.

2. Visite el portal (Hotels Magazine) http://www.hotelsmag.com

a. Seleccione dos artículos bajo la sección “Editorial Archive” y describa

cómo los hoteles han adoptado nuevas prácticas para satisfacer las

necesidades de sus clientes y la sociedad. Entregue esta tarea al finalizar

el taller.

3. Entreviste al gerente de un hotel y escriba cuáles son los deberes y

responabilidades de dicha posición para discutir en clase. Entregue esta tarea al

finalizar el taller.

4. Utilizando los recursos sugeridos u otros, describa y comparare los diferentes tipos

de clientes que tiene la industria hotelera y que tipos de propiedades sirven sus

necesidades para discutir en clase.

5. Utilizando los recursos sugeridos u otros, explique la organización de los hoteles y

las funciones de sus diferentes departamentos.

6. Visite el portal Interval International http://www.intervalworld.com y conteste las

siguientes preguntas para entregar al finalizar el taller:

a. ¿Qué tipo de servicios ofrece esta compañía?




b. ¿Qué beneficios podría tener una persona que compra una propiedad de

tiempo compartido “time share” al utilizar estos servicios?

c. ¿Cuáles son las ventajas y desventajas de comprar unas propiedades de

tiempo compartido?

d. ¿Qué tipo de clientes normalmente compra un “time share?”

7. Visite el siguiente portal Starwood Hotels http://www.starwood.com y entregue esta

tarea al finalizar el taller.

a. Mencione los diferentes tipos de hoteles que operan bajo el nombre

Starwood.

b. Describa cada uno de estos hoteles de acuerdo con su localización,

precios, servicios y facilidades. Describe que tipo de cliente visitaría cada

uno de estos hoteles.

c. De los hoteles de Starwood, cuáles se consideran franquicias o

management contracts? Explique los beneficios de obtener una franquicia

o un “management company” de esta cadena de hoteles.

Actividades

1. El Facilitador y los estudiantes discutirán cómo se desarrolla un nuevo hotel:

selección del lugar, estudio de viabilidad y financiamiento.

2. La clase se dividirá en grupos de cinco estudiantes para discutir el estudio de caso

To Flag or not to Flag que se encuentra en el Anejo O.

3. Los estudiantes compartiran sus hallazgos sobre la tarea #2.

4. El Facilitador y los estudiantes discutirán en pleno cuáles son los deberes y

responsabilidades de un Gerente de Hotel.

5. En grupos de cinco estudiantes, compartirán sus hallazgos sobre la tarea #3 y

resumirán que es “Tiempo Compartido” en la industria de los hoteles.

6. Los estudiantes compartiran sus hallazgos sobre la tarea #4.

7. Discusión grupal sobre los diferentes departamentos que componen un hotel

a. Centro de Ganancias (“Revenue Centres”)

b. “Front Office”/Reservaciones/”Housekeeping”/Uniform Services”

c. Alimentos y bebidas/Banquetes/Room Service/Bars”




d. Otras Areas: “Telephone Services /Consessions

Rentals/Comisions/Recreation”

e. Centros de Costos (“Cost Centres”)

f. Ingeniería

g. Recursos Humanos

h. Mercadeo y ventas

i. Contabilidad

9. Discusión y análisis en pleno de controles financieros utilizados en la operación de

hoteles:

a. The Income Statement

b. The Balance Sheet

c. ADR, Occupancy Percentage, RevPar

10. El Facilitador explicará las tareas para el próximo taller.

Avalúo

1. Los estudiantes completarán el Anejo P, “Tarjeta de Aplicación”.

2. El Facilitador avaluará la participación de cada estudiante en relación al contenido

del taller y su dominio del idioma utilizando el Anejo M.




Workshop Three

Specific Objectives

At the end of this workshop, the students will be able:

1. Differentiate and describe the different industry segments that comprise the

restaurant industry.

2. Identify the different trends that are shaping the restaurant industry.

3. Summarize the different steps related to the development of a feasibility study and

outline the process to develop a restaurant concept.

