1. Train the Trainer- SERVER

2. MENTORSHIP PHILOSOPHY

3. At Charleston’s, our culture, attitude, atmosphere and teamwork are the pillars of our service standards and are what truly set us apart in fine dining. We pride ourselves on having a positive, professional culture of teamwork where we like to have fun while providing great service to our Guests.

4. Our philosophy on culture is simple: we like to maintain a positive environment with professional growth opportunities for all staff members. We are an extremely knowledgeable staff– we take immense pride in this fact. Our goal is to grow individually and as a team on a daily basis so we can consistently exceed our Guests’ expectations.

5. Mentorship is the most successful way to not only develop our new Servers, but to develop our Training Team as well.

6. Each new Server will have an entire team of highly skilled Trainers ensuring their success in our Program – so long as they put forth the effort.
This culture of Mentorship will be illustrated from the first interview, during orientation, and all the way through the training process.

7. The Training Team starts with the GM and includes the rest of the Management Team as well as our Mentors and Certified Trainers.
The Training Team is entrusted with a SIGNIFICANT financial investment of the company and store.
How much does it cost to train a Server at Charleston’s?

8. $2000
The Training Team has a fiduciary and ethical responsibility to put their best effort forward with each new hire.
Train the Trainer is designed to develop you to be successful in this responsibility.

9. ESSENTIAL ATTRIBUTES OF SUCCESSFUL TRAINERS

10. What attributes do you think make a successful Trainer?

11. KNOWLEDGE
SKILL
ATTITUDE

12. KNOWLEDGE

13. Command of the material.

14. SKILL

15. The ability to effectively demonstrate knowledge utilizing superior technique to exceed the Guest’s expectations on a consistent basis.

16. ATTITUDE

17. In the hospitality business, this means having a service mentality
In the hospitality business, this means having a service mentality. For Trainers, you are at the service of your Trainee, as well as the Guest.
This is called Servant Leadership.

18. All three of these attributes MUST be present for a Trainer to be successful.

19. ESSENTIAL SKILLS OF A TRAINER

20. AWARENESS
COMMUNICATION
FOLLOW THROUGH

21. AWARENESS

22. As a Mentor or Trainer….
If standards are not being met in your store, there are only 2 reasons why YOU would not be teaching and coaching on the issue:
What do you think these 2 reasons could be?

23. Either you don’t know (or didn’t notice).
Or you don’t care.

24. Awareness is a SKILL that must be developed, like a muscle, where you have ROBO VISION.

25. 360 View
of your surroundings.

26. How does what is happening in other areas on the restaurant effect you?

27. How each Server takes care of the Guests in their section has an impact on your ability to make money.
We want to exceed Guest expectations so they come back and bring their friends and family – and come back more often!

28. COMMUNICATON

29. Once your have AWARENESS, you must be able to effectively communicate what you see.
In TTT, we will teach you very specific communication skills to help you effectively communicate.

30. FOLLOW THROUGH

31. Follow through means you follow up on instructions, corrections, or requests to ensure the proper action is taking place.
I give the example of Shift Leaders asking for prebus hands or water pitcher hands – just bc they ask, doesn’t mean it happens, even if they get call backs!

32. ESSENTIAL LEADERSHIP TRAITS OF A TRAINER

33. RESPECT
DIGNITY
STANDARDS

34. “We cannot expect people to have respect for law and order until we teach respect to those we have entrusted to enforce those laws.”
-Hunter S. Thompson

35. Being an effective leader requires a person to be able to uphold the highest standards while treating people with dignity and respect. You MUST be able to promote an atmosphere of respect. How does one accomplish this?
I ask staff to do a self assessment as we go through this list. Is this the type of leader they are/ What do they need to work on? Everyone has areas of opportunity!

36. Keep in mind, you cannot demand respect from people
Keep in mind, you cannot demand respect from people. Nor can you gain it by fear mongering or bullying people.
In order for servers to have respect for both you and the standards of the restaurant, it is absolutely essential that you respect those same standards, as well as the servers you are leading.
Servers will respect you when they see that you consistently uphold the same standards you are asking them to uphold on a daily basis.
Never ask servers to do anything that you aren’t willing to do and that you do not do on a regular basis.

37. The way you get respect is by behaving in a respectful way - be it your work ethic, consistency, or the way in which you talk to people.
Don’t be afraid to admit when you are wrong. No one is perfect. People will never respect someone who makes excuses or throws other people under the bus.

