FOHO 1024FBM Assessment 3-1 PDF

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FOHO 1024 International Food and Beverage (F&B) Management Assessment 3 – Group and Individual Assignment _________________________________________________________________________________

Due date to be handed in: Submission: Group - Word Limit/Delivery: Presentation: Individual - Delivery:

No later than 12.00 midnight on Sunday of Week 12

2500 - 3500 + Visuals - Group - 30% Mark in Class - 10% Reflection (one - two pages) -- Individual - 10%

Contact Lecturer:

Tourism & Hospitality Management Team (Saigon/Hanoi)

Weighting/Contribution:

50% of final mark made up of; 40% for group (Presentation / Report Justification) 10% for individual (Reflection)

Learning outcomes covered:

CLO1, CLO2, CLO3, CLO4, and CLO5

_________________________________________________________________________________ PURPOSE The purpose of this assessment is to require students to demonstrate competence in course learning objectives CLO1, CLO2, CLO3, CLO4, and CLO5 in a practical manner by applying all concepts not only learning in International Food and Beverage Management, but also other classes such as Tourism Planning & Resource Management, Room Division Management, Economics for Tourism & Hospitality, Hospitality Facilities Management and Development, among others to create a realistic restaurant concept for a hotel. Assignments 1 + 2 are important for Final Assignment # 3. TASK/ASSIGNMENT The objective of the presentation is to convey to an audience an in-depth understanding of the crucial elements of F&B design and in particular the rationale that has formulated the choices and design layout of the project restaurant. The presentation will focus on the various elements that influence the perception of the restaurant – décor, the perception of the staff, food and drink presentation, background music, lighting, flowers, style of service and graphics. It would also be advisable to explain some of the less glamorous requirements of designing the restaurant design including: accessibility and health regulation compliance. The underlying premise for this presentation is that a successful F&B operation is a perfect partnership of food, drink, decor and service.

PROJECT DESCRIPTION

The main objective of the presentation is to describe to an audience the concept of your project’s F&B. Visual examples of products and interior design ideas will be necessary in order to convey an understanding of the key points that you wish to make. Optional: students could bring F&B items during presentations to illustrate how the F&B will look/feel. Creativity and innovation are key components in the process of assignment # 3. FORMAT Each group will have 20 minutes to present a PowerPoint Presentation with verbal explanation. Followed by 5 – 10 minutes for comments and questions. OBJECTIVES The presentation is intended to prepare students for the eventual opportunity to present a concept or business plan to an audience of investors, backers, bankers, designers or consultants and students should approach this presentation as though they were ‘pitching’ their idea to such a panel. Students will be expected to: Explain the planning/design ‘program’ and to communicate concepts Describe the layout (service flow, food preparation flow, sanitation, etc.) of the kitchen and explain the equipment choices (refer to the semester PowerPoint slides and Assignments/Activities wich have been designed to prepare students for this project) Interior design techniques and concepts The importance of the detail as it relates to the whole - re: food, décor, music, staff, lighting, graphics, etc. The stylistic relationship between: the dining room and kitchen, the food and décor, and the staff and clients

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REQUIREMENTS Each group is to prepare a PowerPoint Presentation (or equivalent digital graphic presentation) consisting of (use your creativity -- you could bring extra “visuals” to class): •

Floor Plans (Kitchen, Dining Room, Patios, Breweries, etc.) which should be - Scalable - Readable - Complete

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Sample Images of Kitchen Equipment Sample Images of Lighting Choices (Ceiling, wall, task, table top, etc.) Sample Images of Design Concepts (Similar Restaurants) Sample Images of Interior Design Elements (Furniture, Table Top Items) Examples of music and other atmospheric items (living walls, water features, etc.) Graphic Design (Menus, Signage, Logos, etc.) Anything else your team wthinks will get your concept across to the panel

The presentation will consist of the combination of verbal description and visual aids in order to convey the design intent.

SUGGESTED PRESENTATION STRUCTURE (subject to changes)

CONTENT • •

Introduction to Restaurant Concept Introduction to ‘staff’ and key concepts

GRADING

0 to 10

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Overview of Floor Plan and User Traffic Flow - Receiving - Storage - Prep - Kitchen - Service - Bar - Specialty Items (brewery, patios, etc.) Kitchen Design - Space Planning - Equipment Choices - Health and Code Requirements Dining Room Design - Space Planning, traffic flow - Materials and Treatments ▪ Floors ▪ Windows ▪ Walls - Lighting Furniture - Tables - Chairs - Bar - Service Stations - Reception Desk - Lounge Furniture - etc. Table tops - flatware - china - glassware - flowers/candles Graphics and Branding Music, Sound and Entertainment Uniforms and Clothing Miscellaneous Aspects

