AET/515 Instructional Plan for Ethics in Hospitality

1. AET/515Instructional Plan for Ethics in Hospitality Slide 1

2. Needs Assessment • What is the learning problem or opportunity? • In the field of hospitality, ethics is one of the most important areas in the service industry. Hospitality employee’s actions are dependent on sound and ethical decision making in regards to preventing the customer’s monetary loss, illness, potential injuries, and fatalities. • What is currently available? • Currently, the Boardman Corporate University provides no continuing educational opportunities regarding the topic of ethics in relation to the professions of front office, housekeeping, and food and beverage as it applies to the hospitality and service industry. • What should be available? • A course that introduces the definition and concepts of ethics, morality and value systems that drive the development of ethics, and a “code of conduct” for ethics in hospitality business should be available to all employees working in the service industry. Slide 2

3. Needs Assessment • Explain the gap analysis between what is available and what should be available. • The Boardman Corporate University does not offer a course on ethics specific to the service industry. At this time the gap needing to be addressed is not known. In addition, the desired outcomes and goals of implementing such a course are also unknown do to the current absence of course offerings on the topic of ethics. • What is your recommended solution for filling the gap? • To Identify and fill the gap, my recommendations begin with meeting with the Boardman Corporate University administration and management to discuss the following: • The corporations mission statements. • The current vision for their company, employee needs, and customer care. • The corporations organizational goals and objectives specific to the area of hospitality. Slide 3

4. Needs Assessment • What is your recommended solution for filling the gap? (cont.) • My recommendations for identifying and filling the gap will also incorporate additional informational gathering from the following: • Customer evaluation and feedback of the service expected versus received. • Feedback from unidentified “mystery customer’s” evaluation of service received. • Employee surveys that identify the employees current knowledge of ethics and interest level in the topic. • Employee aptitude testing that determines actual knowledge level of subject matter. • Employee’s availability to take continuing education courses. • Any formalized complaints or incident reports that have been filed against the corporation in terms of customer service. • One-on-one conversations with customers and employees regarding principles of ethics and how it relates to them and the service industry. Slide 4

5. Instructional Goal • Learners will be able to identify the components needed to develop a “code of conduct” that drives an employee’s ethical decisions when dealing with customers and be able to apply those ethical decisions to their specific hospitality and service industry area to promote customer satisfaction. Slide 5

6. Performance-Based Objectives • Employees taking this course will list and define the three components involved in employee ethics development and provide two written summaries from online researched ethical issues that have made a positive and negative impact on a hospitality organization in 100 words or less. • Employees taking this course will practice “real life hospitality” role-play scenarios that incorporate critical thinking skills, measured by a checklist completed by peer employee learners taking the course and the instructor’s observation, that assists with appropriate ethical decisions that promote and protect customer satisfaction and interests in the hospitality industry area of ethics. Slide 6

7. Summative Assessment and Learning Outcomes • Learner outcomes will be evaluated by: • The learner’s written lists of ethical components and definitions will be compared to the information provided through classroom handouts and lecture to ensure that learners have a firm understanding of the material. • Instructor will provide positive feedback and guidance for those learners needing assistance. • Learners will be asked to repeat assignment until all guidelines are met. • The internet research assignment will be reviewed by the instructor to ensure that the content is relevant to the topic of ethics in the hospitality industry. • Learners will be asked to provide an article title, hospitality organization that the ethical article is in reference to, and the web site where the article can be located. • The summary must contain one positive and one negative report regarding ethical decisions and the impact that it had on the hospitality organization researched. • Learners will be asked to repeat the assignment if guidelines are not followed. Slide 7

8. Summative Assessment and Learning Outcomes • Learner outcomes will be evaluated by (cont.): • Role-play activities will be evaluated through a peer learner’s checklist and instructor observation. • A designated peer in each of the assigned groups during the activity will evaluate the learners engaging in the activity, giving support and guidance. • The checklists will contain the components of appropriate decision making and learners will be asked to demonstrate those components during the role-play. • The instructor will observe the acted scenarios, giving guidance and critique as necessary to ensure components are understood and demonstrated by the learners. Slide 8

