Hotel and Restaurant Management Program Standard · Hotel and Restaurant Management Program ... Toronto , Ontario M7A 1L2 ... to ensure that the Hotel and Restaurant Management Program

Hotel and RestaurantManagement Program Standard

The approved program standard for all Hoteland Restaurant Management programs ofinstruction leading to an Ontario CollegeDiploma delivered by Ontario Colleges ofApplied Arts and Technology (MTCUfunding code 53200)

Ministry of Training, Colleges and UniversitiesJune 2004

Permission to Reproduce

Permission is hereby granted to the following institutions to reproduce this document, inwhole or in part, in print or by electronic means, for the following specific purposes,subject to the conditions that follow:

1. By an Ontario college of applied arts and technology for the purposes ofimplementation of the program standard within a college program, including forthe purpose of informing students, potential students, program advisorycommittees, or others about programs of study.

2. By an educational institution or school, for the purpose of informing prospectivecollege students about programs of study at Ontario colleges of applied arts andtechnology.

Conditions:1. Every reproduction must be marked “© 2005, Ontario Ministry of Training,

Colleges and Universities” at the beginning of the document or any part of it thatis reproduced.

2. No other uses may be made of the document.3. The document may not be reproduced for sale.4. The Ministry may revoke the permission to reproduce at any time.

For permission to copy this document, in whole or in part, for other purposes or by otherinstitutions, please contact

Ministry of Training, Colleges and UniversitiesColleges Branch, Program Quality Unit9th floor, Mowat Block900 Bay StreetToronto, OntarioM7A 1L2

Telephone: (416) 325-1934Fax: (416) 327-1853E-mail: [email protected]

Inquiries regarding specific Hotel and Restaurant Management programs offered bycolleges of applied arts and technology in Ontario should be directed to the relevantcollege.

This version replaces the program standard released in June 1996 included under the titleof Hospitality Management. Inquiries regarding this program standard should be directedto the address noted above.

This publication is available on the Ministry’s Web site at http://www.edu.gov.on.ca

Cette publication est également disponible sur le site Web du ministère:http://www.edu.gov.on.ca

© 2005, Ontario Ministry of Training, Colleges and Universities

ISBN 0-7794-7176-8

Ce document est aussi disponible en français.

Acknowledgements

The Ministry of Training, Colleges and Universities acknowledges with thanks thesignificant contribution of the many individuals and organizations who participated in thereview of this program standard. In particular, the Ministry of Training, Colleges andUniversities would like to acknowledge the important roles of

• All those who participated in the focus groups in Thunder Bay, Sudbury,Kingston, London, and Toronto, and to the many individuals and organizationswho participated in the mail-based consultations.

• The coordinators of Hotel and Restaurant Management Programs for theirassistance throughout the project, and the project officer who led the review of thevocational standard: Brian Provini, Conestoga College.

Table of Contents

I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Development of System-Wide Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Expression of Program Standards as Learning Outcomes . . . . . . . . . . . . . . . . . . . . . 2

The Presentation of the Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Development of a Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Updating the Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Vocational Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Synopsis of the Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

III. Generic Employability Skills Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Synopsis of the Generic Employability Skills Learning Outcomes . . . . . . . . . . . . . . . . . 18

The Generic Employability Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 19

IV. General Education Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

The General Education Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Goals and Broad Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

I. Introduction

This document is the Program Standard for all Hotel and Restaurant Mangementprograms of instruction leading to an Ontario College Diploma delivered by Ontariocolleges of applied arts and technology (MTCU funding code 53200). This versionreplaces the one released in June, 1996.

Development of System-Wide Program Standards

In 1993, the Government of Ontario initiated program standards development with theobjectives of bringing a greater degree of consistency to college programming offeredacross the province, broadening the focus of college programs to ensure graduates havethe skills to be flexible and to continue to learn and adapt, and providing publicaccountability for the quality and relevance of college programs.

The Colleges Branch of the Ministry of Training, Colleges and Universities hasresponsibility for the development, review, and approval of system-wide standards forprograms of instruction at Ontario colleges of applied arts and technology.

Program Standards

Program standards apply to all similar programs of instruction offered by colleges acrossthe province. Each program standard for a postsecondary program includes the followingelements:

• Vocational standard (the vocationally specific learning outcomes which apply to theprogram of instruction in question),

• Generic employability skills standard (the generic skills learning outcomes whichapply to all programs of instruction offering similar credentials), and

• General education standard (the requirement for general education in postsecondaryprograms of instruction).

Collectively, these elements outline the essential skills and knowledge that a student mustreliably demonstrate in order to graduate from the program.

Individual colleges of applied arts and technology offering the program of instructiondetermine the specific program structure, delivery methods, and other curriculum mattersto be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will berequired to reflect specific local needs and/or interests.