4. Define the different customer segments related to the restaurant industry.

5. Explain how restaurants menus are organized and explain the different types of

menus for different establishments.

6. Describe control systems related to the restaurant industry and compare financial

controls used for these operations.

Language Objectives

The student will:

1. Express their personal opinion about the different trends that are shaping the

restaurant industry, using excellent oral command of the language.

2. Given a work-related problem scenario, the DLP will compose an essay proposing a

solution using a variety of vocabulary, including technical jargon in an appropriate

manner.

3. Propose solutions for daily work problems.

URLs

Restaurants

Benihana Restaurant: http://www.benihana.com

Burger King: http://www.burgerking.com/

Chili’s Grill and Bar: http://www.chilis.com

Chilis Restaurnats: http://www.chilis.com/

Dominos Pizza: http://www.dominos.com/

Fridays: http://www.tgifridays.com/

Kentuky Fried Chcken: http://www.kfc.com/




McDonald’s: http://www.mcdonalds.com/

Outback steak House: http://www.outbacksteakhouse.com/

Pizza Hut: http://www.pizzahut.com/

Taco Bell: http://www.tacobell.com/

The Olive Garden: http://www.olivegarden.com/

Wendys: http://www.wendys.com/

Assignments before Workshop Three

1. Read topics “Understanding the Restaurant Industry” from the suggested textbook,

and answer the review questions to discuss them in class. Turn in this assignment

at the end of the workshop.

2. Read topics ““Restaurant Organization and Management” from the suggested

textbook, and answer the review questions to discuss them in class. Turn in this

assignment at the end of the workshop.

3. Write a brief summary expressing your opinion about the different trends that are

shaping the restaurant industry for an oral presentation. The Facilitator will evaluate

this presentation using Appendix L.

4. Write a three pages APA style essay differentiating and describing the different

industry segments that comprise the restaurant industry, using correct grammar,

syntax and verb usage. Turn this assignment in at the end of the workshop. The

Facilitator will evaluate this essay using Appendix K.

5. Visit the website http://www.rimag.com (Restaurant and Institutions)

a. Click on the “Archive” to find articles featuring independent restaurants. Every

year, the April issue of “Restaurant and Institutions” has a major article

featuring Independent restaurants.

b. Read 3 articles on independent restaurants for three different years. Explain

what are independent restaurant striving to do maintain a competitive

advantage with chain restaurants.

c. Turn in this assignment at the end of the workshop.

6. Read topic Franchising is Big Business”, and review the top 50 restaurants for 2008,

and evaluate the top ten restaurants. Answer the following questions:




a. What restaurants are independently own and which are chain restaurants?

b. What different guest segments do these restaurants serve?

c. What type of menus do these restaurants offer?

d. Bring your findings to discuss them in class.

7. Select three different food service establishments (Cafeterias, Theme Restaurants,

Fast Food restaurants, Bar, Family Style Restaurant, etc.) and compare their menus.

Your comparison should include: menu items served, prices, quality of food, style of

service, ambiance, and location. Identify what type of customer will visit each of the

establishments that you visited. Turn in this assignment at the end of the workshop.

Activities

1. The Facilitator and the group will discuss the different segments and services of the


2. The Facilitator and the group will discuss how to develop a successful restaurant:

a. The Concept

b. Site Selection

c. Feasibility Study

3. Students will present their brief summary expressing their personal opinion about the

different trends that are shaping the restaurant industry.The Facilitator will evaluate

this presentation using Appendix L.

4. The students will share their articles on assignment #5.

5. The Facilitator will divide the class in groups of five students to discuss how

Restaurants are categorized and the importance of understanding the different

market segments that are served using Appendix Q: “Restaurants Services: A

Matching Game”.

6. The Facilitator and the students will discuss the Financial Controls used in the


a. The Income Statement

b. The Balance Sheet

c. Food Cost %, Average Check, Inventories

d. Food Cost and Cost Control Cycle.




7. In groups of five, the students will analyze Case Study: The Forum takes Wings

(Appendix R), and bring a summary to the rest of the class.