9. Learner Characteristics • This course is developed for the Boardman Corporate University, specifically for those individuals employed at Baderman Island Resort Destination. • This is a mandatory class taken by all new employees once hired with a required yearly refresher follow-up course in the same content. • The average age of the learners attending the course is 24 years old with the oldest age being 45 years. • The class is a diverse mix of cultural backgrounds, with the female gender making up 60% of the class. • Half of the attendees of the class are employed as wait staff, while the other 50% is made up of managers, bar staff, and other hotel staff such as front desk personnel, custodial staff, and plant operations personnel. • The educational backgrounds of the learners taking this course vary from high school diplomas or equivalency to a Masters’ degree in hospitality management. • The learning styles of the attendees is a combination of visual, auditory, and kinesthetic. Slide 9

10. Learner Characteristics • Based on the characteristics of this classroom, an awareness of the • following needs are required: • Do to the diverse cultural background of the learners, the lesson needs to be culturally sensitive, taking into account any additional needs for the learners related to their culture. For example, is an interpreter needed for translation? • With the average age being 24 years old, an awareness needs to be present of how best this age group learns and their motivations, while still taking into account that the lesson has to address the other age groups as well. • Be aware that the lesson has information that is applicable to all disciplines of employees who are attending, not just the wait staff employees that account for 50% of the class and that the material is presented in “layers” to ensure that no learner is “lost” because they do not understand. • A lesson has to be developed that addresses not one but three different types of learners; visual, auditory, and kinesthetic. Slide 10

11. Learning Context • The primary course content of lecture, course activities and role-playing will be instituted in a classroom or designated workplace setting. • The educational setting will be set up to allow all attendees to see one-another. This allows for full interactions between learners for additional brainstorming and round robin activities. • The use of a classroom also allows the use of additional multimedia tools such as PowerPoint and video presentation to assist with curricula presentation. • If the course is implemented in a designated workplace setting, adjustments may need to be made to produce a more conducive learning environment such as bringing in ergonomic tables and chairs and additional AV equipment. Slide 11

12. Learning Context • The research assignment will be completed using available computer stations. • The use of a computer lab is ideal. In the event that this is not available, the lesson will be set up so that teams, not individuals, will complete the research assignment to optimize the technology available. • In the event that no computer stations are available, adjustments need to be made to the lesson that allows the learners to take the assignment home and return it at a designated later date. • The learning context will be utilized to guide the lesson with reference to the tools needed to implement the curricula and the strategies employed for classroom set-up, and use of technology. This includes the multimedia and the computers. Slide 12

13. Delivery Modality • Instructional methods will include three basic methodologies; knowledge, analysis, and performance. • These methodologies are addressed by: • Instructor-led Lecturethat introduces the concepts of ethics and its applicability to the hospitality industry. • Video Taped Instruction that provides examples of hospitality scenarios that require strong ethical decisions and asks learners to identify and discuss whether or not appropriate ethical decisions were made. • Self Study Instruction that asks learners to use a computer to research, identify, and describe ethical issues that have had a positive and negative impact on a hospitality organization. • Role-play Simulations that asks learners to act out real life scenarios using scripts that represent ethical issues faced by hospitality workers. Learners will engage in this activity in small groups. Slide 13

14. Instructional Strategies • The Overall Plan Governing the Instructional Content & Process Includes: • An instructional period that will be conducted within an on-site traditional face-to-face corporate classroom training environment with the instructor and learner in the same room at a Boardman Corporate Universitydesignated site. • The learners participation in a one (1), four (4) hour instruction that asks learners to comprehend the importance of ethics and ethical decision making within hospitality organizations. • Instruction that invites learners to identify, discuss, and, comprehend the topic of ethics in the area of hospitality through a variety of instructional strategies such as direct instruction (mini-lecture, didactic questions), indirect instruction (problem solving, concept attainment, reflective discussions), and interactive instruction (brainstorming, cooperative learning, research projects). Slide 14

15. Instructional Strategies • Instruction Strategies used during this instructional plan; • Direct Instruction Strategies: • Mini-Lecture – Several short lectures, no more than 20 minutes in length, will be given during the instruction that conveys knowledge in the area of ethics. Learners will gain a better understanding of the definition and concepts of ethics, morality and value systems that drive the development of ethics, and code of conduct for ethics in hospitality business. • Didactic Questions – Through the entire instruction, factual questions will be presented that focus on the topic of ethics. Learners will be asked to apply critical thinking skills to the questions to demonstrate an understanding of the content of the questions. Slide 15

