Team Member Training Program

Training Others

Training Others Program At IHOP, our job is to offer great food and excellent service to each and every guest. But this doesn’t happen simply by letting each Team Member “do their own thing.” It takes teamwork, attention to detail, and most importantly, training. Ensuring that all IHOP Team Members are trained and prepared to give our guests a great dining experience is the responsibility of the “Certified Trainer.” Chances are, when you started at IHOP, you learned to do your job from a Certified Trainer. Now that you’ve demonstrated your ability to excel at your job, the next step is for you to be designated as a Certified Trainer and share your knowledge and skills with new and existing Team Members as they grow into successful IHOP Team Members. By providing clear objectives and patient guidance, you will help new Team Members to quickly learn their jobs and will guide existing Team Members as they learn new tasks, both of which help us reach our goals of providing excellent service to our guests. You may be asking yourself, “My Manager thinks I should be a Certified Trainer, but what’s in it for me?” Excellent question! Here are just a few of the benefits of being a Certified Trainer:  In a restaurant with a well-trained staff, customer service goes up, sales go up, and as a result pay and tips go up too!  It is personally rewarding to help others learn their jobs.

T R A I N I N G

 A well-trained team makes the restaurant a more efficient and pleasant place to work.  Team Members see you as a role model and Certified Trainer.  You can make it fun. Additionally, your entire restaurant team benefits by having Certified Trainers on staff in the following ways:

 A well-trained team increases guest satisfaction and overall restaurant morale.  All Team Members are taught the same procedures, ensuring consistency in food preparation, presentation and service.  Team Members have someone they can ask for help or advice when the manager is not available.  A well-trained staff that works together actually makes your job easier because if everyone is doing their job correctly, it will make you less likely to have to cover for someone who is under performing.

Becoming a Certified Trainer

O T H E R S

To become a Certified Trainer, you must complete this Training Others program, which is a selfpaced instructional module that introduces you to the techniques and principles for training adults in an on-the-job training environment. Here’s how that process works:

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Becoming a Certified Trainer

T R A I N I N G

STEP 1

Team Member completes all appropriate modules and practicals for the positions they will be training.

STEP 2

Team Member views the IHOP 101 Training Program DVD.

STEP 3

Team Member completes the Training Others module and practical.

STEP 4

General Manager completes and signs the Training Verification For Certified Trainer.

STEP 5

Franchise Point of Contact (POC) signs the Training Verification For Certified Trainer form.

STEP 6

General manager issues a Certified Trainer Certificate (from insideIHOP.com) and a Certified Trainer pin (available from DataSource). The Training Verification form is filed in the Team Member’s personnel file.

STEP 7

Congratulations! You are now a Certified Trainer!

O T H E R S

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Introduction to the Training Others Module The Training Others module is a self-paced program that introduces you the techniques and principles that you will use to provide effective on-the-job training to your Learners. The topics you will learn in this modules are: Training Basics Teaching Adults The Five-Step Training Method Training Others Self Test The IHOP 101 Program

Here are a few simple points to consider as you start the program:  Continually displaying your enthusiasm for your job and your commitment to the team is as important as any skill you can teach a Learner. Learners will model their behavior after their Certified Trainer. . .that’s you.  Have confidence in yourself and your ability to do the job. You wouldn’t be asked to be a Certified Trainer if you hadn’t already proven that you can be successful.  In addition to the “what” and the “how” of their jobs, it is important for Learners to know “why” the tasks associated with their job are important. If you can show a Learner the importance of each step of their job, they are more likely to do it, and to do it properly.  Incorporate training and your on-the-job experiences into your instruction plan. What you’ve done on the job has worked for you, so give your Learners the benefit of your experiences.  Don’t forget the humor – As much as possible try to keep the training experience fun and exciting. Use flash cards, videos, props and demonstrations to get points across. Look for ways to personalize each session by using first names frequently and build on the individual skills of each Learner. Training others can be challenging, but it is also very rewarding. The Training Others module will show you how to include “what,” “how,” and “why” in your training technique and to provide valuable feedback for improvement to your Learners. So, grab yourself a pen or a pencil and let’s begin!

T R A I N I N G O T H E R S

“Tell me and I forget, teach me and I remember, involve me and I learn.

-BENJAMIN FRANKLIN

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Learning Style Assessment

T R A I N I N G O T H E R S

One of the most important points a Certified Trainer can recognize is that not every Learner learns the same way. Fully understanding this starts by recognizing how you yourself learn best. Take the assessment below to determine what learning method works best for you. Choose the answer that best explains your preference and mark the letter. If more than one answer matches your perception, you may mark multiple answers. As you conduct training with your Learners, keep this assessment in mind. What learning method works best for each of your Learners? Are you presenting information in the way that works best for each Learner? You’ll learn more about this later in the module. 1. You are about to give directions to a person. She is staying in a hotel in town and wants to visit your house. She has a rental car. Would you: S. Draw a map on paper? R. Write down the directions (without a map)? L. Tell her the directions? D. Collect her from the hotel in your car? 2. You are staying in a hotel and have a rental car. You would like to visit a friend whose address/location you do not know. Would you like them to: S. Draw you a map? R. Write down the directions (without a map)? L. Tell you directions? D. Collect you from the hotel in their car? 3. You have just received a copy of your itinerary for a world trip. This is of interest to your friend. Would you: L. Call her immediately and tell her about it? R. Send her a copy of the printed itinerary? S. Show her a map of the world? 4. You are going to cook a dessert as a special treat for your family. Do you: D. Cook something familiar without the need for instructions? S. Thumb through a cookbook looking for ideas from the pictures? R. Refer to a specific cookbook where there is a good recipe? L. Ask for advise from others? 5. A group of tourists has been assigned to you to find out about national parks. Would you: D. Drive them to a national park? S. Show them slides and photographs? R. Give them a book on national parks? L. Give them a talk on national parks? 6. You are about to purchase a new stereo. Other than the price, what would most influence your decision? L. A friend talking about it? D. Listening to it? R. Reading the details about it? S. Its distinctive, upscale appearance?

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7. Recall a time in your life when you learned how to do something like playing a new board game. Try to avoid choosing a very physical skill, i.e. riding a bike. How did you learn best? By: S. Visual clues-pictures, diagrams, charts? R. Written instructions? L. Listening to somebody explain it? D. Doing it? 8. Which of these games do you prefer? S. Pictionary? R. Scrabble? D. Charades? 9. You are about to learn how to use a new program on a computer. Would you: D. Ask a friend to show you? R. Read the manual which comes with the program? L. Telephone a friend and ask questions about it? 10. You are not sure whether a word should be spelled “dependent” or “dependant.” Do you: R. Look it up in a dictionary? S. See the word in your mind and choose the best way it looks? L. Sound it out? D. Write both versions down? 11. Apart from price, what would most influence your decision to buy a particular book? D. Using a friend’s copy? R. Skimming parts of it? L. A friend talking about it? S. It looks OK? 12. A new movie has arrived in town. What would most influence your decision to go or not go? L. Friends talking about it? R. You read a review about it? S. You saw a preview of it? 13. Do you prefer a lecturer/teacher who likes to use: R. Handouts and/or a textbook? S. Flow diagrams, charts, slides? D. Field trips, labs, practical sessions? L. Discussion, guest speakers? Now go back and count how many S’s, L’s, R’s, and D’s you circled. Whichever letter you circled most indicates your preferred learning style. If you have a “tie” or two letters are almost equal, you probably have more than one preferred learning style. Review the following chart for an in-depth look at your preferred learning style. S _____ L _____

T R A I N I N G O T H E R S

R _____ D_____

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LEARNING STYLE

T R A I N I N G O T H E R S

About your style:

During notetaking you should:

Seeing

Listening

Reading/Writing

Doing

 You learn through watching  You prefer to see things in person, in pictures or video  You think about what you see before acting  You memorize lists by associating items with other familiar items  You generally need to watch somebody else do a task first before trying it

 You learn through explanation  You think about what you’ve heard before acting  You generally enjoy CD’s as well as videos with good narration  Generally you don’t respond with anything but a head nod when learning

