Cameron Jensen 1

Instructional Design Document for New Manager Orientation

Background on organization: Farmers Restaurant Group (FRG) is a Washington D.C. based restaurant
group co-owned by two principle operators and a National Farmers Union. This partnership was born to
bring mindfulness to the source of our food, the American family farmer close to the seat of power,
Washington D.C. while bringing a share of the farming dollar back to the farmers. The menu, service and
culture are all organized around the central principle of, “Everything Matters, Everything is Personal”.
The original location opened in 2008 years and the group now comprises seven restaurants in the DC
Metro area as well as Pennsylvania. The two original founders are major stakeholders and are still close
to the operation today. They have a breadth of experience in the industry and run the management
company while reporting results to the Farmers Union.

Background on Organizational Goals: Retention, growth and development of staff are key values of this
organization. The industry standard for hourly staff turnover is >100%. Location by location this result
varies with the best turnover at Founding Farmers Montgomery County being <50% and the highest at
Founding Farmers DC being >100%. The company average is below industry standard, but the
organization goal is >60%. FRG has an internal management goal to promote 70% of managers from
within. This means that staff with the intention to grow their careers in the restaurant industry that
show leadership, and aptitude are developed to management and leadership roles. Promoting and
developing staff from within contributes to the retention results but it also creates a skill gap for, “soft
skills”. Developing talented employees without management experience creates a need for soft skill
training.

The organization goal for staff retention is directly tied to the management soft skills gap. The soft skills
gap for newer managers may be a contributing factor to new manager turnover as well as hourly staff
turnover. Closing the soft skill gap will contribute to lower turnover.

Instructional Goal: FRG Managers will handle difficult staff interactions with professionalism empathy
and tact.

Given a difficult conversation with a staff member, FRG managers will demonstrate soft skills
appropriate for the scenario.

Needs Assessment

Task Dependency Owner Outcomes Risks Timelines Contingency

Planning
Interview owners This needs self Identify They may May 29- Send email or
for desired to happen strategic give June 5th set up a phone
outcomes of New prior to business additional call.
Manager deliverable objectives and direction and
Orientation. 3. align to pile on more
learning objectives for
solution. Orientation.
Interview General This should Self Identify They may May 29- Send email or
Managers to initiate happen perceived give June 5th set up a phone
gap analysis. What is prior to performance additional call.
expected after deliverable gap. direction and
orientation and 3. pile on more
Cameron Jensen 2

what is the current objectives for

performance? Orientation.
Establish Write Self Write none May 29- Use
Instructional Goal before instructional June 5th Instructional
deliverable goal to guide Goal already in
2 but expect performance use until
to revise. objectives. revision based
on needs
assessment.

Task Dependency Owner Outcomes Risks Timelines Contingency

Planning
Needs Analysis: Review Must be done Self Connect There could May 29- I conduct the
turnover data for first to performance be other June 4th exit
managers in the past generate list goal to variables for interviews for
year. of managers business managers manager
to interview. objectives. that have leaving the
This turned over company and
establishes in the past have access
the list of year not to HR data.
managers to related
observe and directly to
interview job
further. performance.
Interview/Questionnaire List of self Get “25 foot” They may May 29- Give
managers for perceived managers perspective give June 4th questionnaire
priorities of new surveyed is for learning additional to managers
manager orientation to based on goals from direction and in person at
prepare for turnover data orientation. pile on more scheduled
performance above. objectives for professional
environment. Orientation. development
class.
Review existing This task self Align new Some May 29- Validate if
manager training does not manager materials are June 4th materials are
materials. depend on expectations out of date being used by
another task to learning and no GM’s.
happening goals. longer used.
first.
Company technology Complete. Self Establishes The IT May 29- An outside
scan. learner skill department June 4th. consulting
level with can be agency just
technology. unavailable did an IT
at the last needs
minute assessment
because they and I may be
have to put able to get
out so many access to this
fires in information.
operations.
Cameron Jensen 3

Review prior training Complete self Helps The current May 29- We have
delivered related to the before establish the materials June 4th. other
goal. objective and gap in align to the orientation
assessment training existing materials in
development. material. instructional the company
goal. If the that I can use
needs that could be
assessment useful if my
results reveal current
a big gap materials
then these prove
materials will useless.
have to be
completely
updated.
Develop profile of Ongoing self Observe how Managers May 29- I have been
learner, performance observations. objectives may worry June 4th. immersed in
and context from that I am the
characteristics. orientation evaluating environment
are instead of for 8years so
applicable in observing I can pull
the work them and tell previous
environment. me what I observations.
want to hear.
Interview SME’s to Must be self Reveal SME’s may May 29- Access
gather existing complete existing want to June 4th company
resources on the prior to learning update their cloud sharing
content. storyboard. tools and materials for existing
save time and delegate materials.
making new task to me
ones. taking more
time.