2 I Introduction

The Expression of Program Standards as Learning Outcomes

Learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge andcomprehension. In addition, learning outcomes are interrelated and cannot be viewed inisolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning bygraduates of the program has been achieved and verified.

Expressing standards as learning outcomes ensures consistency in the outcomes forprogram graduates, while leaving to the discretion of individual colleges curriculummatters such as the specific program structure and delivery methods.

The Presentation of the Learning Outcomes

The learning outcome statement sets out the culminating demonstration of learning andachievement that the student must reliably demonstrate before graduation.

The elements of the performance for each outcome define and clarify the level andquality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students areevaluated. The elements are indicators of the means by which the student may proceed tosatisfactory performance of the learning outcome. The elements do not stand alone butrather in reference to the learning outcome of which they form a part.

The Development of a Program Standard

In establishing the standards development initiative, the Government determined that allpostsecondary programs of instruction should include vocational skills coupled with abroader set of essential skills. This combination is considered critical to ensuring thatcollege graduates have the skills required to be successful both upon graduation from thecollege program and throughout their working and personal lives.

A program standard is developed through a broad consultation process involving a rangeof stakeholders with a direct interest in the program area, including employers,professional associations, universities, secondary schools, and program graduatesworking in the field, in addition to students, faculty, and administrators at the collegesthemselves. It represents a consensus of participating stakeholders on the essentiallearning that all program graduates should have achieved.

3I Introduction

Updating the Program Standard

The Ministry of Training, Colleges and Universities will undertake regular reviews of thevocational learning outcomes for this program to ensure that the Hotel and RestaurantManagement Program Standard remains appropriate and relevant to the needs of studentsand employers across the Province of Ontario. To confirm that this document is the mostup-to-date release, contact the Ministry of Training, Colleges and Universities at theaddress or telephone number noted on the inside cover page.

4 II Vocational Standard

II. Vocational Standard

All graduates of Hotel and Restaurant Management programs of instruction must haveachieved the ten vocational learning outcomes listed in the following pages, in addition toachieving the generic employability skills learning outcomes and meeting the generaleducation standard.

Preamble

Graduates of Hotel and Restaurant Management Programs work in a wide range ofemployment settings. The hospitality industry is an integral part of the Canadian andglobal tourism industry, and the outcomes therefore address the importance of thegraduate's ability to perform effectively not only within the hospitality setting but alsowithin the larger context of the tourism industry as a whole.

The vocational learning outcomes are structured to respond to the need for graduates tohave both a broad focus on the hospitality sectors generally and sufficient specializedknowledge and skills in the hotel and restaurant environment to perform effectively onentry into the industry and to work towards the attainment of supervisory or managementpositions. Graduates are both knowledgeable and flexible. They are able to transfer theirskills throughout the hospitality industry in a consistent manner.

There are opportunities for graduates to pursue further educational qualifications. Studentsshould contact individual colleges for further details. In addition, graduates may alsopursue professional designations and certifications within the industry.

5II Vocational Standard

Synopsis of the Vocational Learning Outcomes

Hotel and Restaurant Management Programs

The graduate has reliably demonstrated the ability to

1. ensure a high degree of customer satisfaction by anticipating customer needs andproviding hospitality services in a professional manner.

2. identify the various Canadian tourism industry sectors* and analyse their

interdependence.

3. apply human resources, management, and leadership knowledge and skills toenhance performance as an employee and team member, and to contribute to themanagement of a hospitality enterprise.

4. apply basic cost control, basic revenue management, and other basic financial

knowledge and skills to the operation of a hospitality enterprise.

5. contribute to marketing and sales effectiveness to promote successful operationof a hospitality enterprise.

6. support the provision of healthy, safe, secure, and well-maintained hospitalityenvironments.

7. develop ongoing personal professional development strategies and plans to

enhance leadership and management skills for the hospitality environment.

8. adapt to various and changing technologies, systems, and computer applicationsfor the hospitality industry.

9. perform effectively as an accommodation operations team member.

10. perform effectively as a member of a food and beverage team.

Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization,sequencing, nor weighting of significance.

* Please see Glossary of Terms


The Vocational Learning Outcomes

1. The graduate has reliably demonstrated the ability to

ensure a high degree of customer satisfaction by anticipating customer needs andproviding hospitality services in a professional manner.