 You learn best by reading every detail about your subject  You prefer to see things in writing  You remember by writing detailed notes  You often use descriptive words when describing or writing  You generally need to read about a task before trying it

 You learn best with a hands on approach  Your ideal training session includes trial and error  You prefer not to have to read anything  You often dive right into a task without thinking about it

 Underline  Use different colors  Use symbols, charts, arrangements on a page

 Discuss topics with other Learners  Explain new ideas to other Learners  Use a tape recorder  Describe what you’ve seen or heard to somebody that was not there.  Leave space in notes for later recall

 Use lists with headings  Use a dictionary  Use handouts and textbooks  Re-read your notes  Use acronyms and abbreviations

 Write down the steps you used to accomplish the task.  Discuss your notes with other Learners

 Re-draw notes and images from memory  Replace words with symbols and initials

 Understand you may take poor notes because you prefer to listen  Expand on your notes  Put summarized notes on tape and listen  Read summarized notes out load  Explain notes to another “Listening” person

 Write out the words again and again  Re-read notes silently  Re-write ideas into other words  Organize diagrams into statements

 Understand you may take notes poorly as some topics may not seem relevant at the time  Put examples in note summaries  Use pictures and photos to illustrate  Talk about notes with another “Doing” person

 Recall the pictures of the pages  Draw, use diagrams where appropriate  Practice turning visuals back into words

 Listen to your voices and write them down  Speak your answers  Practice writing answers to old exam questions

 Practice with multiple choice questions  Write out lists

 Write practice answers  Role-play the exam situation at home

When studying you should:

During tests you should:

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TRAINING BASICS In this first section of the Training Others module, you’ll learn the Why, the Who, and the When of effective training. Some of this information may seem obvious to you; however, it is important that we lay a solid foundation upon which to build the information in the following sections.

Why Train? Take a moment and think about how training can have the following effects on your business. Record at least one idea in for each area. Training Can Impact...

By...

Increases Guest Satisfaction

Increases Sales

Reduces Food Costs Reduces Labor Costs Reduces Turnover Provides a Better Work Environment Find your Manager and discuss your answers, then discuss any specific problems or situations in your restaurant that your Manager feels can be solved or corrected through training.

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Now that you’ve thought about it, and discussed it with your Manager, review these other possible answers:

T R A I N I N G O T H E R S

Training Can Impact...

Increases Guest Satisfaction

Increases Sales

Reduces Food Costs

Reduces Labor Costs

Reduces Turnover

Provides a Better Work Environment

By...  A guest that experiences great service and food will be a return customer. Training produces Team Members who provide great service and food.  Team members that are well trained are confident in their ability to satisfy guests. This creates greater job satisfaction and less likelihood of leaving for a different job.  A successful training program results in Team Members who consistently provide guests with a memorable dining experience. This creates customer loyalty, which in turn creates a busier restaurant and increased sales.  Team members who know the correct recipes, garnishes, and procedures are less likely to make mistakes. Less mistakes means less waste.  Effective training leads to Team Members who are organized and efficient. This saves time.  Effectively trained Team Members do their jobs efficiently, resulting in less side work and deep cleaning. The side work and deep cleaning will be done more quickly, saving labor.  An effective training program greatly reduces Team Member frustration when learning a new job. Without adequate resources for training, Team Members can lose motivation. This can lead to higher Team Member turnover.  Team members who perform their job well are generally happier with their job, leading to a more pleasant work environment.  Training should focus on the importance of teamwork in the restaurant. A group of Team Members who work as a team will always have a good time while at work.

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Who Should Be the Trainer? Think back to the teachers, trainers, mentors, and authority figures that have made an impact in your life. What are some of the characteristics that they shared? Record at least five characteristics in the spaces below: Characteristic 1: _______________________________________________ Characteristic 2: _______________________________________________ Characteristic 3: _______________________________________________ Characteristic 4: _______________________________________________ Characteristic 5: _______________________________________________ The list below shows the characteristics that most effective trainers possess. Chances are, you’ve written some of these on your list above.  Good communication skills  Plenty of patience  An interest in helping others to learn  Extensive knowledge and experience  Unending enthusiasm

T R A I N I N G

 Respect for others; respect from their customers and co-workers Now, look at both lists. Who else do you know that possesses these characteristics? It’s probably you. And this is the reason you’ve been selected to become a Certified Trainer. Even if you don’t think you have all of these qualities, remember, these are skills that can be learned by you. Seeking out feedback from your Manager, your co-workers, Learners, and even customers will let you know how you’re doing. Someone had enough confidence in your abilities to ask you to be a trainer. Have confidence in your own Abilities.

O T H E R S

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When Should You Train? Training must be a priority in your restaurant. It cannot wait for a convenient time, because, the fact is, there probably won’t be one.

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Training New Hires When someone is hired, it often means that you’re short staffed. The tendency is to skip through the training process and get the person “on-the-job” as soon as possible. This is the worst possible thing you can do. By failing to thoroughly train someone up front, not only are you setting them up to fail, but you are actually hurting your business because this “untrained” Team Member will make many more mistakes than someone who was properly trained.

Taking time to properly train a Team Member up-front will actually save time and money in the long run.

If you fail to train up-front, you will end up re-training the Team Member later, and retraining is much more difficult because of the “bad habits” the Team Member has learned, and must unlearn. In fact, studies have shown that it takes up to 13 weeks of focused attention to relearn a task that has been learned incorrectly. Save yourself and the Learner the time and energy and train them correctly from the beginning. On-going Training

O T H E R S

Your skills won’t be used to train only new hires, you’ll be assisting your Manager in the following training situations:  Experienced Team Members who need to learn something new  Team members with performance problems  Training new operations or products New Team Members are often the easiest to train, as they are excited and motivated to learn their new job. However, when training in other situations, the Learner’s motivation must be evaluated to determine whether training is the appropriate solution. Training will only benefit Team Members if they want to learn.

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Teaching Adults All adults follow a predictable pattern when learning that we refer to as the “Stages of Learning Reaction.” Review the stages below. Level

Also Known As... “I don’t know that I don’t know.”

Unconscious Incompetence

The Learner is not aware of all the tasks required to be successful on the job.

“I know that I don’t know.” Conscious Incompetence

Conscious Competence

The Learner is aware of all the tasks but does not yet know how to do them.

Your Role...  Make the Learner aware of the need  Make Learner aware of opportunity  Make Learner aware of the standards for performance  Train!  Use the Five Step Training Method (we’ll cover this later)

“I know that I know.”

 Reassure

The Learner knows how to do the tasks, but cannot do them without supervision.

 Build esteem  Keep standards high

T R A I N I N G

“I don’t know that I know.” Unconscious Competence

The Learner knows how to do the tasks and does them successfully without even thinking about it.

 Follow-up  Keep standards high

The goal is to move each Learner to the fourth stage, so that they can perform their jobs well, without supervision. Recognizing exactly what stage each Learner is in at all times will help you determine how to direct your training efforts.

O T H E R S

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What’s In It For Me (WIIFM)? It’s simply human nature to ask this question. The answer to this question is probably very important to your Learners, whether it is job satisfaction, pay, or because they simply like to do the job, there must be something “in” it for the Learner.

T R A I N I N G O T H E R S

Whether they ask this question directly or not, you need to be able to show the “value” of what the Learner is doing in terms of a perceived “benefit” to the Learner. For example, we suggest orange juice to all guests who come into IHOP for breakfast. Now obviously, this is a suggestive selling technique that benefits us by increasing sales. However, is knowing that enough motivation to the Learner to encourage them to suggest juice to each and every guest? Maybe it is, and maybe it isn’t, but if you were to explain the importance of suggesting juice in terms of how it will benefit the Learner (i.e., higher check average which leads to a larger tip), the Learner is more likely to perform that action.

ALWAYS GIVE THE LEARNER THE WIIFM.