38. ESSENTIAL TRAINING TECHNIQUES

39. TSDR
DQ/OEQ
RFQ
Feedback

40. TSDR

41. THE FOUR STEP PROCESS OF HANDS ON LEARNING
1. TELL 2. SHOW 3. DO 4. REVIEW
THE FOUR STEP PROCESS OF HANDS ON LEARNING
Best used for newer topics.

42. INFORMATION  KNOWLEDGE
Mentor Classroom is designed to introduce the Trainee to our culture and provide a foundation with a ton of information. Training shifts are used to transform that information into knowledge
I explain that people do not actually LEARN anything in Mentor Classroom. They are given a bunch of information that is just floating around up in their brains. The Trainers job is to turn all of that INFORMATION into KNOWLEDGE using these techniques.

43. EXAMPLES MENTORSHIP TRAINING Classroom – TELL Follows - SHOW
Reverses – DO
Oral Cert – REVIEW
TRAINING SHIFTS
Use the Checklist to explain standards – TELL
Demonstrate the standards – SHOW
Have the Trainee perform the standards - DO
Review & make corrections - REVIEW

44. TELL
Explain the information and the steps involved in the task to the Trainee. This gives the Trainee all the necessary information in order to understand and perform the task.

45. SHOW
Demonstrate the task to the trainee. Call attention to key points. Make certain the trainee has observed and understands each step. Encourage questions and re- demonstrate, if necessary.

46. DO
Observe the trainee performing the task. This is a very important step because REAL LEARNING occurs when the trainee puts to use what they have just been taught. The trainer should listen and watch for the correct performance. This step should follow the demonstration as soon as possible.

47. REVIEW
Review the task together. This provides the trainee with immediate feedback on their performance. Commend the trainee for doing the task correctly. Correct and re- demonstrate, if needed. The trainer should make certain the trainee completely understands the information and steps involved. Answer any questions the trainee might have.

48. THE ART OF
THE QUESTION

49.   How do you know if information has successfully been transformed into knowledge? You ask!

50.   Remember when we talked about effective communication being an essential skill of Trainers? Questions are a very important aspect of communication. In fact, it is the MOST important for us as Trainers because it allows us to assess our Trainees level of knowledge. How much of all that information from Mentor Classroom do they really understand?

51. THE ART OF QUESTIONING  A Trainer will use questioning throughout the training session to determine if the Trainee has knowledge or simply information on various topics. This section will examine the two basic types of questions, some general rules for composing them, and some hints for handling the trainee’s response.

52. DIRECT QUESTIONS
This is the most specific of the questioning techniques. It allows you to get verbal participation from the trainee. A question such as, “Where is table 11?” or “What comes on the Basil Pizza?” or “What cheese comes on the Grilled Chicken Avocado Club Sand?”
The direct question forces conclusions and elicits a large number of “yes” and “no” or a specific list.

53. RFQ Rapid Fire Quizzing is a form of Direct Questioning.
This technique is helpful when the Trainee understands most of the information, but doesn’t know it well enough to have rapid recall.
RFQ helps solidify the knowledge in the mind of a Trainee.
This techniques works well with food, wine, liquor or beer. In order words…LISTS.

54. RFQ
RFQ is a critical element of training and should be used throughout the training shift, specifically for the next test and anytime the Trainee struggles with rapid recall of information lists.
Information transforms into knowledge as a result.

55. OPEN ENDED QUESTIONS (OEQ)
A question such as, “Can you walk me through our Steps of Service?” provides an opportunity to describe a process, technique or standard. A “yes” or “no” cannot necessarily answer it.
OEQ gives the trainee a chance to mirror back what they have already been taught using TSDR. They begin to think for themselves and problem solve on their own - information begins to transform into knowledge.

56. OPEN ENDED QUESTIONS (OEQ)
When asking a Trainee an OEQ, if they cannot fully explain the process or standard in detail, the Trainer knows they must go back to TSDR, because the information has not fully transformed to knowledge.
If a Trainee can explain the process or standard, the Trainer knows they can move on.

