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Be Our Guest

High School, Interdisciplinary

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Description of Unit

In this task, high school students will focus on learning about customer service strategies and becoming a future leader in the hospitality, tourism, or service industry. They will research and learn more about a specific industry in which they want to explore a potential future career. After researching companies known for their customer service acumen, students will create a fictional business and design a Customer Service Training Manual to educate new workers on the customer service expectations of their company. The task connects TEKS across the disciplines of English language arts, psychology, sociology, hotel management, travel and tourism management, and hospitality services. 

This guide links the Be Our Guest unit to the Texas Essential Knowledge and Skills (TEKS) for high schoolers. Be Our Guest is an interdisciplinary unit that allows students to research and explore potential careers in the hospitality, tourism, and service industries. The unit has connections to English language arts, social studies, and career and technical education. By linking these different subjects, students will better understand the connections between communication, human interaction, and business success. For example, students will use their knowledge about potential careers in the hospitality and tourism industry to research, prepare, organize, and write a customer service manual, as addressed in the English Language Arts and Social Studies TEKS. The following document includes the applicable TEKS and the details of the Be Our Guest unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. 

Phase I. Learning Experiences

  1. Ask students to think about, write about, and then share with the class a time when they experienced either poor or exceptional customer service. How did it influence their opinion of the business? What possible benefits or consequences did the business experience because of their service? What made the service exceptional or poor? Did others share the same experience? 
  2. Invite a guest speaker from the hospitality, tourism, or service industry to speak to the class about customer service issues. You can also hold a video conference with a guest speaker or search for an online video of a business leader speaking about relevant issues. Allow 15–20 minutes for the guest to address the class and an additional 10–15 minutes for questions from the students. An example of a business leader who addresses the importance of customer service is Lee Cockerell, former executive vice president of operations at the Walt Disney World resort in Orlando, FL.
  3. Have students explore the language of the discipline associated with customer service. Are they familiar with the terms technical support, outsourcing, customer loyalty, cultural bias, and touchpoint? Have each student research vocabulary unique to customer service in the hospitality, tourism, and service industries and create a creative two-minute presentation where he or she teaches a new term to the class. 
  4. Lead a discussion with students concerning possible careers in the hospitality, tourism, and service industries. They might not be aware of the scope of potential careers and possible fields of post-secondary study. Examples of questions to drive the discussion include the following: 
    1. What are some possible career opportunities in the hospitality, tourism, and service industries? 
    2. What kind of training is required for positions that interest you? 
    3. Who are the industry leaders in hospitality and tourism? Give one word that comes to mind when you think of their brand. What sets them apart from their competitors?
    4. What is the salary range for careers that interest you and how much of an investment will you have to make in education? 
    5. Where can you live to have the best opportunities for career advancement? What will your quality of life be like in that location?  At the conclusion of the discussion, have students take a moment to reflect on unanswered questions they may now have. Have them write in their journals about these questions. 
  5. Allow time for students to go to the library and search online for answers to their unanswered questions. The students should request information from hospitality, tourism, and service businesses on potential careers. They should also research colleges and universities that offer post-secondary education opportunities in their fields of interest.  Break students into similar interest groups to discuss what they have learned. 
  6. Invite a travel agent, recreation worker, or manager of a local restaurant or hotel to speak about delivering exceptional service. Before the presentation, have students prepare questions for the guest that will probe how that particular business consistently, sincerely, and effectively serves its guests.  
  7. Have students read online restaurant and hotel reviews. The students will compare the customers’ complaints, concerns, and praises about their service experiences. Using a depth and complexity frame, have students look for the perspectives, details, patterns, and trends that they notice in the customer reviews. The students should use the “Framing Document” handout to guide their investigation. For teachers who are unfamiliar with incorporating the elements of depth and complexity into lessons with frames, Ian Byrd’s website provides an overview (http://www.byrdseed.com). 
    Ask students to share what they believe are the most pressing issues when it comes to customer service.  
    1. Are there commonalities in the complaints?  
    2. Do highly-rated reviews share traits? 
    3. Can you shift perspectives and look at customer relations in terms of age, gender, and cultural background?  
    4. What could companies do to remedy customer complaints?  
    5. How can they continue to improve on customer satisfaction? 
  8. Now that students have had the opportunity to think about career interests in hospitality, service, and tourism, ask them to choose a field they want to know more about. The students will create a hypothetical business (e.g., restaurant, hotel, theme park) and act as an executive. The students should consider the following questions about their fictional company: 
    1. How large is the company?
    2. How many people do you employ?
    3. Is it a for-profit or non-profit business?
    4. What product or service do you provide?
    5. What are the various departments that are part of the organization?
    6. Where are you located?
    7. Who is your target consumer?  
    8. How many customers do you serve each day? 

