Philosophies and Swing Concepts

Activity I – Putting 1. It is the mechanical requirements that separate the poor from the great putters. (True/False) False 2. To be a successful putter one must also be able to do what? Have the ability to judge slope, the

sensitivity to feel the proper speed, and the courage to act on his decision

3. To produce a successful putt, one must do what? Roll the ball on the correct path and

do so at the right speed 4. These two requirements are the same for all golf shots. (True/False) True 5. The most common putting grip is what? Reverse overlap 6. The most difficult and most important element in the mechanics of putting? Aiming accurately 7. In anticipation of contract with the ball, or fear of missing the putt, this happens? Deceleration 8. The fear of missing putts comes from what? Remembering missed putts 9. The SLOWER the green, the ________ loft needed. More 10. The FASTER the green, the ________ loft needed. Less 11. The average loft of a putter? Four Degrees 12. The player’s hand position also affects loft. (True/False) True 13. If the grain is going away, the grass looks _______, and the putt will be _____? Shiny & Fast 14. If the grain is coming toward, the grass looks _______, and the putt will be ______? Dull & Slow

TRUE/FALSE 15. To reduce confusion, the student should use the same grip as used in the full swing. False 16. The advantage of the cross-handed grip is that the left wrist is less likely to collapse in the forward stroke. True 17. A good way to see if the weight is focused and stabilized on the left foot is raise the right foot.

True 18. A pendulum stroke is a stroke of equal length both back and through, club opens slightly at

beginning and squares at impact. True

The 7 Principles of Good Putting

1. Eye-line over or slightly inside the ball 2. Clubface square to the target 3. Position square to the target 4. Keep body motion limited 5. Use an accelerating stroke 6. Be comfortable 7. Make solid contact by hitting the ball in the “sweet spot”.

Activity II – Chipping and Pitching 1. A PITCH has ______ air time and ______ ground time. More, Less 2. A CHIP has ______ air time and _______ ground time. Less, More 3. An important factor in distinguishing the difference between a chip and pitch. Trajectory 4. Chips are usually ______-wristed with ______-lever strokes Firm, One 5. Pitches are more _______ of the wrists and hands to create a ____ lever. Cocking, 2nd 6. Better players tend to chip or pitch from a full grip length position. (T/F) False 7. Moving the grip portion of the club back adds loft, while moving it forward reduces it. True ****Putt when you can, chip when you can’t putt, pitch only when you have to****

9 Basic Questions about Chipping 1. What is the difference between the putt and the chip in how one places their feet?

In the chip, the stance is open with feet closer together 2. Why is the stance open for the chip? The stance is open b/c this makes it easier to sense

the target line and swing the club back closer to this line.

3. Where are one’s hands placed on the grip to play a chip shot? Hand placement should be farther down the club, shortened.

4. Why are one’s hands further down on the grip? Hands are lower on the club for control. 5. In the chip where is the emphasis in the placement of the lower-body? Weight should be over

the left foot. 6. Where does the upper body’s vertical centerline fall in the chip? The upper body’s

vertical center line should fall two inches in front of the ball.

7. In the chip, where are the hands in relation to the club head at address? Hands are slightly forward at address

8. Why are the hands placed this way? So the low point of the swing arc will be reached after the ball contact rather than before. This helps guarantee a center-face impact. Having the weight on the left and the centerline ahead of the ball, also promotes descent. 9. Is the stroke made with wrists hinging and hands active or wrists firm and hands quiet? The

basic chip is one-lever stroke with the wrists and hands quiet and the arms swinging from the shoulders.

The Basic Pitch When making the transition from chip to pitch, the student faces a psychological change, the club used is a high lofted club and the student will have the tendency to cock the wrists early to try and lift the ball in the air.