8. The Facilitator will discuss assigments for the next workshop.

Assessment

1. The students will complete and discuss with the rest of the class Appendix S, “Give

Me 3-2-1”.

2. The facilitator will assess student participation in content and language through the

workshop using Appendix M.




Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el estudiante podrá:

1. Definir lo que es servicio y explicar los desafíos que hay para manejar y mercadear

una empresa en la industria de servicio en comparación a la industria de la

manufactura.

2. Explicar las razones que motivan a que las personas viajen.

3. Identificar las razones por las cuales las personas estudian Gerencia en

Hospitalidad.

4. Evaluar que tipos de empleo que están disponibles en las diferentes áreas que

componen la industria de servicios y cuáles son los pasos a seguir para adquirir un

empleo en la industria.

5. Preparar un resumé y conducirse profesionalmente en una entrevista de trabajo.

Objetivos de Lenguaje

El estudiante podrá:

1. Dada una sección en inglés, podrá reproducir la misma en el idioma español

explicando como los cambios demográficos y psicográficos de la población

norteamericana impactan la demanda en la industria de hoteles y restaurantes.

2. Resumir las ideas principales utilizando excelente gramática y puntuación en

español, explicando la evolución de la industria de hoteles y restaurantes con

relación a eventos históricos en el ámbito mundial.

3. Expresarse apropiadamente en español.

Direcciones Electrónicas

Hoteles

Days Inn: http://www.daysinn.com/

Embassy Suites: http://www.embassy-suites.com/Hilton Hotels

Holyday Inn Hotels: http://www.holiday-inn.com/

Hyat Hotels: http://www.hyatt.com/

Mandarin Oriental Hotel: http://www.mandarin-oriental.com/

Marriott International: http://www.marriott.com/




Walt Disney Corporation: http://www.disney.com/

Restaurantes

Burger King: http://www.burgerking.com/

Chilis Restaurnats: http://www.chilis.com/

Dominos Pizza: http://www.dominos.com/

Fridays: http://www.tgifridays.com/

Kentuky Fried Chcken: http://www.kfc.com/

McDonald's: http://www.mcdonalds.com/

Outback steak House: http://www.outbacksteakhouse.com/

Taco Bell: http://www.tacobell.com/

Pizza Hut: http://www.pizzahut.com/

The Olive Garden: http://www.olivegarden.com/

Wendys: http://www.wendys.com/

Oportunidades de empleo

Career Builder: http://www.careerbuilder.com

Hospitality Adventures: http://ww.hospitalityadventures.com

Hospitality Careers: http://www.hospitality.careerbuilder.com

Hospitality Careers: http://www.outdoorhospitalitycareers.com/

Monster Jobs:http://www.monster.com/

Int. Assoc. of Convention and Visitors bureau: http://www.iacvb.org

Restaurant Careers: http://www.restaurant.org/careers/

Restaurant Jobs: http://www.restaurantjobs.com/

Resumé

http://resume.monster.com/?WT_srch=1

http://www.pongoresume.com/index.cfm

Tareas a realizar antes del Taller Cuatro

1. Busque tres definiciones de hospitalidad. Compárelas y desarrolle su propia

definición de dicho concepto. Su definición no debe tener más de cinco (5)

palabras. Entregue esta tarea al finalizar el taller.




2. Lea los temas “Service makes the difference” y “The Travel and Tourism Industry”

del texto sugerido y conteste las preguntas de repaso que se encuentran al finalizar

cada tema para discutir en clase. Entregue esta tarea al Facilitador al terminar la

clase.

3. Utlizando los recursos mencionados o los suyos propios busque información sobre

la evolución de la industria de hoteles y restaurantes con relación a eventos

históricos en el ámbito mundial. Escriba un ensayo de tres páginas en estilo APA

con respecto al tema. Entregue esta tarea al finalizar el taller. El Facilitador evaluará

dicho ensayo utilizando el Anejo K.

