Module 8: Employment and Business Opportunities
Suggested Time: 5 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
| Learning Objectives | Notes | ||
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Studies indicate that young people will change their occupations approximately six times throughout their lives. Therefore, the challenges of finding a job become essential to overcome. It becomes increasingly important that young people master the skills of conducting a job search. In groups of three or four students brainstorm ways in which jobs may be found.
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Students should find three advertisements for jobs that interest them within the food industry. Make a list of all the information given in each advertisement and compare the jobs. Determine common skills required for jobs in these ads and why these skills are important. Select one of the jobs and explain why it appeals to them. | ||
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What is networking? What are some ways to use successful networking to obtain employment? Why is networking important? | ||
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Student groups may brainstorm the number of business opportunities within the food service industry that may give rise to the building of a venture. Ideas may include:
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Module 9: Marketing and Trends
Suggested Time: 5 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
| Learning Objectives | Notes | ||
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Formulate a list of trends and what impact they would have on the food service industry today.
Explain how these issues might impact on ideas or success of a business. | ||
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What is marketing and why do we market? Explore reasons such as to create a need for product; to create an awareness of business; to increase product recognition (create product recognition); etc. | ||
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Outline the many different ways of marketing.
(Adapted from: Saskatchewan Education. (1993). Entrepreneurship 30 Curriculum Guide, page 150.) | ||
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Marketing research usually provides data about customers, products, services, prices, advertising, and consumer behaviour. It is used to refine and adapt services and products. It also gives some idea of what competition exists and what can be done to make the entrepreneurial venture more appealing or desirable than the competitor's service or product. | ||
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What is Primary Research? Primary research is completed with the direct involvement of the participants. It may be referred to as "first hand" research. Students involved in primary research may observe, experiment, interview, or use questionnaires to obtain desired information. Primary research may also use telephone surveys, personal interviews, or mail-out surveys. Secondary Research involves collecting second hand data. Second hand data refers to data that may have been collected by another person/agency and may or may not be directly related to the proposed entrepreneurial opportunity and idea(s). Secondary research can take many forms. Trends and predictions may be researched and plotted graphically. The school or community library may be used to obtain data. The local marketplace may be analyzed to determine the information required. Journals, newspapers, the yellow pages in a telephone directory, government publications, trade journals, market information from business, information from Statistics Canada, and various databases may all be utilized in secondary research. The collection of information may follow a procedure. The objectives/goals for collecting the information must be determined, the sources of information must be identified, the data must be collected and analyzed, and the results must be applied to the venture. |
Module 10: Post-Secondary Opportunities and Career Exploration
Suggested Time: 5 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
| Learning Objectives | Notes | ||
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Students will create a list of the many different career opportunities in the professional, semi-professional, and skilled trade areas related to the food service industry. They should begin by listing all of the guest speakers who have made presentations throughout the course, then list workers within the field of the tourism hospitality industry. Students are encouraged to use a variety of sources of information such as guidance counsellors, career software packages, personal interviews, and websites. | ||
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Ask each student to create an inventory of activities and interests. Have students examine their list to determine how these activities and interests might be job related. This task of an interest inventory may be done using a variety of computer program software packages. Once students have determined an area of interest related to the hospitality industry, they should research the career using available resources in their library, community, or by using Internet websites listed in the bibliography. | ||
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From the list created in 3.1 ask the students to select two choices of possible careers for further research. Investigate the career choices including:
If a work study component is being done, the student may investigate career links within the community for possible work study placement. The student may conduct and interview the professional/tradesperson within the community as part of the career research. A class presentation may be done by students, if time permits. Have students evaluate themselves and each other. | ||
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SIAST Kelsey Campus Food Services Administration is a two-year diploma program that prepares students for a career in food service management. The program has three components consisting of:
Students will spend 60% of the time in the classroom and 40% in field training. A resource video on the food services administration program is available free upon request. For more information about the programs, contact resource persons listed in this guideline or in the SIAST calendar. Hotel and Restaurant Administration is a two-year program which provides students with thorough training in the hotel and restaurant industry. Students will have the opportunity to gain entry level skills in the hospitality industry. SIAST Palliser Campus - Kelsey Campus - Woodland Campus Professional Cooking is a 36-37 week course of study which provides students with training in the food service industry. Basic kitchen management and food preparation are key components of this course. For more information about these programs, see the SIAST calendar or contact the resource persons listed in these guidelines. For more information, see the certification section in these guidelines. |
Module 11: Organizing Food Functions (Optional)
This module has been included to accommodate the placement of students in a work study when options for placement in the community are limited. This module gives the teacher an opportunity to provide work study hours for students. Students may wish to consider knowledge gained in this module to create a venture in Module 5. This module provides work study hours without the need for retail food partners.
Suggested Time: 10-15 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
| Learning Objectives | Notes | ||
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Define the term "function" as it applies to the food service industry. Students will list the range of events that are considered food functions within the community. Identify successful functions and the factors which have attributed to the success of the function. Discuss the value of successful events to the community, such as: graduation banquet, dinner theatre, curling banquet, school staff dinner, academic awards night, international suppers, etc. | ||
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Factors may include:
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Discuss the factors which will determine the type of menu and foods to be served.
Students may research types of menus and design a menu layout for a food function. | ||
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In groups or as a class, suggest a list of food functions for the community. Select a function and outline the steps for planning a food function. Assign tasks to groups of students to plan, to coordinate, and to execute a food function to fit the needs of the community. | ||
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Outline some of the factors that would determine the cost of a food function:
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Module 12: Creating a Venture
Suggested Time: 5-10 hours
Foundational Objectives
Common Essential Learnings Foundational Objectives
| Learning Objectives | Notes | ||
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Students may explore a food catering venture for an entrepreneurial event or events, such as, weddings, funerals, conventions, etc., and develop a business plan venture. The determination of food, labour, and operational costs studied in Module 4 Organizing Food Functions may be useful information in the development of a catering venture plan. Module 4 and 5 may be taught concurrently. Students may investigate a food venture that exists within their community. This may be done by interviewing a food industry entrepreneur. Consider:
(Adapted from: Saskatchewan Education. (1993). Entrepreneurship 30 Curriculum Guide, pages 170, 171.) Students may use venture templates included in the appendices of that guide and websites listed in the bibliography for this guide.
Some ideas for ventures could be in restaurant equipment sales and repair, packaged food sales, clothing/uniforms, interior finishing and decor, caterers, restaurants, food stores, specialty food stores, cafeterias, etc. Menus may also be included where applicable. If time permits, students may prepare, evaluate, and adapt foods for their venture within the school. |
Module 13: Work Study Preparation and Follow-up Activities
Same as Module 6.
Module 14: Work Study (Optional)
Same as Module 7.