Common Blocks to Learning Most Learners will be very motivated to learn. However, some will have doubts, fears, anxieties, and insecurities about their abilities. Some Learners may even have some serious blocks that hamper their ability or desire to learn. The following table shows some common blocks to learning experience by Learners and the suggested approaches the Certified Trainer can take overcome them. Block

FEAR OF THE UNKNOWN

Learners will say or think...  “What have I gotten myself into?”

 Explain how the training program will progress

 “I wonder what they’re going to do to me?”

 Explain the day’s training objectives at the start of every shift

 “I hope everyone’s nice here”

 Explain the next day’s training plan at the end of every shift

 “I look like an idiot (carrying plates/ flipping eggs)” FEAR OF LOOKING FOOLISH

And the Certified Trainer can...

 “Everyone else can do it so much better than I can”  “I don’t want anyone to see that I just messed this up”

 Explain that everyone they’re working with went through the same process  Reinforce that no one expects them to be perfect during training  Tell them that they’ll look like an experienced Server/Host/Cook in no time  Emphasize that you’re there to help them, not judge or criticize them

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Block

FEAR OF FAILURE

Learners will say or think...

And the Certified Trainer can...

 “Look at this menu, there’s so much to learn”

 Clarify that the training program is self-paced so they can move at a speed they’re comfortable with

 “I’m never going to be able to do this!”  “I know I’m going to forget everything I just learned when I’m with a customer/during a rush”

FEAR OF CHANGE

 Reinforce and praise all the things they learn in the beginning of training, even the small stuff  Tell them there are many ways to do the same thing correctly, you’re going to show them IHOP’s way

 “This is a waste of time, I already know this job”

 Reinforce why you’re asking them to do what you teach

 “I know a better way to do it”

APATHY

 Explain that their feelings are normal

 “I prefer to do it my way”

 Listen. Sometimes Learners have a good idea

 “I just don’t care”

 Ask the Learner what you can do to make the training valuable for them

 “BORING!!!”  “I’ll sit here if I have to, but you can’t make me listen”

 If the problem continues, ask a manager for help

T R A I N I N G O T H E R S

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Learning Styles Adults generally learn new tasks through one of four learning styles: seeing, listening, reading/ writing, and doing. Some people learn through one style better than through another, but most people use all or a combination of all four styles. Consider the following example.

T R A I N I N G O T H E R S

Imagine you are learning to bowl for the first time. Which of the following represents the question that most closely describes the method of learning that most appeals to you. Circle your choice. 1. I would like to watch other people who are good bowlers and try to imitate their movements? (Seeing) 2. I would like to have someone who knows how to bowl tell me what I should do. (Listening) 3. I would like to read a bowling instruction manual. (Reading/writing) 4. I would just like to jump in and do it, figuring it out as I go along. (Doing)

From the self-assessment you took at the beginning of the Training Others module, you already know what learning style works best for you. But imagine how frustrating it must be for a Learner, who probably isn’t even aware of which style works best for them, when a Certified Trainer uses the completely wrong style. Consider giving this the self-assessment to each new Learner to help you deliver training using the style that works best for each.

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Here is a quick breakdown of the attributes associated with each learning style:

Learning Style

Preferred Sense

Motto

How they learn best...  Learns best by observing others

SEEING

Sight

Seeing is believing.

 Thinks about what was seen, and then acts.  Enjoys watching videotapes, and by watching others to clarify their own understanding.  Learns best by hearing others explain things.

LISTENING

Sound

I hear what you’re saying.

 Thinks about what was heard, and then acts.  Enjoys learning from audio and videotapes, and by discussing things with others to clarify their understanding.  Learns best by reading written materials.

READING/ WRITING

Sight

Can I see that in writing?

 Takes a lot of notes.  Enjoys reading manuals and workbooks. Must check their own understanding against written instructions.  Learns best by actually doing things

DOING

Touch

Just let me do it.

 Uses “gut” feelings and intuition.  Enjoys learning by trial and error, and by practicing to clarify their understanding.

Because most people learn best using a combination of these four learning styles, a successful training program uses all four styles in varying degrees.

T R A I N I N G O T H E R S

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The Five-Step Training Method

T R A I N I N G

To be provide effective on-the-job training, you must follow a proven training method. At IHOP, we use the Five-Step Method of Training for all training situations, including new-hire training, training existing Team Members on new procedures, or for retraining existing Team Members who are not performing according to standards. We will look at each of the following five steps in detail in this section:

Plan

Tell Do

Review

Planning is essential for training to be successful. Unfortunately this step is often overlooked. Some trainers believe that simply by having the new Learner work alongside others, they will automatically learn the job. However, it takes more training than that. It often takes longer to complete your daily routine if you’re training at the same time. You and your managers will need to plan for this. Make sure there’s enough time to train someone correctly. It will be worth it in the long run. A well trained Team Member is an effective and efficient Team Member. Proper planning includes determining the following training “basics.” At the very least, you should know the answers to all of these questions before you begin training.  Who are you training?  What are you training?  What do they already know?

O T H E R S

Show

 When are you training?  Why is the training taking place?  How long do you have to train?  What is the expected outcome?  Are there any barriers to training (i.e. language)?

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STEP #1: PLAN Making a Plan When planning for training, follow these steps:

Determine the Goal

 Define what training success means.  Make sure the goal is achievable.  Do not set a goal so high that no one can ever reach it.  Decide who will conduct the training.

Develop a training plan

 Develop a training schedule.  Make sure the “who, what, when, where, why, and how” of training is determined.  Determine the exact information and procedures you will be training in each step.

Plan each step

 Organize the materials you’ll need.  Determine the order in which the information will be taught.  Decide the amount of time necessary for each step.

T R A I N I N G

Failing to Plan Take a moment and think about the consequences of not having planned properly for training. Write some of these in the spaces below: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

O T H E R S

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STEP #2: TELL

T R A I N I N G O T H E R S

People learn a lot faster if they know what to expect. So, before getting to the actual “training,” as well as throughout the training, communicate the following to the Learner; be sure to paint a picture in the Learner’s mind of where the training will be going:

Tell them the job will be easy to learn

 Remember that adults need to understand the “why” of a task before they’re motivated to learn.  The “why” usually includes maintaining consistency as a restaurant chain and providing excellent quality, service, and cleanliness.

Tell them why it’s important to you

 When Team Members know what’s expected, they perform better, are praised by the manager, and receive positive performance reviews.  Teamwork will improve because everyone has been taught the same standards.  Their self-confidence will increase because they know what they’re doing.

Tell them why it’s important to them

Tell them about their job description

Tell them the KEY points and steps of the job

Tell them in the simplest way

 Reassure them if the job is easy.  If the job is not easy (i.e., learning to flip eggs for the first time), tell them it will take time, but that they will learn with practice.

 Keep the job description handy. It spells out the details of the job.  Use the job description to help you evaluate the Team Member’s performance.

   

Provide a ”big picture” overview of why the task is important. Explain the details of the job and what it entails. Give and repeat the critical steps of the job. Use training workbooks, recipes, and laminates as you explain.

 Keep it short and to the point.  People with prior restaurant experience can generally understand information more quickly than someone new to the industry.  Tell them in a two-way discussion.  Encourage questions. If you do not know the answers to questions, don’t fake it. Find out!  Make sure all questions get answered in a timely manner.

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Practice Telling the “Big Picture” In the space provided below, identify what you would tell a Learner to give them the big picture perspective about each of the tasks listed in order to prepare them for learning the task. Use the appropriate list based on whether you are a Front or Back-of-House Team Member. Hint: Make sure you cover the points in the table on the previous page. Task 1 2 3

Front-of-House Tasks Using a seating chart Proper table set-up Proper coffee service

Back-of-House Tasks Preparing Buttermilk batter Preparing a Steak Omelette Preparing an Over Easy egg

Task 1: Big Picture ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Task 2: Big Picture ______________________________________________________________________________ ______________________________________________________________________________

T R A I N I N G

______________________________________________________________________________ ______________________________________________________________________________ Task 3: Big Picture ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

O T H E R S

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STEP #3: SHOW

T R A I N I N G

After you tell the Learner about the task they will be performing, the next step is to actually show them how to do it. The best way to go about this is to perform the task yourself while the Learner watches. Sometimes the “Tell” and “Show” steps are done at the same time especially if the task is a simple one, like rolling silverware or labeling and dating perishable items for storage. Follow these guidelines when “showing” a Learner how to perform a task.