57. Checklist Application
Which technique should you use? When? How do you know?

58. IS THE CHECKLIST ITEM KNOWLEDGE YET?
ASK AN OPEN ENDED QUESTION! DO THEY KNOW THE ANSWER?
YES
SORT OF NO
MOVE ON TO
THE NEXT
ITEM ON THE
CHECKLIST
USE
TELL
SHOW DO
REVIEW
USE RAPID FIRE
QUIZZING UNTIL
THEY HAVE
RAPID RECALL

59. IS THE CHECKLIST ITEM KNOWLEDGE YET?
WHAT IS THE PROPER WAY TO REFILL WATER TABLESIDE?
(HAVE THEM EXPLAIN FIRST, THEN DEMONSTRATE)
YES
SORT OF NO
SUCCESS!
CHECK THE
ITEM OFF
AND MOVE ON!
USE
TELL – HOW TO DO IT
SHOW - HOW TO DO IT
DO – THE TRAINER DOES IT
REVIEW – REVIEW HOW TO
DO IT (OEQ)
RFQ THE
PROCESS
UNTILL THEY
HAVE IT DOWN!
THEN LET THEM
DEMONSTRATE!

60. IS THE CHECKLIST ITEM KNOWLEDGE YET?
WHAT ARE SOME OTHER EXAMPLES?
YES
SORT OF NO
Have the Trainers each give example of how to use this techniques in this flow chart.

61. FEEDBACK

62. Another important part of feedback is to effective give feedback to our Trainees,
We want to be firm but fair. We don’t want to discourage them, but they need honest feedback to continue to develop.
FEEDBACK

63. PRAISE IN PUBLIC, CORRECT IN PRIVATE (PIP & CIP)
You are your Trainees #1 fan. All the confidence needed to be able to perform the job will come from you as the Trainer at this stage in their development.
PIP & CIP is critical in developing Trainees – you are cultivating a positive culture where mistakes are made in a safe environment and they feel comfortable with receiving coaching & teaching.
If Trainers fail to properly PIP & CIP, the Trainee will develop a mentality where they will hide mistakes and not ask for help when needed. This is ANTI – TEAMWORK and will work against our core philosophy.
PRAISE IN PUBLIC, CORRECT IN PRIVATE (PIP & CIP)
Serving is a job where the amount of money one makes is directly contingent on a person’s level of confidence. Confidence comes from knowledge, skills, and a positive support system.

64. SANDWICH TECHNIQUE (positive-correction-positive)
“Great job with taking the order and getting all of the information! One thing we want to work on is using all of the correct abbreviations so we can find items on the POS. You’re doing great!”
Be sure not not use the word ‘but’. This will negate the positive statement used immediately preceding your correction.
Have Trainers give examples of other scenarios. Not just when Training, but on other shifts (Once a Trainer, Always a Trainer!
When the person in front of you at the Hobart doesn’t wash their hands? Or turn & pull?
When the Trainee doesn’t sandwich the price at when they feature.
When the Trainee using incorrect verbiage with the Guest (DAD words, guys, okay, sure, no problem., etc.
When the Trainee fails to yield to the Guest right of way.

65. THE “PROBLEM”
TRAINEE

66. Before we ever classify someone as a ”problem trainee”, we need to make sure we have done all that we can to set them up for success.
Do they have all the information? Do they know how to access the training website? Can they print off practice tests and answer keys? Do they know how to use Quizlet? Did we schedule them well to allow time to prepare for tests?
As a training team, the first person we should check is ourselves!

67. How are we motivating the Trainee?
Have we properly and effectively set the appropriate expectations?
As a training team, the first person we should check is ourselves!

68. It is the trainer’s responsibility to create the best learning conditions for the trainee. Your training needs to provide the information and skill the trainee will need to perform their job at a level that meets our standards. Whether or not this is achieved depends on your effectiveness as a trainer.

69. Expectations Determine Results!!!
SETTING EXPECTATIONS
Reason: Settling doubts, fears, and questions about the training process.
Examples of Setting Expectations:
Identify the trainee’s role. Before the start of their training, tell them what will be expected, how the training will be conducted, and what they can expect in terms of work assignments.
Put the trainee at ease by introducing them to other employees. Once the trainee knows what to expect in terms of his/her participation on the team, the learning will proceed.
In addition to the daily outlines, the trainee has copies of the tests and when they are to take them. The tests set expectations by requiring a passing score of at least 90%. Remind them verbally after each shift what test is next and when they are to take it.
After each shift, time is provided for progress evaluations. This feedback will set expectations for the next training session.
Expectations Determine Results!!!