    9. Have students create a brochure or webpage that details their fictional business. If students have similar interests, they can create the company and brochure together. Have students decide on organizational roles if they work in groups to complete the assignment. The ultimate goal is for students to consider their organization’s vision and values, set benchmarks for success, and determine how they will provide the type of outstanding customer service that will inspire patrons to recommend the business to their family and friends. 

Phase II. Independent Research

A. Research process 

  1. Selecting a topic. Each student will create a fictional business that operates in the hospitality, tourism, or service industry. For example, the student may choose to form his or her own restaurant, hotel, travel agency, touring company, or theme park. The teacher should allow flexibility so that the student can explore areas of interest, but he or she should guide the student to industries that require outstanding customer service to be successful. 
  2. Asking guiding questions. Once the student has created a hospitality, tourism, or service business and assumed the role of executive, he or she should develop five to seven guiding questions to direct research. Examples to consider include the following: 
    1. What are the values your company lives by? 
    2. What is the overall mission of the company and how does it align with the company’s objectives and values? 
    3. Who are your customers? 
    4. What special training do various executives, managers, and employees need to ensure quality customer service? 
    5. Which current companies might serve as a model for your business? 
    6. What are the current trends in customer service? 
    7. What ethical issues might you face in serving customers and turning a profit? 
  3. Designing a research proposal. The student should include these components in the research proposal: 
    1. An overview of the fictional hospitality, tourism, or service company/business and a webpage or brochure detailing the company’s offerings 
    2. Guiding questions to research (this information will become the foundation of the employee Customer Service Training Manual)
    3. A plan for finding policy manuals and service guidelines from companies known for outstanding customer service to use as models for the product (students should consider the advantages and disadvantages of various manual styles) 
    4. An idea of potential primary and secondary sources to consult
    5. A working timeline or checklist to plan and budget time
  4. Conducting the research. The student will conduct research on his or her field of interest with a focus on the type of business that has been created. He or she will use the resources suggested in the proposal, as well as any newly discovered resources, to begin putting together the training manual.
  5. The teacher should consider the following while helping students prepare the product:
    1. Allow adequate time and opportunity for students to prepare their employee Customer Service Training Manuals. Encourage students to explore examples of manuals from various businesses.
    2. Arrange a visit to a hotel, restaurant, or tourist attraction and encourage students to ask the business leaders about how they approach the customer experience.
      1. How do they recruit and maintain workers?
      2. How do they train front-line employees?
      3. How much leeway are employees given in handling customer issues and problems? 
    3. Ask the students how they will ensure that the final product is of professional quality. Make sure they consider how to structure the product presentation to appeal to new front-line employees. Encourage students to consider questions a new employee might have and anticipate policy problems.
    4. Remind the students to focus on the customer experience, not the company commodity. Students may get swept up in creating the company and lose focus on the ultimate goal. Emphasize to them that creating a great customer service experience is the first step in a profitable and effective hospitality, tourism, or service company.  

Teachers should allow for periodic updates from the students to discuss confusion, changes, and direction. These meetings allow the teacher to encourage risk-taking and problem-solving skills in the students. 

B. The product 

Working individually or small groups, students will create a Customer Service Training Manual to educate new workers on the customer service expectations of their company. The purpose of the manual is to standardize policies and procedures so that there is consistency when it comes to customer service in the business. 

There are many samples and templates for employee manuals available online, but students may wish to start with the following resources: 

While the manual may take any format, it should include the following components: 

  • A company mission statement that states the vision and core beliefs 
  • A list of 10 values that the company believes are important (with a sample employee behavior that demonstrates each value) 
  • A list of 10 guidelines for guest service (with a sample employee behavior that demonstrates each guideline) 
  • A complete list of the products and services the company provides 
  • A breakdown of the teams or departments within the organization 
  • A list of the objectives of each department 
  • A list of at least seven employee code of conduct expectations (with two or three examples of how an employee might maintain compliance) 
  • Any other action items or policy items the student sees as necessary 

C. Communication 

In the format of a 10-minute orientation for new employees, students will present an overview of their company’s Customer Service Training Manual, outlining employee expectations for superior customer service. The audience, acting as new employees, will be given 10 minutes to ask unscripted questions. Audience members may also take the role of hospitality and tourism business leaders seeking ideas for better customer experiences at a conference.  