16. Instructional Strategies • Instruction Strategies used during this instructional plan (cont.); • Indirect Instruction Strategies: • Problem Solving – Learners will be presented with many questions and activities during the lesson that ask the learner to answer through problem solving. The expectation of the learner is that they will be involved and offer input that allows the instructor to evaluate the learners understanding. • Concept Attainment – Examples and non-examples of ethics will be presented to the learners attending the training through video examples. Learners will be asked, in small groups, to compare the examples identifying which ethical approaches were appropriate. The small groups will then present their findings to the entire class for a large group discussion. Slide 16

17. Instructional Strategies • Instruction Strategies used during this instructional plan (cont.); • Indirect Instruction Strategies: • Reflective Discussions – Learners will be asked to engage in group discussions that require the learner to think more deeply about the topic of ethics. The reflective discussion will be different than didactic questions and problem solving exercises because learners will be ask to “think outside the box” and offer ideas regarding addressing ethics that are more insightful than standard responses. The expectation is that all learners will provide input to the discussion. The intent is that the learner will demonstrate a greater understanding of the subject matter. Slide 17

18. Instructional Strategies • Instruction Strategies used during this instructional plan (cont.); • Interactive Instruction Strategies: • Brainstorming –Learners will be asked as a class to generate a list of ethical issues that they experience within their organization. Learners will then brainstorm as a group to generate ideas and resourceful solutions for correcting ethics issues within their workplace. Learners will gain a better understanding of the ethical issues that exist and ways in which to address them. • Cooperative Learning – Learners will be placed in small groups and asked to role play scenarios that are specific to making ethical choices in hospitality. Learners will be asked to identify the ethical issues in their scenario and play out the appropriate ethical choices. The groups will then come together in a large group and discuss their findings. Slide 18

19. Instructional Strategies • Instruction Strategies used during this instructional plan (cont.); • Interactive Instruction Strategies: • Research Projects – Learners will be asked to complete an internet research summary project that assist the learner understand the impact of positive and negative ethical decisions made within the hospitality industry. Learners will gain a reinforced perspective on the importance of ethics in hospitality. Slide 19

20. Plan for Implementation • Implementation for Ethics in Hospitality Training • Course will be offered every Thursday of each month. • Course is employed in a traditional classroom setting incorporating computer usage for a research assignment. • Training Module Plan Timeline • Total Instructional Training Time - four (4) hours • Anticipatory Set – 15 minutes • Brief introduction by instructor regarding ethics in hospitality. • Learners will receive a packet with all of the content and information being covered. • Learners will complete a 25 question multiple choice pre-test on current knowledge in the area of ethics in hospitality. • Classroom discussion on learners opinion of results of test. • Introduction of Learning Objectives – 10 minutes • The course objectives will be introduced, outlining the activities that will be implemented to meet the objectives. Slide 20

21. Plan for Implementation • Training Module Plan Timeline (cont.) • Classroom Lecture – 20 minutes • Lecture will introduce the definition and concepts of ethics in the hospitality industry. • Open ended questions will be asked by the instructor to engage the learners in discussion to assess the learners understanding of the lecture. • Instructional Activity (Video Presentation) – 20 minutes • Video scenarios of hospitality employees will be played to the class. • Learners will be asked to identify the appropriate and non-appropriate ethical decisions that the employees in the video engage in. • Learners will be asked to problem solve the reasons why employees in the video chose to commit the unethical decisions displayed and reflect on the impact of those decisions on the customers being served and the hospitality organization that employs them. • Classroom Lecture – 20 minutes • Lecture will discuss how learners develop their own morality, values, and beliefs systems that drive ethical decisions. The lecture will demonstrate how personal ethics correlates with hospitality finance, customer service, organization operations, and employee relations. Slide 21

22. Plan for Implementation • Training Module Plan Timeline (cont.) • Instructional Activity (Self-Assessment) – 20 minutes • Activity will ask learners to assess their own ethics. • Learners will fill out a self assessment ethics sheet, consisting of questions and scenarios to evaluate. • Class discussion as a group and determine the relevancy of the assessment. • Answer any questions that learners may have. • Instructional Activity (Role Play) – 25 minutes • Explanation of role play activity, sub-group assignments, and scenario distribution. • Learners will engage in the role play activity. • Learners will be placed in groups of four (4) with two leaners evaluating the two leaners participating in the role play. When the role play is completed, the evaluators and the participants will switch roles and resume with the activity. • Once both sub-groups have completed the role play, the class will come together and discuss what they experienced and observed. • Emphasis will be placed on the personal factors involved with making ethical choices. • Classroom Break – 15 minutes Slide 22