70. INTEREST AND MOTIVATION
Reason: Keeping the trainee’s attention and making the trainee want to learn.
Examples of Interest:
You, the trainer, must be interested. Trainees quickly “turn off” a trainer who appears to be disinterested in his/her own subject.
You, the trainer, must be interested in the trainee. They will respond to genuine interest and enthusiasm that involves them personally.
Hold their interest once you have captured it. Some ways for doing this are:
Participation - Keep the trainee involved. It is easier to be interested in something when you have an active role in it. This can be done through asking questions, role plays and hands-on activities
Pace - Keep a quick, lively pace. Do not give the trainee the opportunity to “drift.”

71. Examples of Motivation:
Show your trainees W-I-I-F-M: “What’s in it for me?” Tell the trainee the importance and the benefits of learning the job correctly. Do not assume they regard your training as valuable--let them know it is. Remember, “what’s in it” for one person is not necessarily “what’s in it” for another.
Anytime you can show the Trainee how a skill or piece of knowledge will help them in the following way, they will be more likely to be motivated:
help them make more money
help them get out faster after their shift
help their job be easier

72. Unengaged Trainees
If your Trainee does not appear to be engaged, make sure you are being engaging!
This is YOUR training shift. YOU are teaching a subject of which YOU are the expert.
You have already been taught the techniques to engage your Trainees!

73. What training technique(s) could you use to address the following “problem” Trainees?
Shy and timid
Unengaged
Know it All

74. What training technique(s) could you use to address the following “problem” Trainees?
Shy and timid
Unengaged
Know it All
OEQ are a great tool for getting Trainees to come out of their shell and focus on the training.

75. THE ESSENTIALS
ATTRIBUTES
SKILLS
TECHNIQUES
LEADERSHIP TRAITS

76. THE ESSENTIALS ATTRIBUTES Knowledge Skill Attitude SKILLS TECHNIQUES
LEADERSHIP TRAITS

77. THE ESSENTIALS ATTRIBUTES Knowledge Skill Attitude SKILLS Awareness
Communication
Follow Through
TECHNIQUES
LEADERSHIP TRAITS

78. THE ESSENTIALS ATTRIBUTES Knowledge Skill Attitude SKILLS Awareness
Communication
Follow Through
TECHNIQUES
TSDR
DQ/EOQ
RFQ
PIP & CIP
Sandwich
LEADERSHIP TRAITS

79. THE ESSENTIALS ATTRIBUTES Knowledge Skill Attitude SKILLS Awareness
Communication
Follow Through
TECHNIQUES
TSDR
DQ/EOQ
RFQ
PIP & CIP
Sandwich
LEADERSHIP TRAITS
Respect
Dignity
Standards
Randomly RFQ Trainers on these through the rest of the class until they have rapid recall to demonstrate the effectiveness of the technique.

80. SERVER TRAINING DETAIL

81. Mentor Classroom
As mentioned, this 3 hour class is designed to introduce the Trainee to our restaurant and our culture. The Mentor will give the Trainee a lot of information, help them understand the training process and know how to utilize all the resources available to be successful.
The Mentor will be responsible for reaching out to the Trainee repeatedly through the process to ensure their success.

82. The Program
Most of our position training begins with a classroom setting taught by a Mentor, followed by on-the-job training (OJT).

83. OJT – On the Job Training
Follow
1st Reverse
2nd Reverse
3rd Reverse
Optional Reverses
Sign Off

84. Shift Guide vs “Checklist”
Follow exactly, line by line.
Use throughout the shift.
Full Explanations vs. “Yep, we did that!”
Check off each topic once it is fully explained, not a line through, not at the end of the shift.
Refer to and utilize throughout the shift.

85. Before the Shift
Be sure to ensure the Trainee has clocked in. Allow them to do so – do not do it for them!
Show them where to put their personal belongings and make sure they understand the rule on cell phone and the risk associated with bringing in purses and wallets, etc.
Introduce them to everyone and make sure they feel welcome. Don’t forget about BOH!
Never separate from your Trainee. Make sure you set this expectation early!
Grade their test. A Trainee cannot train on the floor unless they have passed their test.

86. Testing Notes:
If the Trainee fails the test by less than 15 points, review missed items verbally and give credit where appropriate.
If the Trainee cannot make corrections to missed items verbally, get a Manager involved.
If a Trainee fails a test by more than 15 points, get a Manager involved immediately.
A Trainee should not train on the floor if they cannot pass the test.
Re-write their entire schedule and give time to study & retake the test, if appropriate.