D. A completed project consists of:  

  1. The research proposal
  2. A journal, research log, note cards, or resource process sheet
  3. A brochure or webpage that explains the fictional company
  4. A complete company Customer Service Training Manual with the eight required components
  5. A 350–500-word written reflection on what was learned
  6. A Works Cited page
  7. A final presentation of the company and manual

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.31(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.31(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.31(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.31(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

110.32, English Language Arts and Reading, English II

110.32(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.32(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.32(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.32(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.32(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.32(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.32(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.32(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

110.33, English Language Arts and Reading, English III

110.33(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.33(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.33(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.33(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.33(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.33(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.33(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.33(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

110.34, English Language Arts and Reading, English IV

110.34(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.34(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.34(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.34(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.34(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.34(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.34(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.34(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.34(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.34(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.34(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.34(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.34(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

113.46, Sociology

113.46(c)(3)
Culture and social structure. The student examines world cultures.
113.46(c)(3)(A)
identify the elements of culture to include language, symbols, norms, and values;
113.46(c)(5)
Culture and social structure. The student differentiates and recognizes examples of subculture and counterculture.
113.46(c)(5)(A)
compare cultural norms such as ethnicity, national origin, age, socioeconomic status, and gender among various U.S. subculture groups;
113.46(c)(19)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.46(c)(19)(B)
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
113.46(c)(21)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.46(c)(21)(A)
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
113.46(c)(21)(B)
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision;
113.46(c)(21)(C)
participate in conflict resolution using persuasion, compromise, debate, and negotiation.

113.45, Psychology

113.45(c)(7)
Individual identity. The student understands the principles of motivation and emotion.
113.45(c)(7)(A)
compare predominant theories of motivation and emotion;
113.45(c)(7)(B)
explore the interaction of biological and cultural factors in emotion and motivation.
113.45(c)(10)
Individual identity. The student understands the development and assessment of personality.
113.45(c)(10)(A)
define personality;
113.45(c)(13)
The individual in society. The student will understand the influence of society and culture on behavior and cognition.
113.45(c)(13)(B)
explore the nature and effects of bias and discrimination;
113.45(c)(13)(C)
describe circumstances in which conformity and obedience are likely to occur;
113.45(c)(13)(D)
describe the effects of the presence of others on individual behavior;
113.45(c)(15)
Social studies skills. The student communicates in written, oral, and visual forms.
113.45(c)(15)(A)
use psychology-related terminology correctly;
113.45(c)(15)(B)
use standard grammar, spelling, sentence structure, and punctuation;
113.45(c)(15)(C)
transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate;
113.45(c)(15)(D)
create written, oral, and visual presentations of social studies information.

130.252, Principles of Hospitality and Tourism

130.252(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.252(c)(1)(A)
write effectively using standard English and correct grammar;
130.252(c)(1)(B)
use a variety of credible resources;
130.252(c)(1)(C)
recognize appropriate professional documents used in the hospitality and tourism industry;
130.252(c)(2)
The student uses verbal and nonverbal communication to provide a positive experience for guests and employees.
130.252(c)(2)(A)
develop and execute formal and informal presentations; and
130.252(c)(2)(B)
practice customer service skills.
130.252(c)(3)
The student understands that personal success depends on personal effort.
130.252(c)(3)(B)
explain the characteristics of personal values, ethics, and fundamental principles;
130.252(c)(3)(D)
develop strategies for achieving accuracy;
130.252(c)(3)(E)
develop organizational skills.
130.252(c)(4)
The student develops an understanding of time management, decision making, and prioritization.
130.252(c)(4)(A)
identify and apply effective practices for managing time;
130.252(c)(4)(C)
learn and apply steps in the decision-making process;
130.252(c)(5)
The student researches, analyzes, and explores lifestyle and career goals.
130.252(c)(5)(A)
prioritize career goals and ways to achieve those goals in the hospitality and tourism industry;
130.252(c)(7)
The student demonstrates leadership, citizenship, and teamwork skills required for success.
130.252(c)(7)(B)
develop decision-making and problem-solving skills;
130.252(c)(7)(D)
identify leadership and teamwork qualities that create a pleasant working atmosphere;
130.252(c)(8)
The student explains how resources (employees, guests, and property) are managed to minimize losses or liabilities in the hospitality and tourism industry.
130.252(c)(8)(A)
identify and explain job safety and security practices;
130.252(c)(8)(B)
recognize and implement the basics of sanitation;
130.252(c)(8)(C)
understand and demonstrate procedures for cleaning, sanitizing, and storing equipment and tools;
130.252(c)(8)(D)
determine how environmental issues and trends affect the hospitality and tourism industry.
130.252(c)(9)
The student explores the history of the hospitality and tourism industry.
130.252(c)(9)(A)
examine the varied operations required within the hospitality and tourism industry;
130.252(c)(9)(B)
understand the job qualifications for various careers in the hospitality and tourism industry;
130.252(c)(9)(C)
differentiate amongst lodging, travel and tourism, recreation amusements, attractions and resorts, and food and beverage service.
130.252(c)(10)
The student demonstrates research skills applicable to the hospitality and tourism industry.
130.252(c)(10)(A)
develop technical vocabulary of the hospitality and tourism industry;
130.252(c)(10)(B)
design a customized product for the hospitality and tourism industry;
130.252(c)(10)(C)
identify local and regional trends and issues in the hospitality and tourism industry.
130.252(c)(11)
The student understands the importance of customer service.
130.252(c)(11)(A)
determine ways to provide quality customer service;
130.252(c)(11)(B)
analyze how guests are affected by employee attitude, appearance, and actions;
130.252(c)(11)(C)
examine different types of service across the industry.

