Multinational Coffee

Multinational CoffeeNew Franchisee Training Proposal

Multinational Coffee: New Franchisee Training Proposal by Sarah Powers, Jennifer Rader, Nina Unger, and Rose Maxon

1Multinational coffee franchise is revamping its training program for first-time franchise owners.

Training will include:Machine/appliance operation and basic maintenancePurchasing and inventory managementHiringCustomer serviceIntroduction

Curriculum Designs Incorporated proposes the following curriculum design strategy that will revamp Multinational Coffees franchisee training program for first-time franchise owners. This proposal addresses the following topics of instruction: Machine/appliance operation and basic maintenance Purchasing & inventory managementHiring Customer service2Goals and ObjectivesLearning GoalThe learner will staff and manage daily operations of a profitable franchise coffee shop.

Learning ObjectivesGiven access to the online corporate database, the learner will locate appliance manuals.Given the franchise equipment manuals, the learner will operate, clean, and service machines in accordance with the operators manual.Given typical throughput, learner will formulate a purchasing schedule that maintains stock of all items without gaps longer than one day.Learner will populate a database for tracking and maintaining inventory based on headquarter guidelines.The learner will develop three interview questions to ascertain the level of customer service skill the interviewee possesses.Learner will compare each candidates interview answers, experience, and application to determine which candidates meet company mission, policy, and legal requirements.The learner will demonstrate the procedures for processing an order to the customers satisfaction.Given a customer problem, the learner will be able to evaluate the situation and consider, select, and perform a course of action.

The goal of the training is to enable a new franchise owner to successfully staff and manage daily operations of a profitable franchise coffee shop. In order to achieve this learning goal, the learning objectives shown must be met.3Instructional Strategies and Activities4

Instructional StrategyThe coffee companys franchisee training program is more generative than supplantive.

Scaffolding will be limited, assuming franchise owners buying into this franchise have experience in the business.

Since learners are familiar with the business, their level of knowledge indicates they do not require cognitive off-loading to help them focus on learning (Smith & Ragan, 2005).

Instead, the goal of the instruction is to help learners generate the skills required to be self-sufficient at the conclusion of training.

Learning objectives focus on learner resourcefulness: the ability to locate manuals and working guides, problem solving techniques, and procedural knowledge.Source: http://images.businessweek.com/ss/06/06/sb_greencompanies/source/4.htm

The learners have prior knowledge and experience with the coffee shop business enabling them to draw on those resources to generate the new learning and skills needed to operate their own coffee shop. This allows the learners to have more control over their learning experience.5Organizational StrategyOrganizational strategy will follow Gagns events of instruction with a generative approach (as cited in Smith & Ragan, 2005). At the start of each session, the instructor will call the learners attention to the subject, explaining why the content of the lesson is important to the success of their business.

Each lesson moves from declarative knowledge into higher-order active learning and practice in support of the learning goal(s) for the lesson.

First, stimulus materials will be provided, such as information about:equipment, business procedures, orreal-life operational scenarios.

The instructor will guide the learner by stimulating recall of prior knowledge and declarative knowledge presented earlier within the lesson.

The learner will proceed into a learning activity designed to support the learning goal and elicit learner performance/active learning in accordance with cognitive learning theory.

Throughout each activity, the instructor will provide informative feedback designed to enrich learner understanding.

At the conclusion of each lesson, the instructor will assess learning in support of the lessons learning objectives.

A good organizational strategy enables the learner to establish relationships between new and existing knowledge and store it in memory. The learners have a vested interest in learning as much as possible.6

Delivery StrategyThe delivery mechanism for this course could be in-class with an instructor, blended, or entirely online.

We recommend a blended learning solution in which the instruction will occur online with the help of a pedagogical agent and many learning activities will take place using videoconferencing technologies in order to connect the learner with an instructor.

Additionally, the learner will participate in a summative two-week shadowing activity to truly practice the learned skills and concepts.

If the course were entirely online, intensive time and resources would be required to develop robust simulations to adequately inform and assess learning.

Source: http://www.kelley.iu.edu/KEP/Images/orientation_20080821_82.jpg

A blended delivery strategy will allow the learner the opportunity to interact with a mentor and gain experience that would be very difficult to provide in an online only environment.7

Management StrategyThis training should occur as soon as a franchise is purchased, before the store is opened under the new owner.

To maximize group participation in a training session, training can be scheduled to begin on the first Monday of each month.Source: http://southwhidbeycommons.org/wp-content/uploads/2011/05/DSCN0748.jpg

To maximize the learning opportunity for the learner, and ensure that the new franchise store will be in compliance with corporate policies, training should be conducted before the store is opened. 8Curriculum DesignEnvironment:

The course will be hosted in an LMS that will enable company to add support for training through group discussions. The LMS will have a translate feature so content is available in multiple languages.