87. FOLLOW SHIFT

88. Follow Shift Protocol 6’ rule, no exceptions
Trainer takes lead on all tables
Trainee has no interaction with guests unless prompted
Both write all orders and compare, make corrections
Trainer takes lead on POS
Trainers job is to explain as they go – Stop & Talk
Trainees job is to absorb the flow of service, ask questions

89. Follow Shift: Before 1st Table
Uniform Check – every day!
BEFORE the 1st Table – very important!
Trainer can let Host & Manager know if they need more time.
Gives Trainee a foundation for what is about to happen.

90. Follow Shift: Table Service
Trainer focuses on these topics – they don’t have to explain every detail of all service standards. The Trainee will retain less if they do this.
Drinking from a Fire Hydrant.
RFQ throughout the shift on the menu items for next test.

91. Follow Shift: Post Shift
POS Review – “Where do you find…?” RFQ
Trainer takes lead on Cashouts, Closing Duties, Checking Out w/ SL, etc.
Follow Shift: Post Shift

92. Service Test #1
Trainee can use this page for writing a “script” for their greet.
Notate the Manager who was greeted and all Manager Trainer feedback on the Greet on this page so the Trainee can use for reference and practice.

93. Follow Shift Performance Appraisal
No gradients within columns
The Trainers performance is evaluated
“Meets Standard” should be met in all categories to set a firm example
Goals should set the Trainee up for success for the next shift: Ideal Goals for the upcoming 1st Reverse: Memorize standard sides (use Quizlet), Greeting & Featuring, Prepare for next Test. ----vs Menu Knowledge, POS Knowledge, & other “general” goals.

94. Follow Shift Performance Appraisal
Trainer should go through the PA with Trainee BEFORE sitting down with the Manager – no surprises.
If Trainer has SIGNIFICANT concerns about the Trainee, they should speak with the MOD BEFORE the PA.
Everyone Signs.
Trainer Should not be allowed to sign for Trainer Pay after Test Scores have been Recorded in the FOH Record Binder or Digital FOH Records Spreadsheet.

95. 1ST REVERSE

96. 1st Reverse Shift Protocol
6’ rule, no exceptions
Trainer takes the first table to set example and put the Trainee at ease
Trainee takes the 2nd table and takes the lead on that tables throughout the shift.
Both write all orders, compare & correct
Trainee takes the lead on all POS transactions.
Trainers job is to explain as they go on new topics and ask “What’s next” on familiar topics. EX. “what step are we on?” Where do we go next?” What will we need in our section by the time we return?”
Trainees job is to run their table with as little assistance as possible from the Trainer by the end of the shift.

97. 1st Reverse Shift: Before 1st Table
Uniform Check – every day!
BEFORE the 1st Table – very important!
Trainer can let Host & Manager know if they need more time.
Gives Trainee a foundation for what is about to happen.
**Notice these are different topics from the Follow Shift

98. 1st Reverse Shift: Table Service
Trainer focuses on these topics – they don’t have to explain every detail of all service standards. The Trainee will retain less if they do this.
Drinking from a Fire Hydrant.
RFQ throughout the shift on the items for next test.
**Notice these are different topics from the Follow Shift

99. Trainee takes the lead on Cash Out Procedures, Closing Duties & Sidework, Checking out w/ SL, etc.
1st Reverse: Post Shift

100. Service Test #2
This is a verbal test that the Trainer gives the Trainee.
Always record the Trainees answers.
Score

101. 1st Reverse Performance Appraisal
No gradients within columns
The Trainees performance is evaluated on their tables only.
“Needs a lot of Attention” is common scoring this shift - Trainer & Manager should let the Trainee know that this is perfectly normal at this stage in their training and not to be concerned.
Goals should set the Trainee up for success for the next shift: Ideal Goals for the upcoming 2nd Reverse: Continue to use Quizlet to solidify menu knowledge, POS Speed & Efficiency, Prepare for next Test.

102. 1st Reverse Performance Appraisal
Trainer should go through the PA with Trainee BEFORE sitting down with the Manager – no surprises.
If Trainer has SIGNIFICANT concerns about the Trainee, they should speak with the MOD BEFORE the PA.
Everyone Signs.
Trainer Should not be allowed to sign for Trainer Pay after Test Scores have been Recorded in the FOH Record Binder or Digital FOH Records Spreadsheet.