130.258, Travel and Tourism Management

130.258(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.258(c)(1)(A)
formulate and organize oral and written information;
130.258(c)(1)(B)
compose a variety of written documents used in travel and tourism such as itineraries, thank you letters, presentations, and advertisements;
130.258(c)(1)(C)
differentiate and deliver different types of presentations such as informative, instructional, persuasive, and decision making;
130.258(c)(1)(E)
investigate geography and factors that affect the travel and tourism industry;
130.258(c)(2)
The student uses oral and written communication skills in creating, expressing, and interpreting information and ideas, including technical terminology and information.
130.258(c)(2)(A)
select and employ verbal skills when obtaining and conveying information;
130.258(c)(2)(B)
use verbal and nonverbal communication skills effectively with diverse constituents;
130.258(c)(2)(C)
develop and deliver presentations using appropriate technology such as to engage, inform, and persuade audiences.
130.258(c)(4)
The student uses information technology tools specific to the travel and tourism industry to access, manage, integrate, and create information.
130.258(c)(4)(A)
operate and use technological applications to communicate within a workplace and perform a task;
130.258(c)(5)
The student understands roles within teams, work units, departments, organizations, inter-organization systems, and the larger environment of the travel and tourism industry.
130.258(c)(5)(A)
explain the functions and interactions of various departments within a travel and tourism business;
130.258(c)(5)(B)
research quality-control systems and practices;
130.258(c)(5)(C)
develop plans to accomplish organizational goals;
130.258(c)(5)(D)
formulate collaborative plans with other related industries such as lodging, food and beverage service, and transportation agencies to provide an all-inclusive product for the customer.
130.258(c)(6)
The student understands the importance of health, safety, and environmental systems in the travel and tourism industry and their importance to organizational performance and regulatory compliance.
130.258(c)(6)(A)
identify hazards common to workplaces such as safety, health, and environmental hazards;
130.258(c)(6)(B)
use industry standards to implement safety precautions to maintain a safe worksite;
130.258(c)(6)(C)
research and relate first aid and cardiopulmonary resuscitation skills;
130.258(c)(6)(D)
describe environmental procedures that ensure a facility is in compliance with health codes;
130.258(c)(6)(E)
describe how to train others for emergency situations;
130.258(c)(6)(F)
analyze potential effects caused by common chemicals and hazardous materials;
130.258(c)(6)(G)
compare and contrast security measures to protect the guests, staff, and property.
130.258(c)(8)
The student knows and understands the importance of professional ethics and legal responsibilities.
130.258(c)(8)(A)
discuss ethical reasoning to a variety of workplace situations in order to make decisions;
130.258(c)(8)(B)
research information on organizational policies in handbooks and manuals.
130.258(c)(9)
The student knows and understands the importance of employability skills and is able to explore and effectively plan for managing travel and tourism careers.
130.258(c)(9)(A)
identify and demonstrate behaviors and skills necessary to be employable;
130.258(c)(9)(B)
identify the training and education requirements that lead toward an appropriate certification for employment;
130.258(c)(10)
The student develops principles in time management, decision making, effective communication, and prioritizing.
130.258(c)(10)(A)
apply effective practices for time management;
130.258(c)(10)(B)
analyze various steps in the decision-making process for prioritizing effectively;
130.258(c)(10)(C)
discuss the importance of balancing a career, a family, and leisure activities.
130.258(c)(11)
The student uses technical knowledge and skills required in the travel and tourism industry.
130.258(c)(11)(A)
develop job-specific technical vocabulary;
130.258(c)(11)(C)
evaluate current and emerging technologies to improve guest services;
130.258(c)(11)(E)
analyze customer service concepts and scenarios;
130.258(c)(11)(F)
describe how customer service affects a company's bottom line;
130.258(c)(11)(G)
develop an awareness of cultural diversity to enhance travel planning such as differences in social etiquette, dress, and behaviors;