Elements of the Performance

• Follow appropriate etiquette and protocol• Adhere to professional standards of dress, hygiene, and grooming • Employ effective interpersonal skills, including verbal and nonverbal communication

skills, in dealing with diverse audiences• Make recommendations for enhancing customer satisfaction by anticipating consumer

needs and adapting to consumer trends in the hospitality industry• Communicate community attractions and activities to guests • Establish and maintain a rapport with the customer• Respond in a positive and timely manner to customer complaints• Adapt service to meet customer needs and expectations• Apply principles of time management and meet deadlines • Apply customer service standards to respond to needs related to customer diversity

including ethnicity, age, gender, and physical ability• Monitor guest behaviour and apply strategies for handling disruptive or inappropriate

behaviour • Ensure service quality by adhering to house policies and standards related to service,

by monitoring service quality, and by making recommendations for improving service • Apply knowledge of the organization of a hospitality enterprise to interact

appropriately with guests and to anticipate and effectively respond to guest needs • Comply with policies and legislation governing ethical behaviour, rights and

freedoms, and codes of conduct• Recognize the importance of customer loyalty programs• Apply performance measures to evaluate customer satisfaction• Apply principles of quality assurance to customer service• Apply principles of service recovery*




identify the various Canadian tourism industry sectors* and analyse theirinterdependence.


• Consider the interdependence among the Canadian and global business sectors andCanadian tourism industry sectors*

• Apply basic knowledge of the interrelationship between food and beverage operationsand accommodation operations within hospitality enterprises and other tourism venues

• Recognize the contribution of a variety of occupations found in each of the sectors ofthe tourism industry to the achievement of a viable tourism product

• Identify the impact of government policies, changing motivations related to tourism,and private tourism services on the hospitality sectors*

• Identify the impact of tourism activity on the economy, the environment, cultures, andsociety

• Determine the contribution of the hospitality sectors* to the overall tourism product• Recognize the importance of facilitating communication among the stakeholders

within the Canadian tourism industry sectors* to identify areas for partnerships• Apply basic knowledge of competitive analysis to tourism businesses• Identify the impact of economic, political, and social changes on the tourism industry

sector• Recognize the roles and impacts of business, hospitality, and tourism associations• Identify key trends in the accommodation and food and beverage sectors• Suggest alternative strategies to deal with opportunities and challenges within the

tourism industry




apply human resources, management, and leadership knowledge and skills toenhance performance as an employee and team member, and to contribute to themanagement of a hospitality enterprise.


• Apply principles of group dynamics to team work and team building• Work with minimal supervision• Organize and conduct a meeting with an agenda and time frames• Participate in the development of job descriptions and task lists for the hospitality

industry• Contribute to the development of an orientation outline and apply basic staff training

techniques• Identify management styles for a service industry and apply effective management

techniques in a variety of hospitality environments• Use strategies for promoting positive management/employee relations, including

methods of performance assessment and constructive approaches to performanceimprovement

• Identify management's responsibilities in setting and administering compensation andbenefits

• Follow human resources procedures for the management of recruitment, selection,hiring, and dismissal of employees in a unionized and non-unionized environment

• Relate own role within a hospitality enterprise to the structure of the organization, itsdecision-making process, and the roles of coworkers

• Apply leadership, problem-solving, and supervisory techniques in hospitality settingsincluding motivation, communication, and empowerment techniques

• Comply with current employment and human rights legislation• Recognize the importance of staff empowerment to the effective operation of a

hospitality enterprise• Apply principles of conflict, stress, change, and time management to promote

successful working relationships• Collaborate with supervisors and coworkers to improve service• Recognize the importance of performance measurement and benchmarking• Recognize the importance of dealing with diversity within the tourism industry



apply basic cost control, basic revenue management, and other basic financialknowledge and skills to the operation of a hospitality enterprise.


• Perform basic accounting procedures and use accounting terminology• Use current technology and software to record and compile financial information• Interpret routine financial statements to determine their impact on the operation of a

hospitality enterprise and to assist in the business decision process• Perform cashiering duties, prepare point of sales reports, prepare cash reports, and

reconcile cash• Apply mathematical skills to make accurate calculations and to verify the accuracy of

calculations• Outline principles of revenue and cash flow, operating budget, and capital budget

management for hospitality operations• Apply strategies of cost control to a variety of hospitality operations such as

purchasing and receiving, food and beverage, labour, operations, and inventory• Outline policies for monitoring inventory and forecasting requirements• Identify legislated payroll deductions• Recognize the different forms of business ownership within the hospitality industry• Contribute to feasibility studies• Apply principles of yield management • Recognize the availability of public and private sources of financing• Identify the applications of forecasting and forecasting models• Apply revenue management strategies to maximize performance results



contribute to marketing and sales effectiveness to promote successful operationof a hospitality enterprise.