Show them one step at a time

 Break up tasks into small, manageable pieces.  Be sure they understand each step before you move onto the next.  Bad habits are learned! Teach the proper way. Don’t teach shortcuts.

Show them the right way

 Do not assume a task is so simple that you do not need to train it.

Show them you welcome questions

 Ask them questions to check how much they’ve learned and confirm they understand.  Prompt them to ask questions if they don’t ask on their own.

O T H E R S

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STEP #4: DO You’ve planned, you’ve told, you’ve shown. Now it’s time for the Learner to “Do.” This is where they actually do the job while you watch, coach, and encourage. NOTE: The most important rule at this stage is to not leave the Learner alone until you’re sure they can perform the task correctly without error or injury. The “Doing” step requires that you be right there for them, monitoring their progress and giving them guidance.

Follow these guidelines during the “Do” step:

Have the Learner do the job

 Watch closely, provide immediate feedback on performance.  Encourage them to use the training materials if needed.  Stop and show them the task again, if necessary.

Have them explain as they do the job

 Listen for what they’re doing and why they’re doing it. Ask questions if you don’t hear all the information they need to know.

T R A I N I N G

 Stop and explain the task again, if necessary.  Provide positive feedback if they get it right.  Make sure they follow the steps completely and in the right order.  Observe for accuracy, not for speed.

Have them show you step-by-step

 If the Team Member skips a step, or does a step incorrectly, stop, and show them how to do it right.  If you correct them, maintain their self-esteem by correcting the action, not the person (i.e. “let’s try to flip the eggs a little higher,” rather than “you’re doing it wrong”).  Praise their achievements often, especially when they make progress on a task that was difficult for them.

Encourage them as they do the job

 If they make a mistake, don’t correct them in front of others. As much as possible, correct them so others can’t hear.  Keep in mind that the Learner may be nervous. Smile and let them know that it’s tough to perform while someone’s watching.

Have them do it again, if necessary

O T H E R S

 Have them perform the task as many times as necessary until you know they’ve got it.  Don’t let them practice on their own until they know how to perform the task correctly.

21 © 2010 IHOP IP, LLC

The “Do” Step Review Read the statements below and decide whether you think they are true or false based on what you read about the “Do” step, then circle the appropriate response.

T R A I N I N G O T H E R S

1.

When you’re observing Learners perform the task, you’re watching for speed.

T

F

2.

You should teach and encourage them to use shortcuts.

T

F

3.

Give them praise when they get it right.

T

F

4.

Always correct their action or behavior, not them as a person.

T

F

5.

When you correct them, it’s okay to do so publicly.

T

F

6.

If they don’t perform a step correctly, stop, and show them again.

T

F

7.

Don’t let them use the training materials while they perform the job in this step.

T

F

8.

As they’re explaining the job, listen both for what they’re doing, and why they’re doing it.

T

F

9.

Go over the tasks as many times as necessary until you know they’ve got it right.

T

F

10.

The essence of the “Do” step of training is to leave them alone and see if they can figure out how to do it without your help.

T

F

22 © 2010 IHOP IP, LLC

STEP #5: REVIEW After the training is complete, it is important that you review what was accomplished and how the Learner performed. This is done mainly by allowing the Learner to do the talking. Ask questions and listen to their responses for indications that they understand the tasks they have performed and that they remember the most important steps of the job. Provide clarification and positive feedback during the review step to help cement the information in the Learner’s mind. Review the Key Points

 Ask them what’s important to remember about the job.  Focus on the information that’s critical to the successful completion of the task.  Ask them what they liked about their work. Everyone tends to be too critical of themselves. Make sure they say something positive.  Give positive feedback based on your observations.

Review Their Work

 Ask them what they’re going to focus on next time they do this task.  Give them suggestions about how to correct problem areas.  Go back to “Tell, Show, Do, Review” if necessary.  Don’t expect them to remember everything.  Make sure they know where to find information, if they need it later (recipes, SOP books, laminates, etc.).

Review Their Questions

Review the Benefits

 Ask them whether they have any other questions about the task you taught.  Answer all questions, or find answers to those you don’t know promptly.  Reinforce the benefits of properly performing the task, both to the Team Member and the restaurant.  Tell them to let you know if they need help in the future.  Check back later in the day, the next day, and the next week to make sure they’re doing OK. Continue to coach them as needed.

Review Later On

 Congratulate them on things done well.  Provide feedback and direction where needed.  Make sure they know why doing it right is important.

T R A I N I N G O T H E R S

23 © 2010 IHOP IP, LLC

Giving Feedback

T R A I N I N G O T H E R S

Throughout the training process, and particularly during the Review step, it is imperative that you give feedback to the Learner on their performance. The goal of this feedback is to let them know what they are doing/have done well or to correct them when they have done something incorrectly. There are generally two types of feedback: Positive feedback: This is the feedback you give a Learner when they have done something right. It is important to let the Learner know when they have done something right so that they are more likely to repeat the behavior after training. Feedback for improvement: This is the feedback you give a Learner when they have done something incorrectly. The goal is to modify the Learner’s behavior so they perform correctly, but not demotivate the Learner in the process. Review the guidelines for giving both types of feedback shown below: Positive Feedback Use the acronym P.I.E.S.  Positive: Make sure the Learner knows they did something right by speaking in an upbeat and happy tone.  Immediate: Give the feedback as close to the action as possible. This helps the Learner connect the action with the praise you are giving them.  Earned: Only give positive feedback when it is earned. If you praise a job that is not worthy of praise, you might reinforce performance that is below the standard.  Specific: It is important to let the Learner know exactly what they did right so they can repeat it next time. Instead of merely saying, “Good job!” Say, “You did a great job getting those guests’ food out to them while it was still hot.” Note: If practical, give the positive feedback in front of other Team Members. This can be a big confidence booster for the Learner. Feedback for Improvement  Tell them exactly what was done incorrectly and why it’s incorrect.  Explain the impact on the restaurant, customer, co-workers, etc.  Ask for suggestions on how to improve or correct the performance. The Learner is more likely to do it if they came up with the idea on their own. Be prepared with suggestions if the Learner can’t come up with solutions on their own.  Express confidence in their ability to improve and encourage them to keep trying.  If the problem is serious, happens repeatedly, or if your suggestions aren’t accepted well, let your Manager know.

24

Note: Feedback for improvement should always be given in private and never in front of other Learners or Team Members. Be sensitive to the feelings of your co-workers.

© 2010 IHOP IP, LLC

Providing Feedback Practice Review the following examples of positive feedback and feedback for improvement, then answer the questions in the spaces provided. Situation #1 “Maria, I worked the station next to you today and heard some of your conversations with guests. You did a great job of suggestive selling. I think you sold more orange juice than any of us. If you keep that up, your check average will be the highest one around here in no time.” 1.

What did Maria do right?

______________________________________________________________________________________ ______________________________________________________________________________________

2.

What impact will her actions have on the restaurant, guests, or co-workers?

______________________________________________________________________________________ ______________________________________________________________________________________

3.

How was Maria encouraged to continue the positive behavior?

______________________________________________________________________________________ ______________________________________________________________________________________

T R A I N I N G

Situation #2 “Marcos, when I was straightening the walk-in this afternoon, I noticed that the Buttermilk batter you made today was not rotated properly. It was placed in front of the older batter. Can you fix it next time you’re in the walk-in? Make sure you use the FIFO system you were taught in training, always putting the newest batters at the back and pulling the older batters up front. Otherwise, the batter in the back may be too old to use by the time we get to it. If that happens, we’ll have to throw it out and food costs will go up. You’ve been doing a great job at all the other prep procedures so I know following FIFO will be easy for you once you focus on it.” 1.

What did Marcos do wrong and what steps should he take to correct his actions in the future?

______________________________________________________________________________________ ______________________________________________________________________________________

2.

What impact could his actions have on the restaurant, guests, or co-workers?