130.259, Hotel Management

130.259(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.259(c)(1)(A)
organize oral and written information;
130.259(c)(1)(B)
compose and present individually and in teams a variety of written documents such as agendas, thank you letters, presentations, and advertisements;
130.259(c)(1)(D)
examine and apply how scientific principles are used in the hotel industry.
130.259(c)(2)
The student uses verbal and nonverbal communication skills to create, express, and interpret information for providing a positive experience for guests and employees.
130.259(c)(2)(A)
develop, deliver, and critique presentations;
130.259(c)(2)(B)
analyze various marketing strategies for a lodging property and available services;
130.259(c)(2)(C)
demonstrate proper techniques for using telecommunications equipment;
130.259(c)(2)(D)
interpret verbal and nonverbal cues to enhance communication with individuals such as coworkers, guests, and clients;
130.259(c)(2)(E)
locate written information used to communicate with individuals such as coworkers and guests;
130.259(c)(2)(F)
apply and model active listening skills to obtain and clarify information;
130.259(c)(2)(G)
follow directions and procedures independently and in teams.
130.259(c)(3)
The student solves problems independently and in teams using critical thinking, innovation, and creativity.
130.259(c)(3)(A)
generate creative ideas to solve problems by brainstorming possible solutions;
130.259(c)(3)(B)
employ critical-thinking and interpersonal skills to resolve conflicts with individuals such as coworkers, employers, guests, and clients;
130.259(c)(3)(C)
interpret and use industry standards for principles of budgeting and forecasting to maximize profit and growth.
130.259(c)(4)
The student demonstrates an understanding that personal success depends on personal effort.
130.259(c)(4)(B)
identify and demonstrate both positive and negative work behaviors and personal qualities for employability;
130.259(c)(5)
The student develops principles in time management, decision making, effective communication, and prioritization.
130.259(c)(5)(C)
assemble and analyze the various steps in the decision-making process;
130.259(c)(7)
The student understands roles within teams, work units, departments, organizations, and the larger environment of the lodging industry.
130.259(c)(7)(A)
identify lodging departments and distinguish among the duties and responsibilities within each department;
130.259(c)(7)(B)
implement quality-control standards and practices;
130.259(c)(7)(C)
compare and contrast duties and responsibilities from each department to the larger lodging environment, including food and beverage services;
130.259(c)(7)(H)
comprehend and model professional attire.
130.259(c)(8)
The student uses information technology tools specific to lodging management to access, manage, integrate, and create information.
130.259(c)(8)(A)
use information technology tools to evaluate lodging work responsibilities;
130.259(c)(8)(D)
prepare and present complex multimedia publications;
130.259(c)(8)(G)
evaluate current and emerging technologies to improve guest services.
130.259(c)(9)
The student uses leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.
130.259(c)(9)(A)
differentiate types of effective leadership and management styles and select which management style is effective for the lodging industry;
130.259(c)(9)(B)
apply team-building skills;
130.259(c)(9)(C)
apply decision-making and problem-solving skills;
130.259(c)(9)(D)
apply leadership and teamwork qualities in creating a pleasant working atmosphere;
130.259(c)(10)
The student understands the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.
130.259(c)(10)(A)
assess workplace conditions with regard to safety and health;
130.259(c)(10)(B)
apply safety and sanitation standards common to the workplace;
130.259(c)(10)(C)
analyze potential effects caused by common chemical and hazardous materials;
130.259(c)(10)(D)
demonstrate first aid and cardiopulmonary resuscitation skills;
130.259(c)(10)(E)
research sources of food-borne illness and determine ways to prevent them;
130.259(c)(10)(F)
evaluate the need for personal hygiene and correlate this to the importance of health, safety, and environmental management systems in the organization.
130.259(c)(11)
The student knows and understands the importance of professional ethics and legal responsibilities within the lodging industry.
130.259(c)(11)(A)
demonstrate professional and ethical standards;
130.259(c)(11)(B)
compare and contrast the rights of the innkeeper and the rights of the guest;
130.259(c)(11)(C)
interpret and explain written organizational policies and procedures to help employees perform their jobs.
130.259(c)(12)
The student understands the knowledge and skills required for careers in the lodging industry.
130.259(c)(12)(A)
develop job-specific technical vocabulary;
130.259(c)(12)(B)
explain procedures to meet guest needs, including guest registration, rate assignment, room assignment, and determination of payment methods;
130.259(c)(12)(C)
differentiate the functions of meeting and event planning and how they correlate to the individual lodging property;
130.259(c)(12)(D)
understand the importance of check-out procedures to ensure guest satisfaction and verify settlement of account.