4. Lea el tema “Exploring Hospitality Careers” del texto sugerido, y luego, visite las

siguientes direcciones electrónicas o cualquier otra que ofrezca oportunidades de

empleo dentro de la industria de la hospitlidad:

Monster Jobs: http://www.monster.com/

Career Builder: http://www.careerbuilder.com

Hospitality Careers: http:/www.hospitality.careerbuilder.com

Hospitality Adventures: http:www.hospitalityadventures.com

Hospitality Careers: http://www.outdoorhospitalitycareers.com/

Restaurant Careers: http://www.restaurant.org/careers/

Restaurant Jobs: http://www.restaurantjobs.com/

Int. Assoc. of Convention and Visitors bureau: http://www.iacvb.org

5. Prepare un listado de siete (7) diferentes tipos de empleo que hay disponibles en la

industria de la hospitalidad. Seleccione aquellas posiciones que sean de interés o

que le llame la atención por su particularidad. Escriba un resumen de cada posición

que seleccionó e incluya la siguiente información:

a. Títulos de las posiciones seleccionadas.

b. Nombre de las Compañías o Empresas.

c. ¿Que tipos de servicios ofrecen estas compañías?

d. ¿Que requisitos usted necesitaría para adquirir estos empleos?

e. ¿Qué le llamo la atención en particular de esos empleos (ejemplo: salario,

localización, compañía, tareas y responsabilidades, etc.)?




f. Genere una opinión sobre los beneficios que le brindarían estas posiciones

para su desarrollo profesional y que debería hacer usted en términos de

planificación profesional para lograr adquirir estos empleos.

6. Utilizando los recursos sugeridos o los suyos propios, prepare un Resumé

Profesional para entregar al finalizar la clase. Venga preparado para simular una

entrevista. Puede utilizar cualquier formato profesional para la preparación de su

resumé. Se requiere vestimenta profesional para el este taller.

Actividades

1. El Facilitador y los estudiantes discutirán en pleno la definición de hospitalidad.

2. Análisis y discusión en pleno sobre los temas “Service makes the difference” y “The

Travel and Tourism Industry.

3. El Facilitador dividirá la clase en grupos de cinco estudiantes. Cada grupo

compartirá sus hallazgos sobre la tarea #5 y traerá un resumen al grupo en pleno.

4. En parejas, los estudiantes llevarán a cabo una dramatizacion (“role-playing”) donde

unos participarán como entrevistadores y otros como solicitantes de empleo.

5. El profesor presentará los pasos a seguir para buscar un empleo y discutirá técnicas

de comportamiento que se pueden utilizar durante una entrevista de trabajo.

6. El Facilitador explicará las tareas para el próximo taller.

Avalúo

1. Los estudiantes completarán el Anejo T, “Reacción Escrita Inmediata”.

2. El Facilitador avaluará la participación de cada estudiante en relación al contenido

del taller y su dominio del idioma utilizando el Anejo M.




Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives

At the end of the workshop, the student will:

1. Explain what a management company is and discuss the advantages and

disvantages of it.

2. Compare the benefits of operating a hotel under a franchise and a management

company.

3. Explain what a franchise is and to discuss how it works.

4. Identify the advantages and disvantages of a franchisor and a franchisee of a

franchise.

5. Analize how a franchise works for both a hospitality and restaurant industries.

Language Objectives

The student will:

1. Provide persuasive solutions of controversial issues in both languages.

2. Analyze, understand, infer, and identify the main ideas of a tourist information

passage.

3. Express him/herself appropriately in both languages

Electronic Links

Hotels

Accor http://www.accor.com

Best Western http://www.bestwestern.com

Carlson Companies http://carlson.com

Choice Hotels Internationals http://www.hotelchoice.com

Organizations and Resources

American Association of Franchisees & Dealer http://www.aafd.org




Franchise Handbook: On-Linehttp://www.franchise1.com

FraInfo htpp://www.frainfo.com

International Franchise Association (IFA) http://www.franchise.org

Restaurants

Arby’s http://www.arbys.com

Bassin-Robbins http://www.baskinrobbins.com

Dairy Queen http://www.dairyqueen.com

Dunkin’Donuts http://www.dunkindonuts.com

Assignments prior Workshop Five

1. Read the topic “How Management Companies Manage Hotels” from the suggested

textbook and answer the review questions in Spanish to discuss them in class.