Chip = Arms back, Arms Through Pitch = Hands & Arms Back, Arms Through 1. Distance control on short shots will be determined largely by what? Club head

speed 2. Which in turn is influenced mostly by what? The length of the back swing 3. The 5-Step routine for distance on chips and pitches. Survey, Visualize,

Rehearse, Execute, Evaluate

Activity III – Bunker Play

3 Characteristics which make the sole of the sand wedge work 1. Sole inversion 2. Camber 3. Breadth

8 Principles involved in a greenside bunker shot with the ball sitting up

1. Establish a firm footing that will support the swing without slipping 2. Take an open stance to restrict backswing length and steepen the swing 3. Open the clubface to match the address position 4. Start with the weight favoring the left side at address for the normal shot 5. Swing the club like a full “cut pitch shot” matching the length of backswing and follow-through to the force needed for that shot. 6. Strike the sand 2-4 inches behind the ball 7. Do not let the face close until after impact 8. Continue to accelerate through the ball to a natural finish

4 Principles for buried bunker shots 1. Play the ball further back in the stance to get more penetration with the club face 2. If buried deeply, turn the toe in to make a knife-like leading edge for entry 3. Accelerate well into impact 4. Consider using a 9-iron or PW for buried shots where a longer distance is required

1. What should one do to execute a soft bunker shot and protect the toe of the club from passing the heel? Rotate the left hand counterclockwise to an “open-faced” position before placing it on the grip 2. When the clubface is opened more ______ is created, giving increased ____ to the sole. Inversion, bounce 3. If the pupil tends to close the face at impact & did excessively, then which aiming principle should be employed? “Aim left, open face, steep swing across the target line method” 4. What causes the ball’s direction when leaving the sand? Combination of path and face

5. Since the sand will slow the clubface, which will influence the ball direction more? Face 6. In a greenside bunker, the player should contact the _____ first. Sand 7. In a fairway bunker, the player should contact the _____first. Ball 8. The hardest thing for students to overcome? Fear of bunker shot 9. Much of a player’s success in the bunker depends on what? Confidence 10. Good swing thought for fairway bunker shots “Below its equator,

but above the sand” “V” Shaped Swing- early pronounced wrist cock to get steepness, pops ball higher, softer, and shorter “U” Shaped Swing- swing that resembles a normal pitch shot

5 Ways to control distance in the bunker shot

1. Angle of Approach- Steep angle for short distances, shallow angle for longer distance 2. Blade Position- Add loft by opening blade, Decrease loft by closing blade 3. Back swing Length and Pace 4. Amount of Sand- Shorter shots take more sand, longer shots take less sand 5. Length of follow-through

8 Essentials for a successful pitch or chip 1. Shorten down on the grip for greater control 2. Grip pressure may be firm or light but NEVER tight. Why? Because tightness destroys touch 3. The feet and hips are open to the target. Why? Causes the backswing to be more on target line, restricts backswing length for more control 4. The stance is narrower than in a full shot. Why? Encourages player to have weight more on left foot, also avoids shifting weight to right side 5. The ball is played in the center of the stance for normal chips and pitches 6. A vertical line drawn down the center of the body, splitting it in half, would fall a couple of inches to the left of the ball on a standard chip and fall directly on the ball with a standard pitch 7. Arms hang comfortably from the shoulders 8. These shots require POSITIVE acceleration to and through the ball

Specialty Shots 1. A high shot played primarily with a long, slow-paced arm swing and very little hand action Lob Shot 2. A “wristy” pitch used when a very soft landing is needed Flop Shot 3. A shot struck with a slightly open clubface where the clubhead path is traveling left of target. Cut Shot 4. A firm-wristed pendulum stroke where the club is held almost vertically so the grip is more across the palms than normal. Off-green putt style

True/False 1. For buried greenside bunker shots, a full follow-through is vital in sustaining force. False

2. In bunker play, a closed-grip will make it difficult to execute a “splash” sand shot. True 3. With an open stance, the student will find it easier to restrict backswing length and steepen the swing. True 4. For fairway bunker shots, the ball should be placed more toward the front of the stance. False 5. For fairway bunker shots, the player should choke down on the club the number of inches the feet have been worked into the sand. True

Activity IV- Special Shots and Conditions Ball above one’s feet 1. How should one’s stance be? Perpendicular to the lie 2. Where should one’s weight be? Should favor the balls of the feet Ball below one’s feet 1. How should one’s stance be? Angle body close to perpendicular to the ground 2. Where should one’s weight be? Sit deeper in the knees with weight more on heels Uphill lies 1. Where should one’s weight be? More focused to the left side 2. Where should one aim the club? To the right Downhill Lies 1. How should one’s stance be? Perpendicular to the ground 2. Where should one aim the club? To the left Ball above one’s feet-----Ball will go left, chunk shot-----Aim right, weight on balls of feet Ball below one’s feet-----Ball will go right, top or blade shot-----Aim left, weight on heels Uphill lie-------shot travels high & short, pulls left & hit behind---- Aim right, lean into hill Downhill lie-----Push shot to right, Hit behind, skull/top------Ball back, sit more on knees Wind-> Swing with normal effort, hit normal shot

