Managing FastTracks

Contents

  1. Overview of the Fast Tracks Programs
  2. Lesson Plan: Trainer’s Workshop
  3. Lesson Plan: Leadership Workshop

Overview

FastTracks, introduced in 1991, is the training and development program for certifying Golden Corral Co-workers in skill positions. Since 1991 the FastTracks program has evolved to included eFast Tracks, online computer based training and the Expert and Advance FastTracks Guides programs.

All Co-workers must certify in their primary positions through the online eFastTracks program. Co-workers are encouraged to be cross trained in other positions. Refer to the Operations Manual—Training Section for details on certifying Co-workers in positional tracks. If you are implementing Fast Tracks for the first time, refer to 10 Steps to Implementing FastTracks, Exhibit D in the Operations Manual—Training Section.

In addition to the tracks for each of the primary positions, several tracks have been developed for continued training. These tracks may be offered to Co-workers who excel in their primary duties and who want to contribute in other ways. You may decide to develop qualified Co-workers in one of the following ways:

  1. Cross Training—certifying them in more than their primary positions.
  2. Expert FastTracks—training on special focus areas, such as sanitation or security.
  3. Advanced FastTracks—higher level training, such as Crew Trainer or Crew Leader.

Cross training is completed using computer-based training and on-the-job demonstration of proficiency in positions. Currently, FastTrack Co-worker Guides (workbooks) are used for the Expert FastTracks and Advanced Fast Tracks. For a list of the Expert and Advanced Tracks, refer to the FastTracks Training System diagram, Exhibit A in the Operations Manual—Training.

Here are some of the proven benefits of theFast Tracks Program:

  • Increased productivity
  • Easier scheduling
  • Better management of guest flow
  • Improved Customer Feedback Reports
  • Improved CSQ reports
  • Lower food and labor costs
  • Decreased turnover
  • Consistent execution of operating system
  • SATISFIED GUESTS

Manager’s Notes:

1

Revised 10/13

Trainer’s Workshop—Lesson Plan


Attending a half-day workshop is required for many of the advanced tracks. Crew Trainers and A-Team Members must attend the Trainer's Workshop. Crew Leaders and Breakfast Lead Person Candidates must attend the Leadership Workshop. Assistant Managers and Certified Assistants must attend both. While attendance at these workshops can happen any time during the certification process, Candidates generally find them most beneficial when done at the end of their training. Copies of the workshop lesson plans are included in the Manager's Guide. Conducting these workshops with a group of trainees provides a shared learning environment.

Trainer’s Workshop—Lesson Plan

Facilitator: Manager, District Manager or Franchise Service Consultant or Training Manager

Location: Meeting area (away from guests)

Time: 4 hours

Materials Needed:

Fast Tracks Workbooks—Crew Trainer

Fast Tracks Workbooks—A-Team

Handouts

Flipchart

Objective—Selected Co-workerswill learn about guest expectations, training techniques, communication principles, the four steps of development, Fast Tracks, and performance counseling.

PreparationBefore this lesson:

Be familiar with this lesson plan.

Have copies of the Fast Tracks Co-worker Guides.

Have copies of the A-Team handouts:

  • Guest Expectations
  • A-Team Coordinator Job Description
  • Expectations of an A-Team Member
  • Skill Position Proficiency
  • A-Team Code of Ethics
  • A-Team Application
  • A-Team Member Evaluation
  • Opening Experience Evaluation
  • A-Team Member Job Description

Note:This lesson plan is divided into two sections: Crew Trainer and A-Team Responsibilities. When conducting a seminar with only Crew Trainers, do not use the A-Team section. When A-Team members are present complete the entire workshop, including the A-Team section.

Introduction

Discuss the purpose of this meeting: This meeting is designed to help you become a stronger trainer. We will discuss training skills, Fast Tracks, handling performance problems, and performance counseling.

This session may also be used to certify A-Team members. If any A-Team members are present, emphasize that all information covered today will apply to their positions. There is an additional section of information for A-Team members.

As a Crew Trainer or A-Team member you are responsible for training new Co-workers to perform to Golden Corral standards.

Ask for a list of qualities of a good trainer. Have the group brainstorm a list and record all their responses on a flip chart. Answers should include:

  • Job knowledge
  • Patience
  • Knowing how to train
  • Good communication skills

All of you were chosen because you have these types of skills. Today we will discuss ways you can improve these skills.

GuestExpectations

Ask who benefits from having properly trained Co-workers. Allow the group to discuss the different groups who would benefit. Include the following in the discussion:

  • New Co-worker
  • Restaurant
  • Other Co-workers
  • Guests

While all these groups benefit from the quality of training a new Co-worker receives, the impact on Guests is key to building our business.

Ask what Golden Corral’s Mission Statement is and what does that mean to them.

Our mission statement is: Making Pleasurable Dining Affordable. Everything we all do is designed to help make this statement a reality.

Ask for examples where poor training could negatively affect a Guest's experience.

Briefly discuss the difference between customers and Guests. Begin by asking,“What do our Guests expect from us?” Allow the group to express their ideas. Record all ideas on a flip chart and post it.