2. Read the topic “Franchising is Big Business” from the suggested textbook and

answer the review questions in English to discuss them in class.

3. Complete your portafolio to turn in at the beginning of the workshop.

Activitities

1. The students will turn in their portfolios at the beginning of the workshop. The

Facilitator will evaluate this portfolio using Appendix C.

2. The Facilitator and the students will discuss what a management company is in

Spanish.

3. The Facilitator will divide the class in two groups: one in favor of franchises and the

other one against it. Each group will debate in English the advantages and

disvantages of it.

4. The Facilitator will recapitulate about the topic in English.

5. The students will complete the final course assessment.

Assessment Activities

1. The students will complete the “No-test-test” (Appendix U) to turn in at the end of the class.

2. The facilitator will assess student participation in content and language through the

workshop using Appendix M.




Anejo A/Appendix A

RÚBRICA PARA EVALUACIÓN DE ASISTENCIA Y PUNTUALIDAD

NOMBRE: ________________________ NOTA FINAL _____________

FECHA: ____________________________

La asistencia a cada taller es mandatoria y la puntualidad representa ética profesional.

El facilitador llevará un registro de las mismas para cada taller y, al finalizar el curso,

utilizará este anejo para evaluar a cada estudiante.

Asistencia y puntualidad: ______ x 2= _____%

_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= Asistencia perfecta

Comentarios :

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.




Appendix A

RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Attendance is mandatory, and being punctual reflects a professional ethic. The

facilitator will register the student’s performance for both in every workshop. At the end

of the course, the Facilitator will evaluate each student with this rubric.

Attendance and Punctuality: ______ x 2= _____%

_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in

2 workshops

_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or

more workshops

_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or

more workshops

_____ 3= Absent in 1 workshop or attended all workshops but was late in 3

workshops

_____ 4= Attended all workshops but was late in 1 or 2 workshops

_____ 5= Perfect attendance

Comments :

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________




Anejo B/Appendix B

RÚBRICA EVALUACIÓN DE PARTICIPACIÓN EN CLASE

NOMBRE: _________________________ NOTA FINAL: __________

DATE: ____________________________

Participación en clase : ______ x 2= _____%

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Participa activamente de todas las actividades de la clase.

2. Demuestra iniciativa y creatividad en las actividades de clase.

3. Demuestra interés en las discusiones presentadas en la clase.

4. Viene preparado/a a clase. 5. Contribuye a la clase con material e

información adicional.

6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus compañeros.

LENGUAJE 8. Contribuye frecuentemente a las

discusiones en clase utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.

10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.

Comentarios :

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.




Appendix B

RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Class Participation: ______ x 2 =_____%

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Active participation in class.

2. Demonstrates initiative and creativity in class activities.

3. Demonstrates interest in class discussion.

4. Arrives prepared to class.

5. Contributes to class with additional material and information.

6. Demonstrates attention and opening towards arguments from classmates.

7. Respects questions and expositions from classmates.

LANGUAGE

8. Contributes frequently to class discussion in the workshop’s language.

9. Answers questions made by the facilitators and classmates in the workshop’s language.

10. Formulates questions pertinent to the class subject in the workshop’s language.

Comments :

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.




Anejo C/Appendix C

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do

ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and

portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to

quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of

the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and




abilities? � Growth/Development: Do samples provide thorough understanding of growth and

development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work? Does the student

provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a

reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and

professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a

potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus




Anejo D/Appendix D

PORTFOLIO INFORMATIONAL SHEET (to be placed in fron t)

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

Anejo E/Appendix E Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Student can also build a Table of Contents instead.




Anejo F/Appendix F

Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________




Anejo F

Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Prep. 08-09-03. Prof. Manuel A. Rivera Ramirez Rev. 02-04-06 Prof. Abigail Ríos-Lugo, MPA

Rev. 08-01-09 Prof. Abigail Ríos-Parnell, MPA

Anejo G/Appendix G

Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: _________________________________________________________________ Strategies:

1. _______________________________________________________________________ 2. _______________________________________________________________________




Anejo H/Appendix H

Letter to students

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

Date Dear Student,

Greetings from Sistema Universitario Ana G. Méndez!