• Apply the principles of selling within hospitality environments, including usingeffective personal selling techniques, making sales calls, and conducting salespresentations

• Identify the basic principles of marketing and recognize the elements unique tohospitality and services marketing

• Assist in the development of effective advertising and promotion strategies, includingthe use of public relations, multimedia, websites, and the Internet

• Interpret a marketing plan for a hospitality enterprise• Evaluate the effectiveness of sales policies and practices of a hospitality enterprise• Take into account the impact of globalization on sales and marketing planning• Recognize the importance of brand management and product/service differentiation to

marketing and sales strategies• Recognize the need for research techniques in evaluating the effectiveness of

marketing initiatives• Identify programs to promote customer loyalty• Keep abreast of consumer trends• Recognize the importance of community involvement to marketing • Participate in the implementation of advertising and promotion initiatives



support the provision of healthy, safe, secure, and well-maintained hospitalityenvironments.


• Propose and follow procedures for preventing and responding to accidents, loss, andcrime to minimize risk and liability

• Take preventive measures to ensure safety, sanitation, and security for guests andemployees

• Apply a preventive approach to the maintenance of facilities, equipment, and supplies• Select the appropriate cleaning equipment, supplies, and materials, and apply

sanitation principles to maintain clean hospitality environments• Outline strategies for monitoring and controlling inventory of equipment and supplies • Act appropriately in emergency situations by complying with and assisting in the

development of crisis management policies and risk management procedures• Liaise with plant engineering and maintenance personnel to assist in waste and energy

management and the monitoring of facilities• Prepare and/or monitor documentation such as schedules, reports, contracts, and

checklists required for the provision and maintenance of hospitality services andfacilities

• Act in accordance with legislation, regulations, and standards governing safety andsecurity in the workplace (e.g., Occupational Health and Safety Act, The WorkplaceHazardous Materials Information System)

• Follow safety regulations and health and sanitation codes and standards (e.g., HazardAnalysis Critical Control Point)

• Apply knowledge of insurance liability as it relates to health, safety, and security• Take into account environmental issues and their impact on health and safety • Apply knowledge of ergonomics to increase accessibility• Recognize the need for ongoing health, safety, and security training• Consider the importance of energy conservation, recycling, and other environmental

strategies



develop ongoing personal professional development strategies and plans toenhance leadership and management skills for the hospitality environment.


• Solicit and use constructive feedback in the evaluation of own knowledge and skills • Identify areas for ongoing growth and development, including development of

leadership, entrepreneurial*, and management skills• Incorporate various methods of increasing professional knowledge and skills into a

career development plan• Promote the value of membership in relevant professional associations• Research career opportunities, set realistic career goals, and develop and review a

career plan • Apply job search techniques, including preparing a resume, portfolio, and application

letter• Practice effective interview techniques• Plan for lifelong learning• Recognize the advantages of multilingualism• Keep abreast of trends and developments in all tourism sectors• Promote the need for community involvement and support through volunteerism• Enhance communication and problem-solving skills, including the development and

presentation of effective oral and written reports, within the hospitality environment




adapt to various and changing technologies, systems, and computer applicationsfor the hospitality industry.


• Apply computer skills to support the performance of a variety of functions in thehospitality industry

• Use appropriate software to record and compile financial information relating tohospitality operations

• Prepare correspondence, reports, presentations, and other print and electronicdocuments for hospitality situations using appropriate software (e.g., spread sheet,word processing, database, presentation, desktop publishing, web design)

• Apply computer concepts to hospitality applications using manuals and aids related toa specific software program

• Keep abreast of evolving technology and its application to the operation of hospitalityenterprises

• Recognize the impact of technological changes on consumer needs and demands (e.g.,provision of electronic access for clients)



perform effectively as an accommodation operations team member.


• Apply knowledge of the organization of an accommodation facility to interactappropriately with coworkers and to anticipate and effectively respond to guest needs

• Adapt knowledge of operational roles, and manual and computerized systems,including front office, housekeeping, reservation, uniformed service, security,maintenance, recreation, and concierge functions, to the procedures of a particularhospitality enterprise

• Evaluate accommodation operations, including the guest cycle of pre-arrival, arrival,occupancy, and departure procedures, and identify opportunities to improve efficiencyand guest satisfaction

• Adapt to different computerized and manual systems for handling accommodationoperations

• Recognize the impact of quality standards on rooms division* operations and guestsatisfaction

• Recognize the value of interdepartmental communication• Use yield management strategies to maximize occupancy and revenue• Apply basic knowledge of the interrelationship between food and beverage operations

and accommodation operations within hospitality enterprises




perform effectively as a member of a food and beverage team.