0 to 15

0 to 20 0 to 20

0 to 20

0 to 15 100 Points

Assignment (GROUP): F&B Design Final Presentation 40% of Final Mark The presentation of the concept and design of your F&B may include industry guests and instructors (depending on availability). A detailed marking rubric will be given to the guests, focussing on the main topics covered in the course and listed above: Kitchen Design, Dining Room Design, Functionality, Interior Design, General Atmosphere, Graphic Design, etc. The focus of the critique will be on the overall concept, the understanding of relationships between food and architecture, the clarity of the presentation (graphics, printed material, verbal delivery, etc.) Because running a F&B operation is a group activity, this project places an emphasis on group participation. It is important to be exposed to the benefits and challenges of group dynamics in class, as the skills needed to achieve success as a group at RMIT are the same skills that will be required in the professional world. As such, each group members will be assessing the merits and contributions of the other members. Guests Critics Instructor(s) Peer Assessment by Group Members

40% 50% 10% Total 100% (calculation based on Group - 40%)

**Individual Reflection worth 10% (one - two pages) -- will be explained in class GUIDELINES This assignment is to be prepared by groups of 3 to 5 students, and no collusion with other groups or individuals outside the group is permitted. The assignment is due for submission no later than the date and time shown on this briefing sheet. Comments made in the assignment should be supported by appropriate and relevant literature references. Students are encouraged to use the RMIT library services to make their own choice of articles in support of their presentation. The assignment should be electronically submitted to the Canvas site, and to the relevant Turnitin location, by the agreed date and time. Late assignments will be grade penalised according to the conditions stated in the course outline. The assignment will be graded by allocation of a percentage mark and contributes 50% of the final course grade. It will be graded, and results made available through the Canvas site, within two weeks of it having been submitted. The assignment will be graded as if it were a document to be presented in the context of a legitimate business relationship, so its presentation needs to be succinct, well argued, and supported by appropriate evidence. It must be typed and accurately referenced, with supporting evidence drawn from textbooks, journal articles, and supplementary readings. Grades will be adversely affected by poor formatting, layout, grammar, spelling and any perceived lack of professional impact.

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ASSIGNMENT REPORT STRUCTURE (INCLUDE PRESENTATION MATERIALS) See Canvas Materials / notes taken during class time / homework / activities Group Report on F&B Presentation materials are attached •

See – Suggested Presentation Schedule in above table

Where does your F&B fits in the International setting? •

Refer to Week 1 Materials

How different is your F&B than other industries? • Refer to Week 2 Materials The Menu of your F&B. Please elaborate what items are important for your restaurant and how you will promote it. •

Refer to Weeks 3 + 4 Materials

What can you share in terms of inventory control of your F&B? • Refer to Week 5 Materials How will you implement hygiene and food safety in your F&B restaurant? • Refer to Week 7 Materials What is the revenue management of your F&B restaurant? • Refer to Week 8 / or 9 Materials What is important in terms of the ethical management styles, sustainability, labor practices, and diversity in the workforce? • Refer to Week 10 + 11 Materials Conclusion and suggestions • Your own input with references

Rubric Descriptors for Teamwork/Collaboration (Team Report) CR

DI

HD

Contributes to Does not contribute Team constructively Meetings

NN

Shares ideas but does not advance the work of the group.

Offers new suggestions to advance the work of the group.

Offers alternative solutions or courses of action that build on the ideas of others.

Helps the team move forward by articulating the merits of alternative ideas or proposals.

Facilitates the Contributions of Team Members

Engages team members by taking turns and listening to others without interrupting.

Engages team members in ways that facilitate their contributions to meetings by restating the views of other team members and/or asking questions for clarification.

Engages team members in ways that facilitate their contributions to meetings by constructively building upon or synthesizing the contributions of others.

Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not participating and inviting them to engage.

Makes Individual Contributions insufficient contribution. Outside of Team Meetings

Completes all assigned tasks by deadline.

Completes all assigned tasks by deadline; work accomplished advances the project.

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project.

Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.

Fosters Constructive Team Climate

Displays none of the behaviours required to foster a constructive team environment.

Supports a constructive team climate by doing any one of the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Supports a constructive team climate by doing any two of the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Supports a constructive team climate by doing any three of the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Supports a constructive team climate by doing all of the following: • Treats team members respectfully by being polite and constructive in communication. • Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work. • Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it. • Provides assistance and/or encouragement to team members.

Responds to Conflict

Does not display any of the behaviour needed to a manage or resolve conflict.