As part of our assessment plan we are collecting a sample of one portfolio from courses

that have portfolios as an assessment tool. We collect these portfolios randomly and

your course may be selected for assessment this PT (Part of Term). The evaluation and

submission of these portfolios is going to be performed by the facilitator. The selected

portfolio has to be evaluated overall as excellent.

Portfolios are essential evidence of coursework and we would like to take that in

consideration for our institutional assessment. We encourage our students to continue

their good work and to follow the guidelines that accompany this letter. In case that your

course is selected for portfolio assessment, your facilitator will provide more information

about what has to be included in your portfolio and details about the process.

Cordially,

Coordinator of Assessment and Placement




Anejo I/Appendix I

Use and Return of Portfolio


I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date




Appendix I

Use and Discard of Portfolio


I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

.

______________________________ ___________

Student’s Name (print) Date

_______________________________ _____________

Student’s Signature Date




Anejo J/Appendix J

COURSE EXPECTATIONS

Objective : To align the objectives of the course with the student’s expectations.

Procedure: Students will write their expectations of the course, the perceived

objectives and their goals to be achieved with the course. The student will share their

expectations with the rest of the group.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.




Anejo K/Appendix K

RÚBRICA PARA EVALUAR UN ENSAYO

NOMBRE: ____________________________ NOTA FINAL _____ X 2= ______%

FECHA: _______________________________

5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió el criterio

Criterios de contenido 5 4 3 2 1 0

1. Realiza una introducción efectiva al tema.

2. Desarrolla el tema en forma organizada y coherente.

3. Mantiene la cronología de los eventos.

4. Argumentos válidos y aportan al análisis del tema.

5. Define los conceptos básicos del tema.

6. Realiza una conclusión efectiva al resumir ideas principales.

7. Sustenta el desarrollo del tema con referencias estilo APA.

Criterios de lenguaje

8. Excelente gramática y sintáxis.

9. La selección del vocabulario es apropiada para el tema.

10. Excelente ortografía, acentuación y puntuación.

Total 50 points

Comentarios:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________




Appendix K

RUBRIC TO EVALUATE AN ESSAY

NAME: ____________________________ FINAL GRADE _____ X 2= ______%

DATE: _______________________________

5-Excellent 4-Good 3-Regular 2-Poor 1-Defficient 0-Do not complete criteria

Content Criteria 5 4 3 2 1 0

1. Performs an effective introduction of the theme.

2. Develops the theme in an organized and coherent manner.

3. Maintain a chronology of the events.

4. Valid arguments to the analysis of the theme.

5. Define the basic concepts of the theme.

6. Performs an effective conclusion resuming the main ideas.

7. Sustain the development of the theme with APA references.

Language Criteria

8. Excellent grammar and syntax.

9. Vocabulary selection is appropriate to the theme.

10. Excellent style, punctuation, spelling.

Total 50 points

Comments:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________




Anejo L/Appendix L

Language Oral Presentation Rubric

Student Name: ____________________________Date:___________________ Criteria Value

Points Student Total Store

Content 1. The speaker provides a variety of types of content appropriate for the task such as generalizations examples and various forms of evidence.

10

2. The speaker takes into account the specific of the listener knowledge and experience.

10

3. The speaker uses arguments which are adapted to the values and motivations of the specific listener.

10

4. The speaker uses delivery to emphasize and enhance the meaning of the message.

10

5. The speaker delivers the message in a lively enthusiastic fashion.

10

6. The volume varies to add emphasis and interest. 10 7. Pronunciation and enunciation are very clear. The speaker

exhibits very few disfluencies such as "ahs”, "uhms" or "you know."

10

Language 8. Student pronounces words in a clear and correct manner so as to make language understood to others.