23. Plan for Implementation • Training Module Plan Timeline (cont.) • Instructional Activity (Research Assignment) – 40 minutes • Learners will be given the guidelines and appropriate websites list for the internet research assignment. • Learners will search websites from the list provided and find two (2) situations regarding ethics in hospitality. • One (1) situation will be a story of the positive impact regarding employee ethical decisions, and one (1) will be a story regarding the negative impact of an employee ethical decision. The learners will then summarize how each of these situations impact the customers they serve and the hospitality organization that employs them. • Classroom Discussion – 15 minutes • Learners will discuss their research results and opinions on the perceived impact of the decisions. • Classroom Lecture – 15 minutes • Lecture will focus on summarizing the material covered to in the lesson. • Instructor will ask for any additional questions or comments regarding the topics covered. Slide 23

24. Plan for Implementation • Training Module Plan Timeline (cont.) • Post Test (Retention of Knowledge Evaluation) – 15 minutes • Learners will complete a second 25 question multiple choice post test on knowledge of ethics in hospitality. • Answers will be given and the learners will compare the result from their first test with their second test. • Class will discuss as a group the results. • Learner’s Instructional Evaluation – 10 minutes • Learners will be asked to complete an evaluation on the class. • Learners will be encouraged to rate the relevancy and applicability of the course to their workplace. Slide 24

25. Plan for Implementation • Individuals and Materials involved: • A facilitator is needed for this course. (Ideally, this course would be co-facilitated to ensure appropriate supervision is available for the group activities.) • This course is set up to accommodate up to 20 learners per class. • Video footage on DVD or VHS of hospitality workers placed in ethical decision making situations is needed. • The following copies of learner materials are needed: • Learner’s Informational Packet that contains all of the information covered in the classroom lecture. These packets will need space available for learners to make notes as necessary. • Ethics Pre & Post Test that contains 25 multiple choice questions to determine knowledge of the learner before and after the class. • Video Scenario Evaluation Sheet is needed for the video activity for assessment of the scenarios shown. Slide 25

26. Plan for Implementation • Individuals and Materials involved (cont.): • The following copies of learner materials are needed (cont.): • Ethics Self-Assessment Sheet that is completed by the learner to assess their own ethics. This sheet consists of a combination of 20 true or false, multiple choice, and matching questions that allow the learner to evaluate their own set of ethics. • Role Play Scenario Script Sheets that have ethical situations, specific to the hospitality industry, for learners to act-out and analyze during the role playing activity. • Role Play Peer Evaluation Sheet for learners in the sub-group assessing the learners acting out the assigned role play scenario. This sheet is designed to rate and evaluate the decision making, accountability, ethics, values, and morals of the learners completing the role play. The sheet will have a rate key to follow. Slide 26

27. Plan for Implementation • Individuals and Materials involved (cont.): • The following copies of learner materials are needed (cont.): • Approved Website List Sheet for learners to utilize to complete their research project. This sheet will have 10 different websites for learners to visit to gain the information necessary to completed the assignment. • Learner’s Instructional Evaluation Sheet for learners to complete to assess the training they have taken. This evaluation will have many parts consisting of what the learner felt was interesting, what was not interesting, any suggestions for revisions they would make, and transferability of the information presented to the learner’s work environment. Slide 27

28. Plan for Implementation • Ethics in Hospitality Administration Needs for Implementation of Training: • Once the instructional design is completed, a meeting will be scheduled with the Boardman Corporate University administration regarding the following: • Administration will be asked to advertise the course in their curricula course catalog. In the event that revisions can not be made to the course catalog immediately, administration will be asked to develop and distribute flyers that detail the class and the times in which the classes will be offered. During this conversation, I will ask that the administration advertise the course for two weeks prior to the implementation of the course to generate the information for the course and provide ample time for employees and managers to address the needs of their life and work schedules. In addition, if flyers need to be designed, an additional two weeks will need to given before implementation of the training to allow for development, printing, and distribution of the flyer. Slide 28

29. Plan for Implementation • Ethics in Hospitality Administration Needs for Implementation of Training: • Once the instructional design is completed, a meeting will be scheduled with the Boardman Corporate University administration regarding the following: • A cross-training or “train-the-trainer” program needs to be developed and implemented so that more than one instructor can facilitate the course. This eliminates the potential of classes being canceled because an instructor is unavailable. • Administration needs to develop a registration process for the class that allows the learners to sign up for the course, gives notice to the instructor of who will be attending and why they are attending, and that caps the attendee numbers at 20 learners to avoid excessive class numbers. Slide 29