Passively accepts alternate viewpoints/ideas/opi nions.

Redirecting focus toward common ground, toward task at hand (away from conflict).

Identifies and acknowledges conflict and stays engaged with it.

Addresses destructive conflict directly and constructively, helping to manage/resolve it in a way that strengthens overall team cohesiveness and future effectiveness.

to the work of the group.

Does not engage constructively with team members.

PA

GUIDELINES FOR INDIVIDUAL REFLECTION DELIVERABLES 10% (One - two pages)

Overview: This Individual Reflection deliverable is a relatively short individual response (one to two pages) to what you have learned about the issues explained for each of the specifically related deliverables, as it relates to you and your future/career. Grades are based on the depth of selfreflection and internal analysis, as well as a demonstrated grasp of key course concepts. Your Individual Reflection should be both of these: individual / personal (i.e., no two papers will be alike) and reflective (i.e. a chance to process what you have learned about each of the specifically related deliverables, in general, and about yourself and your professional future). This deliverable is designed to fulfil two purposes: personal growth and personal application. Thus, your goal is to contemplate yourself and your future professional career as F&B Manager, including your own strengths and limitations. That is the personal growth element. On the application side, you will not remember any of what we have spent this term learning if you do not apply it to your own life or work experiences. Personal Insights: Respond to what you have learned about yourself and the topics/issues in the specifically related deliverable: How do the concepts we have covered in class relate to you? Internalize the issues and tell me how they apply to your professional life. Team Activities: Respond to the activities you completed in your group. Feel free to brainstorm your own thoughts/questions and respond. Here are some potential questions to get you started: Were you operating as a group/team? Did your group see you as you thought they would? Is there something about yourself that you will change as a result of working in your group? How can you help others to maximize their personal contribution? Did you uncover any personal strengths or weaknesses as a result of your team activities? How will you approach teams in the future (particularly, but not limited to, professional relationships – work colleagues and clients)? Helpful Tips for Writing an Individual Reflection • •

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Longer paper ≠ better grade. Some of the best papers ever turned in were only the recommended length! Start with an outline and use headings to organize your thoughts and orient the reader. Make sure to work to make the paper flow smoothly. Start with an introduction. End with a conclusion. If you talk about course concepts, use the words we used in class. Maintain a conversational, but professional tone. Avoid slang or casual language. Do not turn this into an exercise to vent your frustrations in a negative or non-constructive manner. If you want to criticise (yourself or others) be realistic, provide evidence and be constructive. Whilst it may be therapeutic to “off-load” your emotional reactions, this exercise is not the opportunity to do so – it is about your abiliy to show your professionalism. If you really need to “off-load” then send me a private response separate to the Individual Reflection.

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Constructive criticism is welcome (as is constructive agreement) and is an opportunity to develop debate and learning for everyone. I may not agree with you and may well debate your views with you; but disagreements supported with considered analysis, will not result in lost marks.

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Try not to be superficial and say things that would be true of anyone. For example, ― “I am a hard worker and I will succeed at my career if I work hard.” That sentence does not say much—pretty much everyone will succeed if they work hard! A good answer will provide examples that show how you are a good worker and talk about how likely you are to put in

the effort needed to succeed or advance in your career. These types of superficial responses often reflect a desire to say what others want to hear and thus do not really impress anyone. •

The two things that I look for when grading the Individual Reflection are a) a well-written, professional paper, and b) that you have “processed” the material we have covered in class (since THM Team do not grade in-class contributions). Be sure to review the grading criteria.

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This paper is much more for you (your learning, and your career exploration) than for the THM Teaching Team).

Rubric descriptors for reflective writing PA Reviews prior learning (past experiences inside and outside of the classroom) at a surface level, without revealing clarified meaning or indicating a broader perspective about educational or life events. Reflection and No evidence Describes own Self-Assessment of reflection, performances only with general Demonstrates a developing sense description of descriptors of of self as a learner, experience. success and failure. building on prior experiences to respond to new and challenging contexts (may be evident in selfassessment, reflective, or creative work) Depth of Reflection Demonstrates an ability to recall, describe and reflect on the experiences gained during the semester

Depth of reflection In task that asked for connection to be made between incident and learning.

NN No evidence of reflection, only description of experience.

There is no reflection that connects the incident to learning, description only.

The incident is linked to learning at a surface level, the examination of own performance and the actions of others is limited.

CR Reviews prior learning with some depth, revealing slightly clarified meanings or indicating a somewhat broader perspective about educational or life events.

DI Reviews prior learning in depth, revealing fully clarified meanings or indic...