Activity V- Teaching Groups, Clinics, & Schools 1. Number of people in a private lesson One person 2. Number of people in a semi-private lesson 2-4 people 3. Number of people in a group lesson w/ private interaction 5-12 people 4. Number of people in a group lesson w/o private interaction 12-??? 5. Two basic types of clinics Demonstration/Participation 6. Which is more efficient, group or private lesson Group lessons Demonstration Clinic- given to a large audience, usually for the purpose of education/entertainment

Participation Clinic- usually a blend of the professional giving a demonstration, making observations and then having the group hit balls while receiving coaching

Activity VI- Individual Differences/Special Populations “Function follows form”- a person’s body build & compostition influence on how he swings 1. Shorter people have _____ swings b/c of a ______ hand position. Flatter/lower 2. Tall people have more ___ swings b/c of a ____hand position & more ____. Upright/Higher/Bend 3. Shorter people find it easier to ____, b/c they are closer to the _____. Balance/Ball 4. Shorter people are more likely to use a ____grip for leverage & rotation for club head speed. Ten Finger 5. One advantage taller people have that adds extra distance is their ability to create what? Wide swing arc 6. What is one problem taller players face? Balance 7. What is the natural arm hang position for a heavyset golfer? An outwardly rotated position 8. To encourage a good body turn, what is something a stout golfer can do? Rotate right foot outward 9. Two weaknesses that women typically face. Lack of strength/endurance 10. Two advantages women have. Lower center of gravity, more flexibility 11. Women are more receptive to instruction (T/F) True 12. What kind of lessons do women prefer? Group lessons 13. % of left handed people in the U.S. and % of left handed golfers. 10-15% , 3-6% 14. The choice to swing left or right handed should favor what? Players natural body rotation 15. A body that is round/soft, poor in athletic events requiring speed, agility, endurance ENDOMORPH 16. A body that is thin boned/muscled, frail, good at endurance, shuns contact sports. ECTOMORPH 17. Muscular and big boned, moderate height, broad shoulders, large chested, slender waist and hips. MESOMORPH

True/False Questions 1. A counterclockwise rotation of the hands is a standard adjustment for women to square clubface. False 2. A player should look through the loser portion of bifocal lenses when looking at the ball during setup. True 3. When a senior player’s ability to get hand and forearm rotation is reduced, recommend a stronger grip. True 4. The main criterion for choosing how to play golf should be the strong arm the leading arm in the swing. False 5. One advantage of teaching left handed golfers is that your swing can provide a mirror image for them. True 6. In junior lessons, one should divide groups by age and then ability within that age. True

3 Major assessment areas you should cover in dealing with a physically challenged golfer 1. Nature of disability 2. Capabilities, Limitations, and Experience 3. Personal desires/goals related to golf

Merchandising & Inventory Control

Lesson I – Creating the Open-to-Buy Plan Average Inventory Figure- average dollar value of inventory needed to meet annual sales goals Beginning of Month Inventory Figure- specific dollar value of inventory needed to meet monthly sales goals OTB Plan- a budget that helps determine how much money to spend on merchandise classifications and to

track how much money is left to spend for purchasing or restocking product. First Step in creating an OTB Plan --establish sales goals for each merchandise classification 1. The most important inventory management tool? Open to Buy Plan 2. The two ways to build an OTP Plan. CGS or Retail Price 3. The CGS % top merchandisers aim to keep their soft good inventory at. 50-60% 4. The CGS % top merchandisers aim to keep their hard good inventory at. 65-75% 5. The higher the turnover, the ___inventory you need on hand to reach same sales targets. Less 6. The wholesale price charged by vendors for merchandise. CGS 7. Tells you the number of times your average inventory is “sold through” and replaced. Turnover Rate 8. Historical average turnover rate for all golf shops in 1999. 1.5 9. Turnover rate for private equity facilities. 2.5 10. Turnover rate for sporting good stores. 3.6 11. Turnover rate that top golf merchandisers aim for. 4 turns/year 12. Which items generally have the highest turnover rates Balls/shirts 13. One should have enough inventory on hand at the beginning of the season to last how longs? 90 days 14. An uncommitted OTB of ____-____% is a good rule of thumb 10-25% 5 Step Process for OTB Development 1. Forecast sales 2. Forecast the CGS (in $ and %) 3. Project Turnover Rate 4. Establish Beginning of Month Inventory levels 5. Calculate OTB Budgets Monthly OTB Formula End of Month Inventory (at cost) + Forecasted COGS – Beginning of Month Inventory = Planned OTB Planned OTB at cost – Merchandise on order that month = Actual OTB at cost * the end of month inventory is the previous months beginning inventory