103. 2nd REVERSE

104. 2nd Reverse Shift Protocol
6’ rule, no exceptions
Trainer takes the first table to set example and put the Trainee at Trainee at ease. Trainer takes the lead on this table throughout the shift.
Trainee takes the 2nd and 3rd tables and takes the lead on those tables throughout the shift.
Both write all orders, compare & correct.
Trainee takes the lead on all POS transactions.
Trainer’s job is to explain as they go on new topics and ask open ended questions to prompt the Trainee on previous topics. This teaches the Trainee to problem solve on their own and prepares them for their solo shift coming up.
Trainee’s job is to handle their tables with as little assistance as possible from the Trainer.

105. 2nd Reverse Shift: Before 1st Table
Uniform Check – every day!
BEFORE the 1st Table – very important!
Trainer can let Host & Manager know if they need more time.
Gives Trainee a foundation for what is about to happen.
**Notice these are different topics from the 1st Reverse Shift

106. 2nd Reverse Shift: Table Service
Trainer focuses on these topics – they don’t have to explain every detail of all service standards. The Trainee will retain less if they do this.
Drinking from a Fire Hydrant.
RFQ throughout the shift on the items for next test.
**Notice these are different topics from the 1st Reverse Shift

107. Trainee takes the lead on Cash Out Procedures, Closing Duties & Sidework, Checking out w/ SL, etc.
Trainer explains and demonstrates comps, voids, HSRG cards, etc.
2nd Reverse: Post Shift

108. Service Test #3
This is a verbal test that the Trainer gives the Trainee.
Always record the Trainees answers.
Score

109. 2nd Reverse Performance Appraisal
No gradients within columns
The Trainee’s performance is evaluated on their tables only.
“Needs a lot of Attention” to “Needs Some Attention” is common scoring this shift - Trainer & Manager should let the Trainee know that this is perfectly normal at this stage in their training and not to be concerned.
Goals should set the Trainee up for success for the next shift: Ideal Goals for the upcoming 3rd Reverse: Continue to use Quizlet to solidify menu knowledge, POS Speed & Efficiency, Prepare for Oral Cert.

110. 2nd Reverse Performance Appraisal
Trainer should go through the PA with Trainee BEFORE sitting down with the Manager – no surprises.
If Trainer has SIGNIFICANT concerns about the Trainee, they should speak with the MOD BEFORE the PA.
Everyone Signs.
Trainer Should not be allowed to sign for Trainer Pay after Test Scores have been Recorded in the FOH Record Binder or Digital FOH Records Spreadsheet.

111. 3rd REVERSE

112. 3rd Reverse Overview
Before the Shift: Mentor reviews the Greet & Features, etc.
Trainee uses RFQ to go through this information before & during the shift.

113. 3rd Reverse Shift Protocol
6’ rule, no exceptions.
The Trainee takes the lead on the section from the first table.
Mentor follows/shadows Trainee.
Both write all orders, compare & correct.
Trainee takes the lead on all POS transactions.
Trainers job is to shadow the Trainee and only interfere if the guest experience will be compromised.
Trainees job is to run the section with as little assistance as possible from the Trainer by the end of the shift.
Trainer should use open ended questions whenever possible to prompt the Trainee. This teaches the Trainee to problem solve on their own and prepares them to be in a section solo.

114. Trainee takes the lead on Cash Out Procedures, Closing Duties & Sidework, Checking out w/ SL, etc.
3rd Reverse: Post Shift

115. Service Test #3
This is a verbal test that the Trainer gives the Trainee.
Always record the Trainees. answers.
Score.

116. 3rd Reverse Performance Appraisal
No gradients within columns
The Trainee’s performance is evaluated on the section.
“Needs Some Attention” to Meets Standard” are ideal scoring this shift – If the Trainee scoring a 1 on multiple categories, they should be scheduled for an additional Reverse with a Mentor. (The Mentor will receive regular Trainer Pay for this additional shift).
Goals should set the Trainee up for success for the next shift: Either an SA Shift on an additional Reverse. For a 4th Reverse, goals should be whatever category they scored “Below Average” in.

117. 3rd Reverse Performance Appraisal
Mentor should go through the PA with Trainee BEFORE sitting down with the Manager – no surprises.
If Mentor has SIGNIFICANT concerns about the Trainee, they should speak with the MOD BEFORE the PA.
Everyone Signs.
Mentor should ensure Test Scores have been recorded in the FOH Record Binder or Digital FOH Records Spreadsheet. They will not sign for additional pay – pay for this shift is included in their classroom pay.