O T H E R S

______________________________________________________________________________________ ______________________________________________________________________________________

3.

How did this trainer express confidence in Marcos’ performance overall?

______________________________________________________________________________________ ______________________________________________________________________________________

© 2010 IHOP IP, LLC

25

Overview of IHOP 101 Training Program

The New Team Member’s Learning Journey A Learner’s journey through IHOP 101 is composed of four basic stages.

STAGE #1 New Team Member On-Boarding Completed with the General Manager

 STAGE #2 Position Overview Completed with Certified Trainer



T R A I N I N G

This section provides an overview of how the IHOP 101 program is to be implemented. It includes an overview of each of the training modules, a description of the program components, and instructions on how to use the program.

STAGE #3 Completed with Certified Trainer



O T H E R S

Station Training

STAGE #4 Practical Evaluation Completed with the General Manager

Stage 1: All new Team Members complete On-Boarding with the General Manager before any position or station training takes place. On-Boarding is equivalent to what is commonly referred to as a Team Member orientation. During this module, the new Team Member learns more about IHOP, becomes familiar with their restaurant, meets the rest of the team, learns the organization’s policies and values, completes Shades of Harassment training, learns about their upcoming learning journey, and much, much more.

26 © 2010 IHOP IP, LLC

The second part of On-Boarding, Sanitation and Safety may be taught by the General Manager or the Certified Trainer. This section provides the Learner with the necessary information to ensure that food safety, the well-being of our guests and Team Members is always a priority. The Sanitation and Safety section can be taught in conjunction with position overviews and position-specific training. No Team Member should be left unsupervised unless they have been thoroughly trained and have a clear understanding of proper Sanitation and Safety procedures. Stage 2: Following On-Boarding, the Learner completes the applicable Position Overview module with their Certified Trainer. The Position Overview introduces the Team Member to the general expectations of their new position. The Position Overview also covers the competencies, skills and responsibilities of each position, such as safety practices, timing standards, IHOP’s service standards, etc. Stage 3: Following the Position Overview Module, the Learner completes the applicable position-specific module with their Certified Trainer. Stage 4: Upon completing a position-specific module, the Learner will be given a practical application examination by the General Manager. The Learner will be asked to perform what they have learned in the Position Overview and Station modules while the Manager observes and evaluates their performance.

T R A I N I N G O T H E R S

27 © 2010 IHOP IP, LLC

Overview of Training Modules The IHOP 101 Program is divided into training modules. This helps the new Team Member and their Certified Trainer focus on what the Learner needs to learn in manageable steps at a pace and in an order that works best for the Learner. The following are the modules of the program. New Team Member On-Boarding

T R A I N I N G O T H E R S

Front-of-House Overview Host/Hostess Station Cashier Station ·Server Station

Cook

Combo Overview

Cook Overview

Wet Grill Station

Prep Station

Sandwich Station

Egg Station

Dry Grill Station

Fryer Station

Wheel Station

Back-of-House Station Front-of-House Station

Which Modules to Use To know which Position Overview and Station Modules each Team Member must complete in order to be prepared to do what will be expected of them, you must be familiar with the competencies, skills and information covered in each of the position-specific modules. The table below lists each module, briefly explains who should complete each module and provides a short summary of the information covered in each module.

Module Name

Who Should Complete It

On-Boarding

All new hires

Front-of-House Position Overview

All Team Members who will be interacting with guests and all Learners who will be completing the Host/Hostess, Cashier and Server Modules

Host/Hostess Station

All Hosts/Hostesses and all Team Members who will be greeting and seating guests

Cashier Station

All Cashiers and all Team Members who will be operating the cash register and collecting guest payments

Server Station

All Servers and all Team Members who will be taking guest orders and serving food and beverages to the guests

Cook Position Overview

All Cooks and all Team Members who will be preparing food

Cook – Prep Station

All Prep Cooks and all Team Members who will be performing the advance preparation of food

Cook – Egg Station

All Cooks and Team Members who will be preparing eggs and egg plates

Cook – Fryer Station

All Cooks and Team Members who will be preparing foods in the fryer

Cook – Wet Grill Station

All Cooks and Team Members who will be preparing foods using the wet (pit) grill

Cook – Sandwich Station

All Cooks and Team Members who will be preparing sandwiches and entrée salads

28 © 2010 IHOP IP, LLC

Module Name

Who Should Complete It

Cook – Dry Grill Station

All Cooks and Team Members who will be preparing foods using the dry grill

Cook – Wheel Station

All cooks and Team Members who will be calling the wheel and performing the role of the wheel position

Combo Overview

All Combos and all Team Members performing FOH cleaning responsibilities and BOH glassware and utensil cleaning responsibilities.

Combo – Back-ofHouse Station

All Combos and Team Members who will be performing the Backof-House functions of the Combo position

Combo – Front-ofHouse Station

All Combos and Team Members who will be performing the Frontof-House functions of the Combo position

Once you understand what modules are available and what learnings each of them covers, you must identify and guide the Learner through the completion of the modules that cover the responsibilities of their job. All new hire Team Members are to complete the On-Boarding Module with the General Manager. Next, with their Certified Trainer, each Learner completes the Position Overview Module that is applicable to the position that they will be working or are training for. Then, again with their Certified Trainer, the Learner completes the Station Modules that apply to the expectations and requirements of their position. The examples below show the Modules that should be completed for some of the positions that you will be training.

T R A I N I N G

Example 1: The new Team Member is a Host or Hostess. They will complete:  On-Boarding  Front-of-House Overview  Host/Hostess Station Module And, if the Host/Hostess will also serve as a Cashier, complete:  Cashier Station Module Example 2: The new Team Member was hired to be a Dry Grill Cook. They will complete:  On-Boarding  Cook Position Overview  Cook – Dry Grill Station Module And, if the Dry Grill Cook will also assist the Wet Grill Cook with crepes & French toast during peak periods, they will also complete…

O T H E R S

 Cook – Wet Grill Station Module And, if they will also be performing the role of the Wheel Station they will also complete:  Cook – Egg Station Module  Cook – Fryer Station Module

29 © 2010 IHOP IP, LLC

 Cook – Sandwich Station Module  Cook – Wheel Station Module

T R A I N I N G

Now you try. Write in which Modules the newly hired Team Member should complete. Practice 1: The new Team Member was hired to be a Prep Cook. They should complete… 

 ______________________________________



 ______________________________________



 ______________________________________ And, if the Prep Cook will also assist the line cook team with producing sandwiches during peak periods, they should also complete:



 ______________________________________

O T H E R S

30 © 2010 IHOP IP, LLC

Using the Modules for Cross-Functional Training All of the modules a Learner should complete are not always obvious. The need for familiarity with the competencies, skills and information covered in each of the modules is especially important when a Team Member are normally considered a responsibility or function of a different position. You must be able to identify and provide the training of additional modules if they are needed for a Team Member who will be expected to perform cross-functional responsibilities that are not commonly considered a duty of their position. The examples below explain which, and why, additional Modules should be completed for some of the cross-functional possibilities that you may be faced with identifying and including in a Team Member’s training. Example 1: If a Combo will be expected to put away food product deliveries in the walk-in, you must be aware that food storage hierarchy, temperature control and other information they need to know in order to correctly perform this task are not covered in any of the Combo Position Modules, but they are covered in the Cook Position Overview Module. So, to be able to correctly perform the added function of storing product deliveries in the walk-in, this Combo would also need to complete the Cook Position Overview Module. Example 2: If a Cook who was hired to primarily work the Egg and Fryer Stations will also be expected to assist the rest of the cook team with production of sandwiches and salads, you must be aware that production of sandwiches and salads are not covered in the Cook Position Overview, Egg Station or Fryer Station Modules, but they are covered in the Cook – Sandwich Station Module. So, to be able to correctly perform the added function assisting with production of sandwiches and salads, this Cook would also need to complete the Cook – Sandwich Station Module. Now you try. Write in which Modules the newly hired Team Member should complete. Practice 1: A Combo will be expected to perform both BOH Combo responsibilities and FOH Combo responsibilities, but will also be expected to greet and seat guests upon occasion. What 6 Modules should this newly hired Combo complete? 