• Prepare and present small and large quantities of food, displaying food as per housepolicy; and alcoholic beverages including mixed drinks

• Select and use the correct tools, equipment, supplies, and techniques for food andbeverage preparation and service

• Take, record, retrieve, serve, and clear orders for food and beverage, and completefollow-up service including computer and manual processing of guest checks

• Participate effectively in the planning and provision of services for special events(e.g., conferences, festivals, banquets)

• Prepare and monitor records which assist efficient food and beverage preparation andservice such as staff schedules, checklists related to service, and reservation records

• Comply with safety regulations and health and sanitation codes related to food andbeverage preparation and service

• Apply principles of cost controls and inventory controls to food and beveragepreparation and service

• Take into account the importance of nutrition and of the dietary needs of clients (e.g.,food sensitivities and allergies, cultural or religious diet such as kosher or halal)

• Apply basic knowledge of the interrelationship between food and beverage operationsand accommodation operations within hospitality enterprises

• Apply knowledge of wine and the pairing of food and wine• Apply basic principles of menu analysis, design, and preparation• Comply with legislation governing alcohol service and complete the requirements of

an appropriate "responsible service of alcohol" program


Glossary of Terms

Canadian Tourism Industry Sectors – the eight tourism trade sectors: Accommodation;Food and Beverage; Adventure Tourism; Transportation; Travel Trade; Events andConferences; Attractions; and Tourism Services

Entrepreneurial – relating to identifying opportunities and organizing resources to takeadvantage of opportunities while recognizing and assuming the financial risks (definitionbased on material accessed on January 21, 2004 fromhttp://www.onlinewbc.gov/docs/starting/glossary.html#e)

Hospitality Sectors – the Canadian tourism industry sectors relating to Accommodationand Food and Beverage

Rooms Division – the housekeeping operations and front desk operations of anaccommodation establishment

Service Recovery – positive procedure to rectify guest dissatisfaction

17III Generic Employability Skills Standard

III. Generic Employability Skills Standard

All graduates of Hotel and Restaurant Management programs of instruction must haveachieved the thirteen generic employability skills learning outcomes listed on thefollowing pages, in addition to achieving the vocational learning outcomes and meetingthe general education standard. In the generic employability skills learning outcomes, anexplanation of the outcome is also provided to help ensure clarity.

18 III Generic Employability Skills Standard

Synopsis of the Generic Employability Skills Learning Outcomes

Hotel and Restaurant Management Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visualform that fulfills the purpose and meets the needs of the audiences.

2. reframe information, ideas, and concepts using the narrative, visual, numerical,and symbolic representations which demonstrate understanding.

3. apply a wide variety of mathematical techniques with the degree of accuracyrequired to solve problems and make decisions.

4. use a variety of computer hardware and software and other technological toolsappropriate and necessary to the performance of tasks.

5. interact with others in groups or teams in ways that contribute to effectiveworking relationships and the achievement of goals.

6. evaluate her or his own thinking throughout the steps and processes used inproblem solving and decision making.

7. collect, analyze, and organize relevant and necessary information from a varietyof sources.

8. evaluate the validity of arguments based on qualitative and quantitativeinformation in order to accept or challenge the findings of others.

9. create innovative strategies and/or products that meet identified needs.

10. manage the use of time and other resources to attain personal and/or project-related goals.

11. take responsibility for her or his own actions and decisions.

12. adapt to new situations and demands by applying and/or updating her or hisknowledge and skills.

13. represent her or his skills, knowledge, and experience realistically for personaland employment purposes.


The Generic Employability Skills Learning Outcomes


communicate clearly, concisely, and correctly in the written, spoken, and visualform that fulfills the purpose and meets the needs of the audiences.

Explanation

Communicating in a clear, concise, and correct manner requires producing the written,spoken, or visual material that best suits the situation. Graduates will have developedtheir ability to analyze their audiences to identify what is required and to match thoseneeds with the means that is most appropriate. They will have produced materialaccording to the style and conventions required, and they will have checked their productsfor accuracy and clarity. Finally, graduates will have used the tools available to them tocreate and correct their written, spoken, and visual messages.


• Plan and organize communications according to the purpose and the audiences• Choose the format (e.g., memo, illustration, video, multimedia presentation, diagram)

appropriate to the purpose• Incorporate content that is meaningful and necessary• Produce material that conforms to the conventions of the chosen format• Use language and style suitable to the audience and purpose• Ensure that the material is free from mechanical errors• Use the computer technology that will enhance the production of materials• Evaluate communications and adjust for any errors in content, structure, style, and

mechanics



reframe information, ideas, and concepts using the narrative, visual, numerical,and symbolic representations which demonstrate understanding.

Explanation

Responding to messages from many sources requires the ability to receive and tocomprehend what has been received. One way to demonstrate that comprehension is toreframe, or restate in other forms, the original message. This requires graduates to havedeveloped the skills to read, listen to, and observe messages contained within narrativeand visual form. It also requires the ability to construct unique narrative and visualrepresentations that are consistent with the original messages.