130.260, Hospitality Services

130.260(c)(1)
The student demonstrates professional standards/employability skills as required by business and industry.
130.260(c)(1)(A)
apply advanced reading, writing, and mathematical skills necessary in the hospitality industry;
130.260(c)(2)
The student uses communication skills in the creation, expression, and interpretation of information and ideas.
130.260(c)(2)(A)
interpret communication such as verbal and non-verbal;
130.260(c)(2)(B)
recognize and respond to guest needs;
130.260(c)(2)(C)
develop listening skills to accurately process messages for guests;
130.260(c)(2)(D)
exhibit public relations skills;
130.260(c)(2)(E)
recognize alternate communication services to assist customers with specialized needs.
130.260(c)(3)
The student researches career opportunities and qualifications to broaden awareness of careers available in the hospitality industry.
130.260(c)(3)(J)
demonstrate appropriate business and personal etiquette;
130.260(c)(3)(K)
develop a written organizational policy to ensure successful hospitality operations such as guest satisfaction and employee success;
130.260(c)(3)(L)
research the major duties and qualifications for hospitality managerial positions.
130.260(c)(4)
The student reviews ethical and legal responsibilities or related conduct toward guests and employees within the establishment to maintain high industry standards.
130.260(c)(4)(A)
examine laws regarding hiring, harassment, and safety issues;
130.260(c)(4)(B)
compare and contrast legal responsibilities and employer policies;
130.260(c)(4)(C)
discuss ethical dilemmas.
130.260(c)(6)
The student applies leadership, teamwork, and critical-thinking skills in collaboration with others to accomplish organizational goals or objectives.
130.260(c)(6)(B)
formulate staff training plans to create an effective working team;
130.260(c)(6)(C)
evaluate methods of conflict-management skills to facilitate appropriate solutions;
130.260(c)(6)(D)
resolve unexpected situations in customer service;
130.260(c)(6)(E)
understand diverse employee cultures and customs;
130.260(c)(6)(F)
value cultural diversity of guests.
130.260(c)(8)
The student reviews the importance of management systems such as health, safety, and environmental and their function in performance and regulatory compliance.
130.260(c)(8)(A)
determine local safety and sanitation requirements;
130.260(c)(8)(B)
explain how guests and property are protected to minimize losses or liabilities;
130.260(c)(8)(C)
outline safety and security issues and analyze solutions for individuals or groups in multiple environments to minimize risks;
130.260(c)(8)(D)
recognize potential, real, or perceived emergency situations such as a natural disaster or terrorist threat in order to respond appropriately;
130.260(c)(8)(E)
evaluate equipment for elements such as safety, functionality, and durability;
130.260(c)(8)(F)
determine most appropriate sources of assistance such as self, coworkers, guests, the Federal Emergency Management Agency (FEMA), or first responders to use in varied emergency situations.
130.260(c)(9)
The student understands roles within teams, work units, departments, organizations, inter-organizational systems, or the larger environment.
130.260(c)(9)(A)
implement a set of operating procedures that results in profitable operations;
130.260(c)(9)(B)
create a detailed customer service plan or process to provide maximum customer service;
130.260(c)(12)
The student uses technological knowledge and skills required in travel and tourism.
130.260(c)(12)(A)
develop technical vocabulary for lodging, food and beverage service, recreation, and travel;

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.4
 Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
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