 ______________________________________



 ______________________________________



 ______________________________________



 ______________________________________



 ______________________________________



 ______________________________________

T R A I N I N G O T H E R S

31 © 2010 IHOP IP, LLC

Training Program Components This section describes each of the training program components and how they are to be used. The IHOP 101 Trainer’s Guides are the foundation of the program. They are portable aids that guide the Trainer through teaching the competencies and skills the Learner must master to successfully complete each module. Host/Hostess Station

Trainer’s Guide © 2010 IHOP IP, LLC

There is a Trainer’s Guide for each of the IHOP 101 training modules. They incorporate the information found in each module’s corresponding Learner’s Guide as well as additional talking points and training instructions. Host Station Module Introduction LG 2 Welcome the Learner to the Host/Hostess Station Module and explain: In this module we will build on what you learned when you completed the Front-of-House Overview module by covering the knowledge and skills you need to successfully perform in the Host/Hostess Station. As you can see in your Learner’s Guide, we will be covering:

 Station and shift preparedness.  A review of critical safety and sanitation.  Additional Host Station responsibilities.  And, most importantly, what Service as Good as Our Pancakes means in the Host/Hostess Station including:

O T H E R S

 A review of the three basic needs of every guest.  A review of the Platinum Rule of Great Service.  And IHOP’s Host/Hostess Guidelines to Great Guest Service.

Host/Hostess Station Trainer’s Guide

T R A I N I N G

Trainer’s Guides

The Certified Trainer uses the Trainer’s Guides to train the Learner using a hands-on approach - one topic at a time. The Trainer’s Guides are designed to be easy to use and to provide the Certified Trainer with clear direction that matches the Learner’s Guide. They contain questions the Certified Trainer can ask the Learner to facilitate Learner interaction and understanding, dialogue to enhance explanation and clarification of key learnings, references to additional relevant exercises from the Trainer’s Toolkit, and answers for station quizzes found in the Learner’s Guides. The Trainer’s Guides are laminated and intended to be re-used with each new Learner. Activity: Read through the IHOP 101 Trainer’s Guides for the position(s) and station(s) that you will train. Focus on becoming familiar with the information, direction and guidance that they contain.

32 © 2010 IHOP IP, LLC

Learner’s Guides The Learner’s Guides are portable, visual aids that provide Learner focus and support the trainer-led portions of the training program. In essence, they are the Learners’ maps for their learning journey. Host/Hostess Station

Learner’s Guide © 2010 IHOP IP, LLC

There is a Learner’s Guide for each of the IHOP 101 training Modules. Given to the Learner at the start of each module, they guide the Learner through the key competencies and skills that must be mastered for successful completion of the module and provide the Learner with a visual reference for what the Certified Trainer is teaching them.

 Station and shift preparedness.  Safety and sanitation.  Additional Host Station responsibilities.  Service as Good as Our Pancakes.  The three basic needs of every guest.  The Platinum Rule of Great Guest Service.  IHOP’s Host/Hostess Guidelines to Great Guest Service.

33 - June 2010

Host/Hostess Station Learner’s Guide

Host Station Module Introduction In this module, you will learn:

The Learner’s Guides are simple and bulleted to aid retention, singling out key learnings for emphasis of what is the most important. They also include a station quiz and pre-practical exam that are used to evaluate station certification readiness. The Learner Guides are intended to be collected from each Learner after completion of the module and re-used by the next Learner. Activity: Read through the IHOP 101 Learner’s Guides for the position(s) and station(s) that you train. Match each page of each Learner’s Guide with the corresponding pages of the applicable Trainer’s Guide to become familiar with how the two components work together.

T R A I N I N G O T H E R S

33 © 2010 IHOP IP, LLC

Team Member Pocket Cards The Team Member Pocket Card is the take-away tool for each new Team Member. Given to the Learner during their Station-specific training, it is used to reinforce key learnings and provides a place for the Learner to make important notes and add key restaurant-specific information.

T R A I N I N G O T H E R S

Finish Strong  Once seated, hand each guest a menu with the beverages section facing up.  Let them know about specials.

Leave guests with the unmistakable impression that your Host service doesn’t end just because you have shown them to their table.

 Tell them the Server’s name.

 Smile.

 Thank them for choosing IHOP.

 Make eye contact.

 Inform the Server of any special events or needs of the guest.

 Ask the guest about their meal and service.

Stay Available Never miss an opportunity to be of service.

 As they leave, thank the guests and invite them to return.

Answering the Telephone

 Establish eye contact. You should always provide Service as Good as Our Pancakes even when speaking on the phone.

 Keep an eye out for:     

Guests who need beverages/refills. Guests who have questions. Guests who need something. Servers who need help. Tables that need to be pre-bussed. 6

Host Station

 Ask permission before placing caller on hold.

 Address any guest concerns using the L.A.S.T. procedure.

 Smile.

 Greet guest with: “Good [morning, afternoon, evening]. Thank you for calling IHOP [location]. This is [your name]. How may I help you?”

 Smile.  Answer within three rings.

7

 Check back every 30 to 60 seconds.

This book belongs to

To Go Orders 1. Host/Hostess takes the order. 2. Host/Hostess inputs order into POS.

Guideline 1

Warmly Greet

4. Host/Hostess assembles order and places in a bag with utensils and condiments.

Guideline 2

Promptly Seat

Guideline 3

Stay Available

5. Guest carries the order home.

Guideline 4

Finish Strong

3. Galley prepares the order.

8

There is a Team Member Pocket Card for each of the IHOP 101 station-specific training modules. They mirror the key information found in each module’s corresponding Learner’s Guide They fold to “pocket size” for portability and convenience and eliminate the need to print complete Learner’s Guides for each Team Member. The Team Member Pocket Cards are printed as needed for each Learner when they begin a new module and can be used both during the training and as a reference after the module has been completed. Activity: Scan through the IHOP 101 Team Member Pocket Cards for the position(s) and station(s) that you train. Match each card to the contents of each applicable Learner’s Guide to become familiar with how the Pocket Card reinforces the key information from the modules.

Training

The training videos for Servers, Hosts/Hostesses, Cooks, and Combos are provided in DVD format. Each DVD contains video segments pertaining to each training module. The video segments are intended to be viewed by the Learner as training progresses. For example, before actually practicing the preparation of omelettes on the grill, and as a supplement to the Certified Trainer’s instruction, a cook would watch the omelettes section of the Cook Training videos. As an alternative, the DVDs may be watched from start to finish, and then re-watched by segment to reinforce learning. The table on the following pages lists each training video chapter and segment and briefly explains who should view each chapter or segment.

34 © 2010 IHOP IP, LLC

Video Chapter Name Shades of Harassment

Segment Name

Who Should Complete It

Supervisor

All management or supervisor new hires

Team member

All hourly Team Member new hires

Service Overview

All Team Members who will be interacting with guests and all Learners who will be completing the Host/Hostess, Cashier and Server Modules

Host/Hostess Station

All Hosts/Hostesses and all Team Members who will be greeting and seating guests All Cashiers and all Team Members who will be operating the cash register and collecting guest payments

Server Station Serving Satisfaction IHOP Front-of-House

Order Delivery Pre-Delivery

All Servers and all Team Members who will be taking guest orders and serving food and beverages to the guests

Post-Delivery

T R A I N I N G

Follow Up Finish Strong Sidework L.A.S.T

All Team Members who will be interacting with guests and all Learners who will be completing the Host/Hostess, Cashier and Server Modules

Tip Reporting

All Servers and all Team Members who receive tips

Cook Introduction

All Cooks and all Team Members who will be preparing food

Prep Station

All Prep Cooks and all Team Members who will be performing the advance preparation of food All Cooks and Team Members who will be preparing eggs and egg plates

Cook

Egg Station All Cooks and Team Members who will be preparing foods in the fryer Wet Grill Station:  Omelettes  French Toast  International Pancakes