10

9. Correct use of grammar and verb conjugation. 10 10. Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s signature: ________________ Facilitator’s Signature: __________________




Anejo M/Appendix M

Student Progress Report/Reporte de Progreso del Est udiante

Name: ____________________________

Workshops / Criteria / Value Points Points Obtained

Comments/Action Plan Student/Facilitator’s Signatures

Workshop One Criteria: a. Student completed assignments with excellent grammar, syntax and

orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor) b. Student demonstrated good understanding of the content, and discusses it using good comprehension, vocabulary and grammar. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

Taller Dos Criterio: a. El/la estudiante completó las tareas asignadas utilizando excelente gramática, sintáxis y ortografía. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre) b. El/la estudiante comprendió el contenido del taller y discutió el mismo utilizando buena comprensión, vocabulario y gramática. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre)

Workshop One Criteria: a. Student completed assignments with excellent grammar, syntax and

orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor) b. Student demonstrated good understanding of the content, and discusses it using good comprehension, vocabulary and grammar. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

Taller Dos Criterio: a. El/la estudiante completó las tareas asignadas utilizando excelente gramática, sintáxis y ortografía. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre) b. El/la estudiante comprendió el contenido del taller y discutió el mismo utilizando buena comprensión, vocabulario y gramática. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre)

Taller Cinco/Workshop Five Criteria: a. Student completed assignments with excellent grammar, syntax and

orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor) b. Student demonstrated good understanding of the content, and discusses it

using good comprehension, vocabulary and grammar. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

TOTAL




Anejo N/Appendix N




Anejo O/Appendix O

Case Study: To Flag or not to Flag

Source: John Walker, Introduction to Hospitality (1999)

Joy and Bob Brown retired from the military in 1965. They bought a motel near a

picturesque New England town. The Cozy Motel is clearly visible and easily accessible

from the turnpike. It has 75 rooms that are in good shape, having just been refurbished,

and the curbside appeal of fresh paint and attractive landscaping adds to the motel’s

presentation.

The motel’s year round occupancy is 58%, which is about 10% below the national

average. The Cozy Motel’s guests are a mix of business travelers, who are mostly from

companies at the nearby business park; a few retirees traveling for pleasure; an

occasional bus tour; and some sports team.

The Browns have asked several major franchise corporations to submit their best offers.

The best one indicates that the cost a franchise application fee is $20,000, and that

there is two percent marketing fee and reservation fee of $4 per room booked by the

Central Reservation System.

Discussion Questions:

1. What would you do in the Browns situation? Should they sign a franchise

agreement or not? Make assumptions if needed.

2. What terms and conditions of a franchise agreement would be acceptable to you

or the Browns?

3. What additional information, would you or the browns, need to know?




Anejo P/Appendix P

TARJETA DE APLICACIÓN

¿Has aplicado a tu vida profesional algunos de los conocimientos discutidos en clase

hoy? Si contestaste que Sĺ, describe lo más detalladamente posible uno o más

ejemplos. Si contestaste que NO, explica el por qué detalladamente.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_______________________________________________________________________.




Anejo Q/Appendix Q

“Restaurant Services: A Matching Game”

Objective: To reinforce major terms related to Restaurant Classification.

Classify Restaurants by the different segments that they serve and

the difference in service styles.

Procedure: Students will be divided into groups and their task is classifying the

different Reaturants according to the service provided. Restaurant

may have more than one category. Students will explain their

finding to class. Each group must answer the following questions:

Where are this located? What types of menus are served? What

are the different expecations that costumers may have depending

on the restaurant style?

Materials Required: The professor will provide a list of restaurants and a brief

description of the services and location.




Anejo R/Appendix R

Case Study: The Forum Takes Wing

Source: John Walker, Introduction to Hospitality (1999)

In August of 1994, Steve Departe, former chef at the exclusive Broodmore Country

Club, and his wife Alice Cable opened The Forum, a classic European restaurant in a

small suburb of a large, Midwestern city.

Given their experience, including Alice’s family’s having a successful chain of pizza

shops, The Forum opened to a great acclaim. The local newspaper’s restaurant critic

gave it four out of five forks. The critic specially praised the level of service, the

atmosphere and the appetizers and entrees. The food was top quality and prepared

fresh with great flair. The wait staff was pulled from various area restaurants and hotels

and thus, had a great deal of experience and knowledge of foodservice.