• Develop and use strategies to read, listen, and observe effectively• Clarify what has been read, heard, and observed• Reproduce original information in other formats (e.g., written and spoken summaries;

tables, figures, charts, diagrams, maps, drawings, photographs, and computer-generated graphics; terms represented by numbers; and values represented by letters orsigns)

• Use technology, where appropriate, to aid in reframing• Evaluate the representation for consistency of meaning with the original• Acknowledge the use of material from other sources according to the conventions of

the medium used



apply a wide variety of mathematical techniques with the degree of accuracyrequired to solve problems and make decisions.

Explanation

Using mathematics effectively in everyday situations requires the ability to apply a widevariety of mathematical skills accurately. Graduates will have demonstrated their abilityto apply the concepts of number and space to situations which include quantities,magnitudes, measurements, and ratios. They will have developed their ability to identifythe need for mathematics, to apply mathematical techniques (concepts, conventions,strategies, and operations) and to check the results of their applications. This will requiregraduates to be flexible and creative and to be confident in their mathematical skills andabilities.


• Recognize situations that require mathematics• Assess potential mathematical strategies (including models, geometric representations

or formulas, elementary algebraic equations, descriptive statistical methods, andmathematical reasoning) for suitability and effectiveness

• Decide on the degree of accuracy required for answers• Estimate probable answers• Execute mathematical operations necessary to implement selected strategies• Use calculators or appropriate technological tools to perform mathematical operations

accurately• Check for errors in numerical answers and the appropriate fit between problems and

answers• Express answers clearly• Transfer the use of mathematical strategies from one situation to another



use a variety of computer hardware and software and other technological toolsappropriate and necessary to the performance of tasks.

Explanation

Using computers and other technologies as tools to increase productivity and to enhancetasks requires graduates to have the confidence and ability to use the tools well. Graduates will have demonstrated the ability to recognize when computers and othertechnologies contribute to completing tasks, solving problems, performing research, andcreating products. They will use the technological tool most appropriate to the task anduse it accurately. Finally, they will have gained confidence in continuing to learn aboutand cope with new technologies in the future.


• Use basic operating system functions competently (e.g., load software, store andretrieve data)

• Determine which tasks can best be handled by computers and other technology• Select suitable software, equipment, and tools for the task• Use the software, equipment, and tools effectively, correctly, and ethically• Deal with equipment and software problems and errors in a logical and systematic

manner• Transfer concepts, knowledge, and skills from one technology to another• Evaluate one’s own use of hardware, software, and technological tools



interact with others in groups or teams in ways that contribute to effectiveworking relationships and the achievement of goals.

Explanation

Working in teams or groups in either a work or personal context requires the ability toassume responsibility for collective duties and decisions. It also requires interactingeffectively with the members of the group. Therefore, in achieving this outcome,graduates will have demonstrated their ability to understand and complete the varioustasks required of them as group members. They will also have demonstrated their abilityto understand and respond to others.


• Identify the tasks to be completed• Establish strategies to accomplish the tasks• Identify roles for members of the team/group• Clarify one’s own roles and fulfill them in a timely fashion• Treat other members of the group equitably and fairly• Contribute one’s own ideas, opinions, and information while demonstrating respect

for those of others• Employ techniques intended to bring about the resolution of any conflicts• Regularly assess the group’s progress and interactions and make adjustments when

necessary



evaluate her or his own thinking throughout the steps and processes used inproblem solving and decision making.

Explanation

Solving a range of complex problems and dealing with a variety of tasks require thethinking skills and strategies that will allow graduates to identify what has to be done andto select and implement the most suitable approach. In applying thinking skills andstrategies, graduates will have understood the limits as well as the potential of their ownthought processes. As well, in attempting various strategies, they will have exploredstyles of thinking that may be new to them. This will allow graduates to understand theway they think and how they approach decisions and problems.


• Clarify the nature and extent of problems or required directions• Explore various thinking skills and strategies that could be used• Identify limits as well as the potential of one’s own thought processes• Choose and apply thinking skills and strategies (e.g., inductive and deductive thinking;

creative and intuitive thinking; inquiry; critical thinking; and reflection)• Evaluate results of the thinking skills and strategies used in problem solving and

decision making• Appreciate the benefits of the use of alternative types of thinking



collect, analyze, and organize relevant and necessary information from a varietyof sources.

Explanation

Making decisions and completing tasks often requires information that can be used assupport. Graduates, therefore, must be able to access current, relevant, and usefulinformation and to organize that information in understandable ways. In achieving thisoutcome, graduates will have developed and used strategies to locate and gather a widerange of information, most particularly through technological means. They will havelearned how to select pertinent information and to sort it so that it can be displayed inuseful formats like databases and spreadsheets. This information can then be used tosupport decisions and to assist in the completion of tasks.