30. Plan for Implementation • Ethics in Hospitality Administration Needs for Implementation of Training: • Once the instructional design is completed, a meeting will be scheduled with the Boardman Corporate University administration regarding the following (cont.): • Administration will develop criteria to decide which employees will be required to attend the trainings. The intent of the instruction is for all new employees of Baderman Island Resort Destination, regardless of their position, to attend the training. The criteria will outline which current employees will be required to attend as well as give the opportunity for employees to voluntarily sign-up. For those current employees required to attend the trainings, considerations will need to be made on ways to identify that the specific issues are addressed that have required the employee attend. • Administration and managers must approve and develop a plan for shift coverage of employees that are attending the course. Slide 30

31. Plan for Implementation • Ethics in Hospitality Administration Needs for Implementation of Training: • Once the instructional design is completed, a meeting will be scheduled with the Boardman Corporate University administration regarding the following (cont.): • Administration will need to approve overtime pay for those employees who are attending the course before/after their shift or on their day off, as well as those employees covering shifts for those employees attending the trainings. • There are several copies of materials that need to be made for this class. Learners will receive learner packets, and several assessment tools that will need to be sent to a print shop for copying. Most copying shops require a one week processing time. The recommendation will be that the materials needing to be copied will be brought to the print shop prior to advertising the training so that drafts can be reviewed and enough time is allotted for revisions. Slide 31

32. Plan for Implementation • Ethics in Hospitality Administration Needs for Implementation of Training: • Once the instructional design is completed, a meeting will be scheduled with the Boardman Corporate University administration regarding the following (cont.): • A classroom that can accommodate 20 learners every Thursday of each week for four (4) hours will need to be scheduled. In the event that a classroom is not available, another compatible room needs to be available, such as a conference room. The classroom setting must also be supplied with tables and chairs for the 20 learners, as well as a computer with PowerPoint software, projector, projector screen, and a table for the instructor’s materials. I would also need pens for writing for the learners. This classroom or designated room should have easy access to bathrooms, as well as water fountains. If no water fountains are easily accessible, learners need to have the ability to bring their own beverages or drinking water should be made available such as bottled water. Policies regarding employees bringing food to the training need to be identified as well. Slide 32

33. Plan for Implementation • Ethics in Hospitality Administration Needs for Implementation of Training: • Once the instructional design is completed, a meeting will be scheduled with the Boardman Corporate University administration regarding the following (cont.): • A computer lab or access to multiple computers needs to be available for the learners to complete the research project of the assignment. In the event that this is not available, the administration needs to consider purchasing computers, or allowing learners the time to return to the class at a later date to share their results. By allowing learners to return at a later date will require administrations approval for the learner to miss work or approve overtime in the event that the class is at a time that the employee is off work. Slide 33

34. Instructional Resources • This Instructional Plan will require the following materials: • A classroom with tables and chairs that accommodates 20 learners. • A laptop computer with PowerPoint software. • A projector and screen to display PowerPoint slides. • White board with appropriate writing pens for board. • Writing pens for the learners. • Computer lab or access to a computers for learners. participating in training to complete research summary. • TV with a DVD or VHS player. Slide 34

35. Formative Assessment • Five Formative Assessment strategies incorporated into my instructional plan include: • Classroom Observation – The learners will be observed during the class to identify the level of understanding in regards to the material presented. The observation will include one-on-one conferences with learners, observing learners interactions during classroom discussion and group activities, and taking anecdotal notes to further gain understanding of the learner’s retention. The anecdotal notes will also be used to address current issues that arise during the course as well as guide the revisions for future classes. • Oral Questioning – Questions will be asked throughout the presentation of the material to provoke thought in the learner and gain an insight of the degree and depth of the learners understanding of the material. Slide 35

36. Formative Assessment • Five Formative Assessment strategies incorporated into my instructional plan include(cont.): • Classroom Discussions – Open-ended questions will be asked throughout the training to build knowledge in the area of ethics and promote critical thinking skills in the learner. • Self & Peer Assessments – Learners will assess themselves and their peers in the area of ethics through a self assessment sheet and a peer evaluation sheet during the role play activity. This assessment will allow learners to better identify their strengths and weaknesses in the area of ethics. Slide 36