Not only did the restaurant receive good reviews, it also enjoyed a good word of mouth

recommendations. For a town and metro area accustomed to Midwestern fare (steaks,

ribs and chicken) The forum was a success.

The Forum also contained a lounge to handle the waiting crowds. In keeping with the

chef vision, it had an extensive selection of premium wines for both the lounge and the

dining room. Also true to his vision, beer selection was limited to a few imports and only

the top domestic brand. The liquor selection was not spectacular, but offered a deal

more variety than many other local restaurants.

The dining room, especially on the weekends, was full. It was not very large, seating

only 85 customers. Reservations were necessary for Friday and Saturday, however

Sunday was usually the slowest day. The weekdays were often very slow, but the rush

during the weekend evened out the week. The average check was about $16.50 on the

weekend. This represented a contribution margin of almost $6. Food Cost to sales




ranged from 43% to 47%. A separate analysis of the lounge showed a contribution

margin of almost $4 per person and a beverage cost of only 27%.

When Chef Departe became aware of the results, he did some research on the

surrounding proprietors and friends in the industry. He concluded that his food cost to

sales ratio was too high. He also noticed the abundance of sports bars in the area and

their relatively low food cost to sales ratio and high contributions margins.

During the summer of 1995 and the fall of 1996, chef Departe expanded his lounge

business to include few inexpensive bar items such as chicken wings and onion rings.

He also extended the selection of beers available. Chef Departe eventually gave the bar

a sports theme, taking advantage of the local baseball team being in the playoffs and

the new football team expansion. He installed two large screen televisions for the fans

and ran a “munchie”and dinner specials during televised events of the home team. The

results astounded chef Departe, as his lounge total sales climbed and his margin

increased. By December 1996, The Forum had been redesigned and reopened as The

Arena, a premier sports bar specializing in hot wings and fried mushrooms.

Much to the dismay of chef Departe, the results did not mirror his lounge’s initial

success. Within a month, the revenues were 40% below the previous year. His

professional staffs were let go and replaced with fewer and less well trained college

students.

Discussion Questions:

1. What do you think went wrong with the running if the restaurant?

2. How would you advise chef Duparte has his wife as far as changing the concept of

the restaurant?

3. What marketing Strategies would you use to bring in customers and keep the

contribution margins high and the food cost to sales ratio low?

4. How would you handle this situation?




Anejo S/Appendix S




Anejo T/Appendix T

REACCIÓN ESCRITA INMEDIATA

Nombre: ___________________________

Fecha : ___________________________

Después de cada taller, deberá contestar las siguientes preguntas y devolver este

documento al/a la facilitador/a. Estas contestaciones le proveerán al facilitador/a

información valiosa acerca de sus dudas respecto a los temas o asuntos discutidos en

el taller de hoy.

1. El tema más importante del taller de hoy fue…

2. Después de discutir el tema, aún me quedan algunas dudas, que son…

3. Me agradaría que se retomara la discusión de los siguientes aspectos

relacionados al tema, ya que éstos son de importancia para mí.




Appendix T

ONE MINUTE- PAPER

Name ________________________

Date _________________________

After each workshop, you must answer the following questions and return the

document to the facilitator. These answers will provide the facilitator with valuable

information regarding your doubts regarding the topics or concepts discussed in class

today.

1. The most important topic or theme of today’s workshop was…

2. After discussing the topic, some questions are still unanswered. These are…

3. I would like this discussion to go further into these other/s topic/s that are very

important for me.




Anejo U/Appendix U

The No-Test Test

Objective: To enable students to summarize the content covered in class.

Procedure: Students will be divided in groups and their task is to identify 3 or 4

of the most important points covered in class and brainstorm a way

to help them remember them.

Class Review

The No-Test Test


Documents

ITHM 101 INTRODUCTION TO THE HOSPITALITY INDUSTRY … · 2014-06-26 · ITHM 101 Introduction to the Hospitality Industry 3 Prep. 08-09-03. Prof. Manuel A. Rivera Ramirez Rev. 02-04-06