O T H E R S

All Cooks and Team Members who will be preparing foods using the wet (pit) grill

35 © 2010 IHOP IP, LLC

Video Chapter Name

T R A I N I N G O T H E R S

Cook (con.t)

Segment Name

Who Should Complete It

Pit Station:  Miscellaneous Food Items

All Cooks and Team Members who will be preparing foods using the wet (pit) grill All Cooks and Team Members who will be preparing foods using the dry grill

Wheel Station All cooks and Team Members who will be calling the wheel and performing the role of the wheel position IHOP for Me (Simple & Fit)

All Cooks and Team Members who will be completing the Egg, Wet Grill, Sandwich, Dry Grill and Wheel Station Modules

Combo Introduction Restrooms Maintaining the Outside of the Building

All Combos and all Team Members who will be performing Combo duties

Dish Washing Receiving and Storing Foods

All Combos and Team Members who will be performing the Back-of-House functions of the Combo position

Changing Bag-InBox Combo

Bussing a Table Setting Up a Table Checking the Restrooms Seating Guests Responding to Guests’ Special Needs

All Combos and Team Members who will be performing the Front-of-House functions of the Combo position

Assisting the Servers Cleaning the Carpets

Activity: Scan through the Training Videos DVD. Focus on becoming familiar with the chapters and segments available and the general topics and information covered in each segment.

36 © 2010 IHOP IP, LLC

The Trainer’s Toolkit The Trainer’s Toolkit is a source of supplemental and optional tools, materials and resources that can be printed as needed or desired for use in addition to the IHOP 101 Module components.

The Trainer’s Toolkit is provided for the Trainer and contains a number of tools like restaurant learning maps, Learner study guides and role-play exercises with instructions. The Trainer’s Toolkit is always growing, so it should be checked regularly for updates and additions.

The Trainer’s Toolkit is located on insideIHOP. Activity: With the Manager’s assistance, open and view the contents of the Trainer’s Toolkit on insideIHOP. Focus on becoming familiar with the tools, materials and resources available, how they are sorted and how some of the items found there could potentially supplement or enhance your Learners’ learning journey.

T R A I N I N G

The Learning Passport The Learning Passport provides a fun and convenient document that contains a Team Member pledge and the practical exams for all stations. It is used to asses, record and celebrate each Learner’s progress, achievements and successes.

The Learning Passport is introduced to the new Team Member during their On-Boarding with the manager when the learning journey is introduced and explained. At this time, the Learner will complete the first page of the passport, taking the “Welcome to IHOP” pledge. They will also be given an opportunity to view the practical exams to get an idea of how their training progress will be measured. The main function of the Learning Passport is the practical application examinations. These exams are based on the competencies and skills the Learner must master, the tasks that they are required to complete in their job and the steps that make up those tasks. As a Learner completes their training for each station, the manager uses the Passport to evaluate the Learner’s ability to successfully demonstrate and perform what they have learned. © 2010 IHOP IP, LLC

O T H E R S

37

host/hostess

host/hostess

O T H E R S

❏

14. Hand a menu to each guest after seating with the beverage side up?

❏

2. Smile, make eye contact and give the guest a warm greeting?

❏

15. Mention the LTO?

❏

3. Come out from behind the podium?

❏

16. Tell the guest Server’s name?

❏

4. Engage in light conversation or ask open-ended questions to make the guest feel welcome?

❏

17. Thank the guest for choosing IHOP?

❏

5. Ask questions to address basic guest needs? (e.g., number in party, seating preferences, etc.)

❏

18. Communicate to Server any special events or needs of the guest, if applicable?

❏

6. Ask questions to address special guest needs? (e.g., guests with infants, wheelchairs, etc.)

❏

19. Watch for ways to help Server (pre-bussing, giving refills, etc.) as they were passing through the dining room after seating guests?

❏

7. Use the wait list properly?

❏

❏

8. Give proper wait time estimates?

❏

20. Collect menus as they were passing through the dining room?

9. Properly rotate seating in the dining room?

❏

21. Monitor the dining room in order to see where they could assist?

❏

22. Refill guest drinks, if needed?

❏

23. Pre-bus tables, if needed?

❏

24. Re-set tables, if needed?

❏

25. To-go items kept stocked?

❏

26. Promptly and correctly packed to-go orders?

❏

10. Walk at the same pace as the guest when showing them to their table?

❏

11. Engage in light conversation with the guest when showing them to their table?

❏

12. Pull chair away from table as the guest sits, if necessary?

❏

13. Remove or add extra place settings, if necessary?

❏ 3

2

The Learner is asked to perform the job for which they just completed training while the manager observes.

Once all of the boxes are checked by the manager, validating that all of the listed competencies, skills or tasks were demonstrated or performed correctly, the manager congratulates the Learner on successful completion of the applicable module, the Manager and Trainer sign and date the Practical Exam for that module, the Learner is considered certified in that station and they are ready to work that station or to begin their next training module.

1



Note: Learner is not certified in that position until all tasks are checked and the practical is signed and dated.

When additional training is completed, the Manager asks the Learner to once again perform the job for which they just completed training while the Manager observes and checks the boxes once the Learner successfully performs the listed competency, skill or task correctly.

Learner’s results align with our “Come Hungry. Leave Happy.” philosophy



Items not meeting this criteria will remain unchecked until Learner is re-evaluated and can complete the task. When all tasks are checked, the practical is signed by Restaurant Manager and Learner and the current date is entered.

If the Learner does not successfully perform or demonstrate one or more of the listed competencies, skills or tasks correctly, the Manager does not check the box and additional training is provided to the Learner.

Learner completes task in an acceptable time frame



Restaurant Manager: Observe Learner in action and check the box next to the tasks that are completed correctly. Tasks checked must meet the following criteria: Learner is able to execute per SOP

When the Learner successfully performs the listed competency, skill or task correctly, the Manager checks the corresponding box.

instructions



This practical will be used to determine how effectively you demonstrate the IHOP Guidelines and Procedures for each position. Proper training and execution will ensure that our guests get the kind of food and service that the IHOP brand was built on.

T R A I N I N G

1. Promptly greet or acknowledge the guest?

The Learning Passport contains practical exams for all Station Modules which also integrate competencies and skills from the Position Overview modules. There is no practical exam for the On-Boarding module. The Learning Passports are ordered or printed as needed and one is used for each Learner throughout their learning journey.

Completion Certificate

38

Upon successful completion of the modules required for a particular position, the Learner is “certified” for that position (i.e., a Certified Egg Cook). If you choose, you can complete and print a Certificate of Completion with the Team Member’s name, training completion date, and position to present to the Learner to additionally recognize their efforts. The certificate template is available in the Trainer’s Tool Kit on insideIHOP. © 2010 IHOP IP, LLC

Training Tracking Sheet Each Team Member’s training history is to be recorded on the IHOP 101 Program Tracking spreadsheet. The updated spreadsheet is to be maintained and stored in the restaurant’s OAR Binder. It can be posted in the Team Member break area, if desired. This spreadsheet is available in the Trainer’s Tool Kit on insideIHOP in Excel format. Complete the tracking sheet as follows: Column

Action

Name

Fill in the Team Member’s name

Start Date

Fill in the date that the Team Member started work

Last Date Worked

Fill in the date that a former Team Member’s employment was terminated, if applicable

On-Boarding, Front-of-theHouse, Cook, Combo Station-Specific Modules

Place a check mark in the appropriate column to identify which training modules the Team Member has successfully completed

Recertification Year

Fill in the appropriate year and place a checkmark in the appropriate column when the Team Member completes an annual training recertification

Training Others

Place a check mark in this column when the Team Member completes the Training Others module

T R A I N I N G

Team Member Training Program Tracking Sheet Restaurant #___________

Name

Last Day Employed

On-Boarding

Front of the House FOH

Overview

Sanitation & Safety

Overview

HOST Host

Cashier

COOK

COMBO

Training Others

SERVER Server

Overview

Prep

Egg

Sandwich

Fryer

Wet Grill

Dry Grill

Wheel

Overview

FOH

BOH

O T H E R S

© 2010 IHOP IP, LLC.