Goal Analysis

The results of the needs assessment showed a soft skills knowledge gap for new managers. Based on an
organizational scan this makes send since we have a lot of emerging managers that are just developing
these skills as they come out of MIT training. Stake holders have expressed a need for them to develop
key skills for difficult conversations with staff to contribute to staff retention and promotion.

Learner Analysis

Position- Front of House managers

Age- 20’s, 30’s

Experience with technology- All have mobile devices and access to desktops and laptops at work

Attitude towards content- The new managers are eager to develop soft skills.

Education level- Most high school grads, some undergrad or associate’s degree.
Cameron Jensen 4

Contextual Analysis

Learning Context- Online training module accessed from office computer or home computer. Possible
mobile device.

Performance Context- Very busy restaurant open 7 days a week, breakfast lunch and dinner. Front of
house staff of 60 and up to 30 people at one time.

Instructional Objectives, Strategy and Activities

1. Identify important soft skills for restaurant managers.

2. Match appropriate soft skill to a given scenario.
3. Given an employee that is late for work seek to understand the reason for tardiness
demonstrating respect, and active listening; communicate with the employee to help them
build better habits while following FRG policy.
4. When an employee calls out for a shift seek to understand the reason for the call out,
practice active listening and clearly communicate next steps to the employee while
following FRG policy.
5. When an employee communicates a personal emergency demonstrate active listening and
reliability while following FRG policy.
6. Given a conflict between staff members seek to understand conflict demonstrating active
listening and communicate a plan to resolve the conflict while following FRG policy.
7. Given a guest recovery due to service error coach the employee demonstrating respect and
active listening to resolve cause of error for the future.
8. Given an employee demonstrate active listening to learn their basic scheduling needs while
following FRG systems.

6 important soft skills

1. Respect
2. Active listening
3. Reliability
4. Participating
5. Communicating
6. Solving Problems

Scenarios:
1. Employee tardiness
2. Call out
3. Personal emergency
4. Resolves staff conflicts
5. Service error
6. Learn the basic needs of staff

Objective Document/Resource Assessment

Cameron Jensen 5

Identify important soft skills for restaurant 6 Essential soft skills Match soft skills to
managers. slide from HR power description.
point List soft skills
Match appropriate soft skills to a given 6 Essential soft skills Match soft skills to
scenario. slide from HR power appropriate scenario.
point
Given an employee that is late for work Active listening demo- Written response to
seek to understand the reason for tardiness FIND ONE describe how to solve
demonstrating respect, and active listening; FRG handbook situation or role play
communicate with the employee to help HR 101 class
them build better habits while following
FRG policy.

When an employee calls out for a shift seek Active listening demo- Written response to
to understand the reason for the call out, FIND ONE describe how to solve
practice active listening and clearly FRG handbook situation or role play
communicate next steps to the employee HR 101 class
while following FRG policy. Employee counseling
form
When an employee communicates a Active listening demo- GM review of employee log
personal emergency demonstrate active FIND ONE and observation
listening and reliability while following FRG HR 101 class- proper
policy. reporting of employee
events to other
managers
Given a conflict between staff members Employee concerns GM review of employee log
seek to understand conflict demonstrating and complaints slide and observation
active listening and communicate a plan to HR 101 class- proper
resolve the conflict while following FRG reporting of employee
policy. events to other
managers
Given a guest recovery due to service error FRG Grovel and GM review of employee log
coach the employee demonstrating respect Schmooze and observation
and active listening to resolve cause of class/document
error for the future.
Given an employee demonstrate active Active listening demo GM review of dream
listening to learn their basic scheduling FIND ONE schedule template, actual
needs while following FRG systems. DREAM Schedule schedule and observation.
template

Content Outline

Entry level skills- Managers should attend HR 101 prior to this course. This must be verified.

Pre-Instructional Activities- Tie soft skills to employee engagement and retention. This is an
organizational goal.

Learner Engagement and Participation

Cameron Jensen 6

Level 1 Objectives:

1. Identify important soft skills for restaurant managers.

2. Match appropriate soft skill to a given scenario.

Students identify from a list what they believe to be soft skills.

Present answers.
Display description of each soft skill.
Students view scenarios and match appropriate soft skill that is demonstrated.