118. 4th REVERSE

119. 4th Reverse Overview
Use the 3rd Reverse Checklist for now. A 4th Reverse Checklist will be added to the Packet on the next print.
Mentor will review greet, features, and this material before and during the shift.

120. 4th Reverse Shift Protocol
6’ rule, no exceptions
The Trainee takes the lead on the section from the first table.
Mentor follows/shadows Trainee.
Both write all orders, compare & correct.
Trainee takes the lead on all POS transactions.
Trainers job is to shadow the Trainee and only interfere if the guest experience will be compromised.
Trainees job is to run the section with as little assistance as possible from the Trainer by the end of the shift.
Trainer should use open ended questions whenever possible to prompt the Trainee. This teaches the Trainee to problem solve on their own and prepares them to be in a section solo.
**Same protocol as the 3rd Reverse

121. Trainee takes the lead on Cash Out Procedures, Closing Duties & Sidework, Checking out w/ SL, etc.
4th Reverse: Post Shift

122. 4th Reverse Performance Appraisal
Mentor should go through the PA with Trainee BEFORE sitting down with the Manager – no surprises.
If Mentor has SIGNIFICANT concerns about the Trainee, they should speak with the MOD BEFORE the PA.
Everyone Signs.
Mentor should not be allowed to sign for Trainer Pay until after Test Scores have been recorded in the FOH Record Binder or Digital FOH Records Spreadsheet.

123. TRAINING ACCOUNTABILITY

124. TRAINER PERFORMANCE APPRAISALS
Specific to Trainer’s Job Function
Includes Onboard Training & Development

125. MENTOR/ TRAINER EXPECTATIONS
Will be signed and added to employee file each TTT.
Emphasizes the philosophy of Once a Trainer, Always a Trainer and leadership.

126. TRAINING & DEVELOPMENT

127. Questions What is the difference between Training & Development?
How long does it take a new hire Server to become an Asset to the Shift in your store?
What do you think can be done to shorten this time?
Training is what we do from the day we are hired until we are signed off (complete verbal certification). Development is what we are doing every day until the last day of our employment.
Most Servers say 3 – 6 months.
Daily coaching and teaching will shorten this time considerably.

128. Develop Yourself, Develop Your Team
How do you know what to focus on each shift for development?
How does the messaging between the managers & the Training Team stay unified.
How do we go from an Area of Opportunity to positive developmental growth?
I let the Severs answer – answers usually vary. This is fine. The next slide helps to solve the problems suggested in the questions.

129. Pre-Shift: Blue Print for Success
Management Team thoughtfully puts together a PSTM from UDM (Unit Directional Meeting)
Based on AP feedback, Secret Shops, and relevant issues ongoing in the store.
Includes volume notes (resos, special events, etc.), features, service topics, bar knowledge

130. Pre-Shift: Blue Print for Success
Mentors and Trainers should develop their awareness, communication & follow through by focusing specifically on the topics presented in PSTM.
Example
Examples –
Perfectly prebussing by seat.
New beer on tap. What kind, tasting notes, etc. – Trainers can RFQ staff at the beginning of the shift before volume picks up. They can have staff sell it to each other.
Bev Naps with refills.
Hand Washing

131. The Training Team Once a Mentor/Trainer/Shift Leader, always a…..
The store’s leadership should work together to coach and teach as a unified group to develop staff.
If this were the reality in your store, how do you think this would effect the length of time it would take for your Trainee to become an asset on the shift?
Regardless if your are scheduled to Shift Lead or Train, or if you are working a regular shift – you should be coaching & teaching on these topics each shift you are in store.
Help them understand the difference teaching and coaching specifically on these topics throughout the shift can help improve execution and knowledge faster than just mentioning in PSTM and them there is no accountability or follow through.

132. Final Thoughts
The Weakest Link – The Training Team is only as effective as the weakest person on the schedule.
The service another staff member gives at their table has a financial impact on you. How is this?
The Benefits – Effective Training makes everyone’s job easier and everyone makes more money. How?
The times it takes a new Server to become an asset to the shift shift will be 1/3 of what it is now when daily development is happening.

133. THE ESSENTIALS - REVIEW
ATTRIBUTES
Knowledge
Skill
Attitude
SKILLS
Awareness
Communication
Follow Through
TECHNIQUES
TSDR
DQ/EOQ
RFQ
PIP & CIP
Sandwich
LEADERSHIP TRAITS
Respect
Dignity
Standards

134. QUESTIONS?