39 © 2010 IHOP IP, LLC

Quiz: How to Use the IHOP 101 Program Now that you have learned about the IHOP 101 Program modules, components, and how to use each of them, it’s time to test your understanding.

The new Team Member is a Server. Which 3 Modules should they complete? On-Boarding Front-of-House Position Overview Server Station Module

O T H E R S

1.

And, if the Server will also perform Host/Hostess duties, such as greeting and seating guests, as part of their Server position, what additional module should they also complete? Host/Hostess Station Module And, if the Server will also perform Cashier duties as part of their Server position, what additional module should they also complete? Cashier Station Module The new Team Member was hired to be a Line Cook who will be working alone to produce all guest orders and assist with advance food preparation during lower volume periods. Which modules should this Learner complete?

2.

On-Boarding Cook Position Overview Cook - Prep Station Module Cook – Egg Station Module

40 © 2010 IHOP IP, LLC

Learning Passport

Team Member Pocket Card

Training Videos

Learner’s Guide

Team Member Position Plans & Modules to Complete

Trainer’s Guide

T R A I N I N G

For each new Team Member position plan shown below, write in which modules the Learner should complete. Then, place a checkmark in the appropriate column(s) to indicate which of the program components available will be used for the Learner’s completion of each module. Assume that the Certified Trainer will seek and include additional tools or resources as needed from the Trainer’s Toolkit and that each module completed will be tracked on the Training Tracking Spreadsheet.

(con’t.)

Cook – Wet Grill Station Module Cook – Sandwich Station Module Cook – Dry Grill Station Module Cook – Wheel Station Module The new Team Member was hired to be a Combo who will be working only in the restaurant’s Backof-House. Which modules should this Learner complete?

3.

On-Boarding Combo Position Overview Combo - BOH Station Module The new Team Member was hired to be a Combo who will be working only in the restaurant’s Frontof-House. Which modules should this Learner complete?

4.

Learning Passport

Team Member Pocket Card

T R A I N I N G

Cook – Fryer Station Module 2.

Training Videos

Learner’s Guide

Trainer’s Guide

Team Member Position Plans & Modules to Complete

On-Boarding Combo Position Overview

O T H E R S

Combo - FOH Station Module The new Team Member was hired to be a Combo who will be performing both Front-of-House and Back-of-House functions of the Combo position. Which modules should this Learner complete? 5.

On-Boarding Combo Position Overview Combo - BOH Station Module Combo - FOH Station Module The new Team Member was hired to be a Server but they will also be expected to prepare certain foods in advance such as lemon wedges or dinner salads. Which modules should this Learner complete?

6.

On-Boarding Front-of-House Position Overview Server Station Module Cook Position Overview

41 © 2010 IHOP IP, LLC

O T H E R S

Cook - Prep Station Module This Team Member was hired to be a Host/Hostess, but, in addition to their normal responsibilities, they will also be expected to bus and reset tables during lower volume periods. Which modules should this Learner complete? 7.

On-Boarding Front-of-House Position Overview Host/Hostess Station Module Combo Position Overview Module Combo - FOH Station Module This Team Member was hired to be a Cook. In addition to sometimes working alone to produce all guest orders during lower volume periods, they will also be expected to wash and restock dishes during very low volume hours. The restaurant does have a full-time Prep Cook who already completes all of the restaurant’s advance food preparation, so this cook will not have to assist with prep. Which Modules should this Learner complete? On-Boarding

8.

Cook Position Overview Cook – Egg Station Module Cook – Fryer Station Module Cook – Wet Grill Station Module Cook – Sandwich Station Module Cook – Dry Grill Station Module Cook – Wheel Station Module Combo Position Overview Module Combo - BOH Station Module

42 © 2010 IHOP IP, LLC

Learning Passport

Team Member Pocket Card

Training Videos

Learner’s Guide

T R A I N I N G

Trainer’s Guide

Team Member Position Plans & Modules to Complete

Now, answer the following additional questions. If a question is multiple choice, circle the one best answer from the options provided. 9. When should the modules that a new hire Learner must complete be identified? a. During their first interview for the job b. Before their training begins c. As their training progresses 10. If the Certified Trainer desires or needs additional or supplemental Team Member training tools, materials and resources to enhance or supplement the module training, where should they look? The Trainer’s Toolkit. 11. Who is responsible for completing the On-Boarding module with the Learner? a. The General Manager b. The Certified Trainer c. The Learner completes it on their own 12. Who is responsible for completing the Position Overview module with the Learner? a. The General Manager b. The Certified Trainer c. The Crew Chief on Duty 13. Who is responsible for completing the Station-Specific modules with the Learner? a. The General Manager b. The Certified Trainer c. The food distributor’s delivery driver 14. Who is responsible for evaluating the Learner’s ability to demonstrate or perform the competencies, skills and responsibilities of their job using the practical exams contained in the Learning Passport? a. The General Manager b. The Certified Trainer c. Anyone who is available 15. When should the practical exams be administered to and completed successfully by the Learner? a. Before they are permitted to work their station without supervision or support. b. At least 30 days following their completion of the required station modules. c. Only if it looks like they’re “not catching on” during their training.

T R A I N I N G O T H E R S

43 © 2010 IHOP IP, LLC

Training Others Self-Test Now that you’ve completed the entire Training Others Module, it’s time to take the end-of-module quiz to see how much you’ve retained. Read each statement below and determine which step of training it applies to. Place a checkmark in the column of the correct step to indicate your answer. Some of the statements may apply to multiple steps. Review your answers with your trainer.

T R A I N I N G O T H E R S

Steps

Statement

Plan

1.

The Certified Trainer performs the task while the Learner watches.

2.

Encourage the Learner to ask questions.

3.

The Certified Trainer explains the steps of the task and why it’s important.

4.

The Learner explains what they’re doing and why they’re doing it.

5.

Correct the Learner in a way that others can’t hear.

6.

Prepare for the training session before it begins.

7.

It’s important to provide a “big picture” overview in this step.

8.

Don’t leave them alone during this step until you know they can do the job correctly without error or injury.

9.

Make sure the Learner understands the job and answer all his questions.

10.

The step where the who, what, when, where, why and how are determined.

11.

Demonstrate the task in small, manageable chunks, one step at a time.

12.

Praise when they do the job right, or show improvement.

13.

The Learner performs the task while the trainer observes and gives feedback.

14.

Check back on them frequently after the training is over to see if they’re OK.

15.

Successful on-the-job training begins with this step.

Tell

Show

Do

Review

Congratulations! You have completed the Training Others Module. Give this booklet to your Manager to complete your certification. Teaching others can be one of the most fun, rewarding, and satisfying things you’ll ever do. If you find your job fulfilling, your Learners will too. Good luck!

44 © 2010 IHOP IP, LLC

Training Verification For Certified Trainer Follow these steps to designate a Team Member as a Certified Trainer: Step 1: Step 2: Step 3: Step 4: Step 5: Step 6:

Team Member completes all appropriate modules and practicals. Team Member views the IHOP 101 Training Program DVD. Team Member completes the Training Others module and practical. General Manager completes and signs the Training Verification For Certified Trainer. Franchise Point of Contact (POC) signs the Training Verification For Certified Trainer form. GM issues a Certified Trainer Certificate (from insideIHOP.com) and a Certified Trainer pin (available from DataSource). The Training Verification form is filed in the Team Member’s personnel file.

Team Member’s Name: ________________________________ Restaurant # _________________ Front-of-House Modules

Date Complete

Cook Modules

Date Complete

Combo Modules

On-boarding

On-boarding

On-boarding

FOH Overview

Cook Overview

Combo Overview

Host/Hostess

Prep Station

Combo BOH

Cashier

Egg Station

Combo FOH

Server

Sandwich Station

Training Others Module

Training Others Module

Wet Grill Station

Training Others Practical

Training Others Practical

Fryer Station

View IHOP 101 Training DVD

View IHOP 101 Training DVD

Dry Grill Station Wheel Station Training Others Module Training Others Practical

General Manager Name

General Manager Signature

Date

POC Name

POC Signature

Date

Date Complete