Learning Goal:

The learner will staff and manage daily operations of a profitable franchise coffee shop.

Program Outline:

Courses: (training is broken into 4 courses)

Machine/appliance operation and basic maintenance Purchasing & inventory management Hiring Customer service

Each Course will include the following:

Introduction Goals/Objectives Demonstration Learning Guide Assessments

As a multinational company, training must be available in many languages, but it must be consistent throughout the company. Training courses are designed to prepare the learner to manage a store.9Learning Goal Types: Declarative knowledge, procedures, problem solving

Introduction: Done with a review of declarative knowledge.

Body: Refreshes/shares knowledge of basic operations & maintenance and use of operator manuals in general.

Tools/Training Aids Quick Reference Card Operation/Maintenance Guide Video Tutorials

Activities: Scavenger Hunt-find resources to find items such as machine parts and manuals.

Assessment: Performance

Conclusion: The learner has demonstrated his or her ability to use the company resources to find the information needed to identify machine parts for service. Review quick reference guides and remind the learner to place them in easily accessible locations in their coffee shop.

Course One

Machine/Appliance Operation and Basic Maintenance

Machine/Appliance Operation and Basic Maintenance course fits the generative strategy perfectly. We can work on the assumption (or diagnostic assessment results) that our learners are already familiar with the coffee shop business so they have the prior knowledge needed to make this a natural fit.

Strategies and activities for this course include tools/training aids, quick reference cards, operation/maintenance guides, video tutorials, and scavenger hunt where learner will utilize resources to find items such as machine parts and manuals.

At the conclusion of this course, The learner has demonstrated her ability to use the company resources to find the information needed to identify machine parts for service. Review quick reference guides and remind the learner to place them in easily accessible locations in their coffee shop.

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Learning Goal Types: Declarative knowledge, principles, procedures

Introduction: Procedural lesson. May present a video or simulation asking the learner to gather the items needed to make a specific item. They find that an item on the list is missing. Leads to the necessity of databases for inventory and supply orders.

Body: Teaches the procedures for entering data in the database and inventory spreadsheets. Teaches the ordering process.

Enter data into database for tracking purposes Quick Reference Card

Activities: Given access to the company database, inventory tracking sheet and purchasing schedule, the learner will order weekly supplies as required. Owner will populate a database for tracking and maintaining inventory based on headquarter guidelines. Owner will prepare a purchasing log for tracking financials. Student has a filled out tracking sheet and completes a purchasing log based on that information.

Assessment: Performance/Simulation

Conclusion: The learner can now use the database to determine if the supplies needed for a specific item are available.

Course Two

Purchasing and Inventory Guide

Course number two: Purchasing and Inventory Guide also fits the generative strategy, as the learner is exploring the need for a database and how to use it. This can be done as a procedural lesson since entering information in a database is a step by step process.

Activities: Given access to the company database, inventory tracking sheet and purchasing schedule, the learner will order weekly supplies as required. Owner will populate a database for tracking and maintaining inventory based on headquarter guidelines. Owner will prepare a purchasing log for tracking financials. Student has a filled out tracking sheet and has to complete a purchasing log based off that information.

Conclusion: The learner can now use the database to determine if the supplies needed for a specific item are available.

11Learning Goal Types: Concepts, principles, procedures

Introduction: Concept lesson. Have learners recall a hiring interview they were part of. Discuss good/bad from the event.

Body: Discuss legalities of hiring process and interviewing skills and considerations.

Quick Reference Card How to interview tutorialeLearning module with scenario based simulation Hiring tips sheet Checklist of things to do once person is hired

Activities: The learner will practice a mock interview with a trainer at the end of the course using videoconferencing technology.

Assessment: Performance/Simulation/Portfolio

Conclusion: Review hiring process and corporate standards with emphasis on the need to apply these principles in real life hiring events.

Course Three

Hiring

Course number three on Hiring also fits the generative strategy.

Activities and strategies for this course include:Quick Reference Card How to interview tutorial-eLearning module with scenario based simulation Hiring tips sheet Checklist of things to do once person is hired

The learner will also practice a mock interview with a trainer at the end using videoconferencing technology.

Conclusion: Review hiring process and corporate standards with emphasis on the need to apply these principles in real life hiring events.

12Learning Goal Types: Concepts, principles, procedures

Introduction: Concept lesson. Ask the question " Who has ever NOT been satisfied with customer service?" Discuss what went wrong and how could it be made better.