Level 2 Objectives:
1. Given an employee that is late for work seek to understand the reason for tardiness
demonstrating respect, and active listening; communicate with the employee to help them
build better habits while following FRG policy.
2. When an employee calls out for a shift seek to understand the reason for the call out,
practice active listening and clearly communicate next steps to the employee while
following FRG policy.
3. When an employee communicates a personal emergency demonstrate active listening and
reliability while following FRG policy.
4. Given a conflict between staff members seek to understand conflict demonstrating active
listening and communicate a plan to resolve the conflict while following FRG policy.
5. Given a guest recovery due to service error coach the employee demonstrating respect and
active listening to resolve cause of error for the future.
6. Given an employee demonstrate active listening to learn their basic scheduling needs while
following FRG systems.

Students will be presented with each scenario and a demonstration of how it is solved with explicit
reference to each soft skill. They will then be given a sample scenario to role play with a partner or write
how they would resolve.

Assessment

Managers will be presented with a scenario and write a paragraph to explain how they would resolve it.
They can also audio or video record their answers. GM and HR will review.

Follow up activities-

Links- Classroom:

HR 101
Management 101
Building Powerful and Effective Relationships

Beta Testing

The Beta testing group is a selected group of emerging front of house managers that have completed
their introductory MIT training and are now running shifts.
Cameron Jensen 7

One on One feedback will be conducted in the form on informal interviews.

A questionnaire will be emailed to test group following the beta testing:

Attitude Questionnaire for Formative Evaluation

Instructions:
I. Attention: To what degree did the following instructional activities hold your interest or
attention?
INSTRUCTIONAL AREAS ATTENTION LEVEL CIRLE ONE LEVEL FOR EACH AREA
A. Role Play with a partner. Little 1 2 3 4 5 Very Attentive
B. Read A Blog about soft skills. Little 1 2 3 4 5 Very Attentive
C. Write how you would Little 1 2 3 4 5 Very Attentive
Handle a situation.
D. Watch a video demonstration. Little 1 2 3 4 5 Very Attentive

II. Relevance: To what degree do you believe the following activities are relevant for
helping you have difficult conversations with the staff.

RELEVANCE LEVEL
Reading informational Blog and graphics. Little 1 2 3 4 5 Very

Matching soft skills to given scenario. Little 1 2 3 4 5 Very

Role play with a partner. Little 1 2 3 4 5 Very

Watch a video demonstration. Little 1 2 3 4 5 Very

III. Confidence: What level of confidence do you have that you can use these soft skills to
interact with the staff.
CONFIDENCE LEVEL
Active Listening Little 1 2 3 4 5 Very Confident
Demonstrate empathy Little 1 2 3 4 5 Very Confident

Conflict Resolution Little 1 2 3 4 5 Very Confident

Cameron Jensen 8

Coach an employee on performance. Little 1 2 3 4 5 Very Confident

IV. Clarity Level: What level of clarity do you believe the following instructional materials
and activities have?
CLARITY LEVEL
Introduction Little 1 2 3 4 5 Very Clear
Objectives for session Little 1 2 3 4 5 Very Clear
Role play with a partner Little 1 2 3 4 5 Very Clear

Self-Evaluation of soft skills Little 1 2 3 4 5 Very Clear

V. Satisfaction: Overall how satisfied were you with:
SATISFACTION LEVEL
The facilities Little 1 2 3 4 5 Very Satisfied
The instructor Little 1 2 3 4 5 Very Satisfied
The pace Little 1 2 3 4 5 Very Satisfied
The instruction Little 1 2 3 4 5 Very Satisfied

VI. Comments:
Please comment on aspects if the instruction that were strengths or problems for you
personally.

Strengths:

Problems:

Please comment on aspects of the instruction that you preferred.

Any other comments?

Cameron Jensen 9

Evaluation Plan

Managers from the Beta test group will be observed in 3-month chunks over the course of the year by
myself, GM’s, director of HR and Service Managers. Managers will be evaluated based on the objectives
above and their communication of their new skills through the employee communication log monitored
by the HR team.

Organizational Impact: How will we know the impact of the training? The organization goal of decreased
turnover of hourly and managerial level will be assessed for the manager test group and the locations
where they work. Manager and hourly turnover data is available at the end of each period (month).

Summative Evaluation

Managers from the Beta test group will be observed in 3-month chunks over the course of the year by
myself, GM’s, director of HR and Service Managers. Managers will be evaluated based on the objectives
above and their communication of their new skills through the employee communication log monitored
by the HR team.

The progress of each manager is objectively and subjectively assessed in three month chunks against our
company career path objectives. The career benchmarks are tracked for each manager.