37. Formative Assessment • Five Formative Assessment strategies incorporated into my instructional plan include(cont.): • Assignments & Quizzes – Learners will be given assignments such as an internet research activity to assess the learners understanding and retention of the material presented. Pre- and post-tests will be given as an added assessment to establish a knowledge baseline and review the learner’s progress. Slide 37

38. Evaluation Strategies • Strategies for Evaluating This Instructional Plan Include: • Learner Instructional Evaluation Sheet • Participants will be asked to complete an evaluation sheet at the end of the course that has three sections. • The first section will ask the learners to rate on a scale of one (1) to four (4), (1=strongly agree, 2=agree, 3=disagree, and 4=strongly disagree), on the following: • Course met the stated goals and learning objectives of the course. • Course activities were relevant to the course topic. • Course meets the educational needs of the participant. • Instructor presented the course in a professional manner and was knowledgeable in the course content. • Instructor encouraged an environment for questions and opinions. Slide 38

39. Evaluation Strategies • Strategies for Evaluating This Instructional Plan Include: • Learner Instructional Evaluation Sheet (cont.) • The second section will ask the participants to list three (3) items of the course that the participant felt are valid to their perspective work areas and three (3) items of the course the participants feel are not applicable to their perspective work areas. • The third section will ask the participants to provide additional comments regarding the course. The following questions will be asked: • Was there any aspect you were interested in, that was not covered in today's class? • How could the class have been better or more helpful? • Would you be willing to meet with administration to discuss your experience in this course? • Any other additional comments? Slide 39

40. Evaluation Strategies • Strategies for Evaluating This Instructional Plan Include (cont.): • Learner interviews • Participants will be asked, based on their response to the interview question on the evaluation sheet, to meet with administrative services to discuss their experience in the course. • The participants will be asked to provide examples for ways in which to improve the course and any issues that they felt need to be addressed. • The instructor’s employer will discuss the findings with the instructor upon completion of the interviews to disclose the findings of the interviews and adjust the course based on the interview results. Slide 40

41. Evaluation Strategies • Strategies for Evaluating This Instructional Plan Include (cont.): • Instructor Self-Evaluation • Instructors will be asked to write an opinionated summary of how they felt the course went. • Instructors will be asked to describe what went well and what did not. • The instructor will be asked to discuss the flow of the class, the effectiveness of the course activities, and did the instructor feel the participants met the stated learning objectives. • Video Evaluation of Implemented Instruction • The first five (5) implementations of the course will be video taped. • The recordings will be observed by instructor, the instructor’s supervisor, and any management of the personnel attending the course to provide feedback for revisions and adjustments to the improvement of the course. Slide 41

42. Evaluation Strategies • Strategies for Evaluating This Instructional Plan Include (cont.): • Administrator & Management Assessment • The administration and management will be asked to write a short summary on the transferability of the course to the prospective work areas of the participants who attended the course. • The administration and management staff will be asked to identify the effectiveness of the course in regards to the retention of the information with their employees, and whether or not the employee’s actions reflect the information that was provided in their respective work areas. • It will be suggested that administration and management develop a work area specific assessment tool to evaluate the employee’s current skill levels to ensure that the employee’s receive the needed training in a timely manner. Slide 42

43. Outcome Review • Criteria for Examining Achievement of Design Goals and Performance-based Objectives: • Rubric for Class Participation: • Learner’s participation throughout the class will be evaluated using a Rubric that rates on a scale of one (1) to four (4), (1=Unacceptable, 2=Acceptable, 3=Very Good, 4=Exceptional). • The Rubric for participation will be applied to the class lectures, video assignments, and role-play activity. • The Rubric will be broke down into three (3) areas for rating: • Frequency of comments. Are comments optimal (just right: neither too frequent so as to dominate, nor so little that there is no contribution). Learner steps in when there are silences to move discussion along but keeps quiet when this allows others to contribute. Respectful and sensitive to others with comments. Slide 43

44. Outcome Review • Criteria for Examining Achievement of Design Goals and Performance-based Objectives: • Rubric for Class Participation: • The Rubric will be broke down into three (3) areas for rating (cont.): • Contributions that enhance the lesson or discussion. Does the learner ask key questions, elaborate, bring in relevant personal knowledge, move the discussion along, identify issues or take the discussion to another level. Learners use the vocabulary of the topic to be precise and clear and are able to synthesize, indicate gaps, or extensions to the material presented. • Listening of the learner. Is the learner actively and attentively listening to others prior to making own comments. Are the learner’s comments focused on and enhance consideration of the topic, rather than focusing on specific people or events? Learner’s comments and body language validate and encourage others’ contributions. (Eye contact and nodding as culturally appropriate.) Slide 44