Body: Review company values with respect to customer service; learn and employ company standards of excellence

Quick Reference Card Webpage with FAQ's shared by all franchise owners eLearning tutorial with practice scenario

Activities: Discussion of real world scenarios and feedback to learner.

Assessment: Pencil/Paper constructed answer

Conclusion: Discuss the need to satisfy customers and review principles and attitudes required to make that happen in accordance with corporate image and policy.

Course Four

Customer Service

Course number four, Customer Service, focuses on Declarative knowledge, concepts, principles, problem solving, and attitudes

The body of this course will review company values with respect to customer service; learn and employ company standards of excellence utilizing

Quick Reference Card Webpage with FAQ's shared by all franchise owners eLearning tutorial with practice scenario

Activities will also include a discussion of real world scenarios and feedback to learner.

Conclusion: Discuss the need to satisfy customers and review principles and attitudes required to make that happen in accordance with corporate image and policy.

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Final Learning ActivityAs the culmination to training the learner will shadow an experienced store manager for two weeks.

This activity will enhance transfer by "giving learners opportunities to apply their learning to a variety of circumstances" (Smith & Ragan, 2005, p. 138).Source: http://www.latteart.org/Latteart/images/TrainingPontenure/JapRomBra/GroupCert.jpg

A two-week shadowing experience will provide hands-on training, rounding out the blended learning environment.14AssessmentsPre-assessments will be used to assess the learners knowledge.

Post-assessments will rely heavily on On The Job performance. Pencil-and-paper assessments will be used first to ensure that learners understand and can recall the concepts, followed by the more challenging simulations or OJT performance assessments.

A summative assessment will include a two week shadowing experience at another experienced franchisee's coffee shop, where the new owners skills and knowledge can be validated. The experienced owner will use a competency checklist to ensure that the new owner has met all of the skill and knowledge requirements.

Pre-assessment will assess the learners knowledge coming in, while post-assessment will assess the gain in knowledge. Pencil and paper tests will measure declarative knowledge and performance assessments measure the skills required to perform the job.15Evaluation Part 1Indicators of Success

The learners achieved the learning objectivesThe learning objectives address content topicsNew coffee shop owners are successfully running their new business on completionNew coffee shop owners have customer-service oriented attitudes

Orientation

Goal-basedQuantitative and qualitativeNaturalistic

The evaluation will be Goal-based. Secret shopper will evaluate learning objectives are being met.Qualitative data is needed to assess whether the shop is "successful" and assess attitudes. Quantitative data can be used to determine whether learners achieved most of the learning objectives, assess whether the learning addressed the concerns, and indicate success in terms of profit.The evaluation is also naturalistic. The franchise has to be agile enough to handle uncontrolled events, such as a sudden increase in demand for hot chocolate and peppermint during the holidays, or the occasional really rude customer. This is a review of what is actually happening, not setting up an experiment to see how the learner fares.16Evaluation Part 2We will use Kirkpatricks model for evaluation

Reaction obtain student smile sheetsLearning utilize pre and post testBehavior observe a successfully managed storeResults observe a successfully operating store

Design

Pre and post testsSecret shopper visits store and observes objectives being met.

The four levels of Kirkpatrick's evaluation model measure:Reaction - we will ask students how they felt about the training through student smile sheets or surveys rating students experienceLearning - the resulting increase in knowledge and/or skills, and change in attitudes will be evaluated through a pre and post testBehavior - transfer of knowledge, skills, and/or attitudes from classroom to the job will be obtained by a secret shopper observing a successfully managed storeResults - the final results that occurred because of attendance and participation in a training program will be obtained by the secret shopper observing a successfully operated store

The course-set will offer a pretest, then provide the instruction, then do a post-test.

Follow-up evaluation of the success of the franchise will be attained a month or 2 after the owner completes training. This portion would include a qualitative assessment where someone from the company visits the store unannounced (secret-shopper style) and observes how employees handle customer complaints (to assess attitudes). The secret shopper would also assess how the new franchise fits the corporate values, a qualitative assessment of success. The evaluation would also include a quantitative assessment where the company reviews financials and the ordering schedule against whatever markers can be established to determine a "successful" enterprise.17Conclusion

The new International Coffee franchise owner training has prepared the learner to take on the challenges of establishing a profitable coffee shop.He or she is prepared to operate and service the equipment, inventory and stock the supplies needed.He or she is able to hire team members and provide wonderful customer service.

Congratulations to the newest Multinational Coffee franchise owner!

The learner has learned the skills necessary to staff and operate a profitable coffeeshop.18ReferencesSmith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: Wiley

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