• Identify the nature of information required• Investigate sources of information (including people, text, databases, and the Internet)• Gather information from the most appropriate sources using various data collection

techniques, including technology• Examine the information and select what is relevant, important, and useful• Employ a variety of techniques to organize the information (e.g., spreadsheets,

databases, graphs, charts)• Draw conclusions about how the information can be used• Evaluate the processes used• Cite sources according to the conventions of the medium used



evaluate the validity of arguments based on qualitative and quantitativeinformation in order to accept or challenge the findings of others.

Explanation

With the wealth of numerical and non-numerical information available, graduates must beable to interpret, understand, and draw conclusions about what others have produced. Graduates will have used their mathematical abilities to question the validity of statisticsand other numerical claims. Graduates also will have used their language and criticalthinking skills to analyze the assumptions and evidence that others use to support morequalitative arguments and conclusions. As a result, graduates will have developed theability to question and make decisions about what they read, hear, and observe.


• Identify conclusions and claims made by others• Detect any fallacies, biases, misrepresentations, and assumptions and judge their

relevance to supporting arguments• Check for accuracy and credibility of claims or arguments• Be prepared to defend acceptance or rejection of claims or arguments



create innovative strategies and/or products that meet identified needs.

Explanation

Creating strategies and products that are original and innovative will require graduates todevelop their creative thinking skills to find alternative ways to address situations. Graduates will have developed the confidence to use old information in new ways; to seeunique relationships; and to practice the lateral, divergent, and intuitive thinking that willyield new approaches.


• Analyze needs• Generate creative ideas for strategies and products that will meet needs• Choose alternatives to pursue based on needs and criteria of projects/plans• Create strategies/products• Evaluate strategies/products according to meeting needs



manage the use of time and other resources to attain personal and/or project-related goals.

Explanation

Achieving task-related goals in their personal and professional lives requires graduates touse their time, money, space, and other, often limited, resources as efficiently as possible. Graduates will have developed their ability to plan and predict ways of achieving goals. They will have developed and used tools intended to assist in the process. Finally, theywill have attempted to follow their plans and use the tools, assessing regularly howrealistic the goals, plans, and processes are and adapting when it is necessary.


• Define reasonable and realistic goals• Use planning tools (e.g., budgets, schedules) to achieve goals• Monitor the process and goals and respond to changes• Use resources (e.g., money, space, time) efficiently to accomplish tasks• Re-evaluate goals and the use of resources and make appropriate adjustments



take responsibility for her or his own actions and decisions.

Explanation

Making decisions, taking positions, and completing tasks require graduates to beaccountable for actions taken and to defend their convictions. Graduates will havedemonstrated their ability to evaluate what they do and why they do it. They will havetaken into consideration their individual values, beliefs, and opinions and the effects thesehave on their actions. Not only will graduates be able to justify their decisions, they willbe able to advocate positively on behalf of themselves.


• Review the results of one’s actions and decisions• Reflect on the processes and practices used• Identify any errors and make corrections• Identify successes for adaptation to other situations• Account for how one’s own values and beliefs affect actions and decisions• Evaluate and act upon constructive feedback• Be prepared to defend decisions made and actions taken



adapt to new situations and demands by applying and/or updating her or hisknowledge and skills.

Explanation

Transferring skills from one context to another enables graduates to be lifelong learners. Graduates will have developed the confidence to know that their current skills areapplicable to a range of changing, novel, and unexpected situations. They will havedemonstrated their ability to reflect on what they can do, match those skills to the newdemands, and apply previous skills or develop the additional ones that will make them aseffective in the new situations.


• Assess current skills, knowledge, and learning styles• Identify skills and knowledge required for new situations• Adapt current skills and knowledge to new situations• Identify new skills and knowledge required• Choose the most appropriate learning and working styles to acquire new skills and

knowledge• Evaluate success of the processes and actual adaptations



represent her or his skills, knowledge, and experience realistically for personaland employment purposes.

Explanation

Preparing for changes in their personal and professional lives requires graduates to assessand present their accomplishments and abilities. In achieving this outcome, graduates willhave developed their ability to reflect on what they have done and learned. They will alsohave summarized their abilities in ways that are attractive and useful to potentialrecipients. These ways may include portfolios and resumes. Finally, graduates will havedeveloped the skills to present themselves and their accomplishments personally and withconfidence.


• Summarize one’s own skills, knowledge, and experience realistically• Choose formats (e.g., resume, portfolio, interview) which best display skills,

knowledge, and experiences according to the situations• Evaluate responses to the representations and make any adjustments

32 IV General Education Standard

IV. General Education Standard

All graduates of Hotel and Restaurant Management programs of instruction must havemet the general education requirement described on the following pages, in addition toachieving the vocational and generic employability skills learning outcomes.