Display the flip charts made earlier listing:

  • What our guests expect from us?
  • How we can exceed guest expectations?

Distribute copies of the Guest Expectations handout and discuss the handout. Begin by asking, “How can trainers get these ideas across to new Co-workers?”

Training sessions should be conducted focusing on how what they are learning affects our Guests.

Four Step Training Method

Ask,“What makes a training session good?” Allow the group to brainstorm a list of factors which differentiate a good training sessionfrom a poor session. Record the ideas and refer back to them during the discussion on the Four-Step Method of Training.

Golden Corral uses a Four-Step Training Method to ensure all new Co-workers are trained effectively. The four steps are:

  • Preparation
  • Presentation
  • Practice
  • Follow-up

Discuss what a trainer should do in each step including thefollowing information:

Preparation

While preparation includes letting the Co-worker complete courses on the eLearning Center, read materials, and answer questions, here are some ways the trainer may assist:

  • Put the Co-worker at ease.
  • State what the Co-worker will actually be doing; what tasks they will actually be performing.
  • Explain the importance and relevance of the task.
  • Find out how much the Co-worker already knows.

Presentation

As the trainer, you are responsible for presenting the information. Try to understand the specific needs of each Co-worker. Here are some tips to use while presenting material:

  • Use simple words when explaining.
  • Do not assume the Co-worker understands.
  • Ask the Co-worker questions.
  • Encourage questions from the Co-worker.
  • Explain step-by-step what you are doing.
  • Point out safety measures.
  • Point out areas of possible difficulty.

Generally, we use one of these two ways to introduce new tasks to a Co-worker.

  • Coaching—the Co-worker performs the task while the trainer gives on-going step-by-step instruction.
  • Demonstrating—the trainer actually does the task first in order to show how it is done.

Ask when each technique is appropriate. Get examples from each of their areas of responsibility.

When the task is difficult, costly, or dangerous, demonstrate first. Examples include cutting meat for the first time or filtering a fryer. If the Co-worker appears able to perform the task with little calculated risk, continued coaching is appropriate. Examples include making coffee and filling muffin tins.

Practice

This step requires the Co-worker to perform positional duties. At first, the practice may require a lot of supervision. Gradually, the Co-worker should become more comfortable and require less supervision. As the trainer, you should:

  • Ask if the Co-worker has any questions.
  • Ask if the Co-worker is ready to try the task. Deal with any reluctance or confusion.
  • Have the Co-worker explain the step prior to performing it.
  • Take over only if the Co-worker will be hurt.

Follow-up

  • Have the Co-worker critique his or her own performance first.
  • Provide specific feedback on what was done well or not so well.
  • Repeat the try-out and follow-up until the Co-worker is proficient.
  • When ready, assign the Co-worker to perform on his or her own.
  • Make sure the Co-worker knows exactly what, where, and when to perform the task.
  • Let the Co-worker know your availability or other resources in the event of difficulties.

Communication

Discuss effective communication.

Communicating effectively can be difficult. We will talk about a few ways in which we will get our ideas across more effectively.

Discuss the negative consequences of poor communication. Do not dwell on this section, but it is important to establish reasons for communicating effectively.

Poor communication could lead to:

  • Hurt or bad feelings among staff
  • Mistakes in our operations
  • People leaving our company—turnover

Ask the group to list some of the positive results of good communication. Write the group's suggestions on a flip chart. Be sure to include:

  • Good working environment
  • Clear understanding procedures
  • Smooth running operations

Discuss the three styles of communication. Divide three flip charts into three sections. Fill in characteristics of each style, when it is appropriate and the consequences of the style as it is discussed. Post the charts when finished.

For this lesson we categorize the three styles of communication as: aggressive, assertive, and passive.

Aggressive

Think of a person who you feel is aggressive. What are some of the characteristics or behaviors of an aggressive person?

  • Loud
  • Rude
  • Intimidating
  • Commanding

Ask when this style might be appropriate.

Aggressive behavior might be appropriate:

  • During an emergency or crisis
  • In sports
  • When other styles have not worked

Discuss what are some of the consequences of using this style.

While there are times when an aggressive style is needed, there are some long-term negative effects if it is used inappropriately. Other Co-workers may:

  • Be defensive and fearful
  • Be disrespectful and want to get even

Passive

Ask what are some characteristics or behaviors of a passive person.

A passive person may:

  • Be quiet
  • Be insecure
  • Be indecisive
  • Make little or no eye contact

Ask when this style may be appropriate.

The passive communication style may be appropriate when:

  • The issue is not important to you
  • You are wrong
  • The other person is overly emotional or unwilling to problem solve
  • Maintaining harmony is important

Discuss the consequences of using a predominately passive style.

If the passive communication style is used in a majority of situations, you may find that:

  • Issues are unresolved
  • You have lack of control
  • You may be taken advantage of
  • The trust and respect of others is threatened

Assertive

Brainstorm characteristics or behaviors of an assertive person.

An assertive person:

Is consistent

Listens

Explains decisions

Encourages others

Is open to new ideas

Ask when this style is appropriate.