45. Outcome Review • Criteria for Examining Achievement of Design Goals and Performance-based Objectives: • Scoring Guide: • Learner’s Internet Research Summary assignment will be evaluated based on the ideas and content submitted using a Scoring Guide. The scoring guide rates on a scale of one (1) to six (6). The numbers will represent the following: • “6” indicates the content presented is extremely clear, focused and well-suited to the assignment objectives and purpose. The main ideas are significantly clear and are developed by strong and compelling supporting details. • “5” indicates the content presented is clear, focused and well suited to the assignment objectives and purpose. The main ideas stand out and are developed by strong supporting detail. Slide 45

46. Outcome Review • Criteria for Examining Achievement of Design Goals and Performance-based Objectives: • Scoring Guide: • Learner’s Internet Research Summary assignment will be evaluated based on the ideas and content submitted using a Scoring Guide. The scoring guide rates on a scale of one (1) to six (6). The numbers will represent the following (cont.): • “4” indicates the content presented is clear, focused, and appropriate to the assignment objectives and purpose. Support is present although it may be limited or general. • “3” indicates the content presented is clear and appropriate to the assignment objectives and purpose, although it may be overly broad or simplistic. Support is present but may lack development or relevance. Slide 46

47. Outcome Review • Criteria for Examining Achievement of Design Goals and Performance-based Objectives: • Scoring Guide: • Learner’s Internet Research Summary assignment will be evaluated based on the ideas and content submitted using a Scoring Guide. The scoring guide rates on a scale of one (1) to six (6). The numbers will represent the following: • “2” indicates the content presented requires extensive clarification on the applicability to the assignment objectives and purpose. The development is attempted but is minimal or may be unrelated to the assignment. • “1” indicates the content lacks the assignments objectives or central theme. Slide 47

48. Recommendations • Recommendations for Future Use: • This course is intended to be part of a new employee orientation with a yearly refresher course to be taken by the employee every year. • Currently this course is scheduled in a face-to-face traditional classroom setting. • To be more accommodating to the employee schedules and limit the Resorts needs to cover shifts for employees attending a refresher course, an online ethics refresher course should be developed that provides flexibility to an employee to take the course when convenient. • Considerations should also be made to invest the resources necessary to develop the refresher course into an interactive video conferencing course that allows learners from different resort sites to interact with one another, discussing the ethical issues that they experience within the region in which they work. Slide 48

49. References • Berk, R. A. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. International • Journal of Teaching and Learning in Higher Education, 17(1), 48-62. • Fleckenstein, M. P., & Huebsch, P. (1999, March). Ethics in Tourism-Reality or Hallucination. • Journal of Business Ethics, 19(1), 137-142. • Hudson, S., & Miller, G. (2006). Knowing the Difference Between Right and Wrong: The • Response of Tourism Students to Ethical Dilemmas. Journal of Teaching in Travel & • Tourism, 6(2), 41-59. • Lane, G. (2006). Taking Responsibility. Leisure Management, 26(6), 40-43. • Lynn, C. (2009, October). Review of Hospitality Ethics Research in 2008. International Journal • of Contemporary Hospitality Management, 9(6), 461-475. Slide 49

50. References • Poulston, J. (2008, November). Rationales for Employee Theft in Hospitality: Excuses, • Excuses. Journal of Teaching in Travel & Tourism Management, 15(3), 49-58. • Ritchie, B., & Sheehan, L. R. (2001). Practicing What We Preach in Tourism Education and • Research: The Use of Strategic Research Methods for Program Design, Implementation, • and Evaluation (Part I--Visioning). Journal of Teaching in Travel & Tourism, 1(1), 37. • Upchurch, R. S. (1998, September). A Conceptual Foundation for Ethical Decision Making: A • Stakeholder Perspective in the Lodging Industry (U.S.A.). Journal of Business Ethics, • 17(12), 1349-1361. • Yeung, S., & Pine, R. (2003). Designing a Hospitality Ethics Course Content from the Students‘ • Perspective. Journal of Teaching in Travel & Tourism, 3(2), 19. Slide 50