The General Education Requirement for Ontario College Diploma and

Ontario College Advanced Diploma Programs

Graduates will have been engaged in learning that exposes them to at least onediscipline outside their main field of study and increases their awareness of thesociety and culture in which they live and work. This will typically involve studentstaking three to five courses (or the equivalent) designed discretely from vocationallearning opportunities. This learning would normally be delivered using acombination of required and elective processes.

The general education requirement is an integral component of the Hotel and RestaurantManagement Program Standard, along with the vocational and generic employabilityskills learning outcomes.

The general education requirement is to be met consistent with the following guidingprinciples:

1. General education in the colleges shall identify and deal with issues of societalconcern in a manner relevant to the lives of students. General education courses are tobe structured in such a way as to guide students through the historical context of suchissues, their theoretical bases, and application to contemporary life.

2. All general education courses offered in the colleges are to be designed to benefit oneor more of the three aims: learners’ personal growth and enrichment, informedcitizenship, and working life.

3. An essential component of the mission of Ontario’s colleges is the encouragement andsupport of continuous learning. This commitment to lifelong learning is to bereflected in each of the general education courses offered in the colleges.

33IV General Education Standard

General education appropriate for Ontario colleges is defined as those postsecondarylearning experiences that enable learners to meet more effectively the societal challengeswhich they face in their community, family, and working life. General education in thecolleges provides learners with insight into the enduring nature of the issues beingaddressed and into their particular relevance to today and the future. This education isintended to encourage and support continuous learning and is designed to address one ormore of the following goals and associated broad objectives established for generaleducation.

Goals and Broad Objectives

1. Aesthetic Appreciation

understand beauty, form, taste, and the role of the arts in society

Broad Objectives

• develop critical awareness of arts in society• perceive and evaluate the role of the arts• heighten critical appreciation through development and application of personal and

formal judgement factors

2. Civic Life

understand the meaning of freedoms, rights, and participation incommunity and public life

Broad Objectives

• develop knowledge of the structure and function of governments in Canada:legislative, judicial, and administrative arms; roles of elected officials and publicservants; and a personal awareness of citizen responsibility

• develop historical understanding of major issues affecting Canadian politics and acritical awareness of related public policy

• develop awareness of international issues and their effects, and the place ofCanada in international communities

• develop awareness of the history, significance, and organization of the voluntarysector in community life

34 IV General Education Standard

3. Cultural Understanding

understand the cultural, social, ethnic, and linguistic diversity ofCanada and the world

Broad Objectives

• develop an understanding of cultural identity by linking personal history to broadercultural study

• develop an understanding of the diversity of cultures and subcultures representedin Canadian society and of their interactions within the Canadian society

• develop intercultural understanding through reasoned reflection on variouscultures’ responses to universal human issues

4. Personal Development

gain greater self-awareness, intellectual growth, well-being, andunderstanding of others

Broad Objectives

• consider one’s expectations and values and analyze their impact on personal goals• apply an understanding of the individual and human development to personal life

and relationships• integrate the concept of well-being into one’s lifestyle• understand oneself as a learner and articulate one’s own learning style

5. Social Understanding

understand relationships among individuals and society

Broad Objectives

• develop informed understanding of social organization and institutions and ofongoing issues in relationships between individuals, groups, and societies

• develop informed understanding of social trends, social change, and socialproblems and of implications for social and personal response

• develop informed understanding of contemporary social problems and issues

35IV General Education Standard

6. Understanding Science

appreciate the contribution of science to the development ofcivilization, human understanding, and potential

Broad Objectives

• develop an understanding of the history, philosophy, contributions, perspectives,and limitations of the sciences

• develop an understanding of the scientific method and its uses in measuringquantifiable entities and confirming laws of nature

7. Understanding Technology

understand the interrelationship between the development and use oftechnology and society and the ecosystem

Broad Objectives

• relate implications of current transformations in technological knowledge anddevelopment to our physical and biological world

• develop awareness of ethical positions on enduring issues regarding the place ofthe human species in the physical and biological world

8. Work and the Economy

understand the meaning, history, and organization of work; andworking life challenges to the individual and society

Broad Objectives

• set personal expectations for efficiency, effectiveness, ethics, and rewards andreconcile them with the changing work environment

• apply knowledge of the organization and structure of work, its institutions, andhistory; and of social and cultural attitudes to work

• develop an understanding of the changing nature of work and the economy

Documents

Hotel and Restaurant Management Program Standard · Hotel and Restaurant Management Program ... Toronto , Ontario M7A 1L2 ... to ensure that the Hotel and Restaurant Management Program