Assertive communication may be used effectively in a variety of situations such as:

  • When the issue or relationship is important
  • In most conflicts except where other styles are more appropriate as already discussed

By using an assertive style, positive action is taken to solve problems.

Discuss the consequences of using assertive communications.

As a result of assertive communication:

  • Trust and respect is built and self-confidence increases
  • Issues get resolved and tensions eases
  • Teamwork improves

Three key points that will help you be more effective when using the assertive style:

  • Be honest. People react better to someone's feedback if presented properly. Do not attack the person; attack the problem.
  • State your ideas in a clear, concise way. Work to present information as simply as possible.
  • Respond to feedback. When a Co-worker or manager comments on your ideas, respond with either actions or words. You do not always have to agree, but the other person should know why.

Review the steps of becoming a better listener below.

Effective communication is a two-way process. Half of communicating is listening. To be a better listener:

  • Be physically attentive
  • Concentrate on what the speaker is saying
  • Listen for feelings as well as information
  • Let the speaker finish completely
  • Ask questions if you do not understand after the speaker has finished

Work through several communication problems. Have the group decide on a passive, aggressive, or assertive response to each situation. Discuss which type of response would be most effective in the situation. Role play the different responses if time allows. Examples of problems are:

  • Dealing with a Co-worker who will not do what you ask to be done.
  • A Co-worker who gets angry at you for correcting his or her performance.
  • A Co-worker who you have caught breaking a rule tells you no one ever told him/her the correct way to do it.

Reaffirm that most situations are best handled by using the assertive communication style.

Four Stages ofDevelopment

Discuss the four stages of development.

  1. Dependent
  2. Co-dependent (or counter-dependent)
  3. Independent
  4. Interdependent

When people are put in a new situation, such as training, they have a tendency to go through four stages of development. The good news about this is when we can predict that something is going to happen, we are better prepared to manage it.

For each stage, list the behaviors that a Co-worker will show and have the group decide what is the best way to manage these behaviors.

Stage One: Dependent

New Co-workers are dependent on the trainer. They may:

  • Act nervous
  • Are careful not to make mistakes or get in the way
  • Are quiet
  • Act self-conscious

Ask the group for ways to manage this.

To manage Co-workers in the dependence stage:

  • Put them at ease by assuring them they can do the job.
  • Get them involved as quickly as possible.
  • Have them do simple tasks to build their confidence.
  • Talk to them.

Stage Two: Co-dependent (or counter-dependent)

After a while Co-workers begin to feel more confident and may question some of their new responsibilities. These Co-workers:

  • Ask a lot of questions. For example, "Why do we have to do it this way?"
  • Want to do more on their own.

Ask for any other characteristics of Co-workers in the co-dependent stage.

Ask how we should manage this.

To manageco-dependent Co-workers:

  • Remain patient with Co-workers.
  • Do not get angry when they ask questions.
  • Explain why we do it this way.

Stage Three: Independent

If we do a good job of dealing with the second stage, Co-workers' confidence will continue to improve. Unfortunately, not all their behaviors will be easy to handle. In this stage, Co-workers become very independent. They:

  • Want to do things their own way.
  • Do not react well to criticism.
  • Want more responsibility.

Ask how we handle this.

It is not always easy to do, but as trainers we need to mange Co-workers through this stage so they become team players. To manage Co-workers through this stage we must:

  • Continue to give them reasons why we do things the way we do.
  • Use the recipes and Operations Manual as resources.
  • Hold them accountable for their performance.
  • When offering feedback, remember to stick to the issue.
  • Remain calm; do not lose your temper.

Ask what could happen if the trainer lost his/her temper with the Co-worker in this stage.

Losing your temper could send the Co-worker back to the dependent or co-dependent stage. It might even cause them to terminate their employment.

Stage Four: Interdependent

If we succeed throughout the training process,most Co-workers will realize they are not more important than others of our crew. They will become fully contributing team players and show willingness to help others. They:

  • Help others with their development.
  • Do not mind doing things outside their normal job responsibilities.
  • Want to advance.
  • Accept feedback well in order to improve their performance.

Ask how we should manage Co-workers in this stage.

To manage a Co-worker in this stage we should:

  • Delegate responsibility.
  • Appreciate their efforts.
  • Ask if they want to advance in the Fast Tracks program.

Everyone goes through the four steps of development. How long is spent in each stage depends on the individual and the training and support received.

Using Fast Tracks

Using the Crew Trainer Fast Tracks Outline as a reference, briefly review the different components of the program.

One of your primary responsibilities will be the setting up and administering the Fast Tracks program.

Some of this information will be familiar to the participants. Allow them to tell what they know. Ensure all the information listed below is covered. Be sure to address the importance of completing the Performance Checklists.

Materials for Fast Tracks include:

  • Operations Manual, Training Section
  • Performance Checklists (printed from the training computer)
  • Golden Corral Co-worker Orientation Handbook (Company restaurants only)
  • Fast Tracks Co-worker computer-based training course
  • Fast Tracks Co-worker guides—pocket sized
  • Fast Tracks Reports (printed from the training computer)

Use the Operations Manual, Training section to cover the how to train Co-workers using computer-based training and on-the-job performance.