Lesson II- Developing a Merchandise Assortment Plan 1. Establishes the number and types of brands, sizes, colors, materials, styles, and price points for each product line. Merchandise Assortment Plan

2. Does the MAP come before or after the OTB is established? After 3. An effective MAP is the reflection of what? Facilities Image 4. An effective merchandise mix generally includes what? Core Merch. & Fringe products

Lesson III- Selecting Vendors 1. A vendor program that extends your billing period and lowers your cash-flow requirements. Advanced Dating 2. You receive merchandise in the fall of the year, with payment due in april or may. Spring Dating 3. Payment is due in the future, but you receive a discount for paying early. Anticipated or

Incentive Dating Advantages of Advanced Dating: 1. Opportunity to sell the product at no immediate cost 2. Reduce the number of back orders Disadvantages of Advanced Dating: 1. Merchandise might become shopworn and not sold quickly 2. Greater space requirements and carrying costs 3. Less flexibility for trying new products with more OTB dollars already committed. The ideal Vendor: Trains staff, quick delivery, and reliable

Lesson IV- Pricing Merchandise 1. The difference b/w what an item costs you and the retail price you charge customers. Markup 2. Double an item’s cost to arrive at the retail price. Keystoning 3. Use the MSRP for the retail price and adjust depending on the product and customer base. MSRP 4. Use a target markup % as a basis for pricing merchandise items. Cost plus Markup 5. Members pay an initial fee and then purchase merchandise 10-20% above cost. Mill River Plan

3 Elements of an effective pricing strategy Maintain Sales volume Covers all costs and expenses Provides an acceptable profit

Factors in determining whether one can price items lower or higher than your target markup

1. Competitive Factors- Supply and Demand 2. Value-added Factors- Level of Service provided by the staff

Difference b/w Markup and Gross Margin

Markup- the difference b/w the wholesale price and the retail price Gross Margin- the difference b/w sales and the costs of goods sold Example: Shirt that costs $50 Markup %: $40/$50 = 80% Markup: $40 Gross Margin%: $40/$90 = 44% Retail Price: $90

****Always set Gross Margin BEFORE setting the shops targeted Markup %****

Lesson V- Ordering and Receiving

1. A document that identifies what merchandise is being ordered, when it was ordered, and by whom. P/O

True/False 1. The purchase order defines purchase terms and gives vendors authorization to ship merchandise True 2. The complete date tells vendors you will not accept orders beyond a certain date. True 3. If you are working with a well-established vendor, verbal orders for merchandise are sufficient. False 4. All purchase orders should contain a complete date. True 5. It is good merchandising practice to get soft goods out on floor within 2 weeks of delivery. False

Lesson VI- Selling Merchandise

The 6 Elements of Selling 1. Floor layout 2. Attention-getting displays 3. Fixtures 4. Lighting 5. Signage 6. Staff selling skills

1. A map that gives a birds eye view of your shop layout and merchandise arrangement. Planogram 2. Include items customers usually intend to purchase before they enter a store. Destination Areas 3. The key to dynamic displays. Elevation 4. Retailers should avoid museum displays by making sure all products are what? Easily accessible 5. To generate excitement and maintain strong sales, merchandisers should what? Change displays often 6. This stimulates customers attention and stimulates them to buy. Color 7. The single most important color. Green 8. One of the most innovative, versatile, and cost effective ways to display product. Slatwall 9. The main determinant of traffic flow through your golf shop. Floor Fixture arrangement 10. Used to feature coordinated outfits or separate items that form a coordinated look. 4way Fixtures 11. Used to illuminate large areas in a soft, uniform manner General or ambient lighting 12. Used to light areas for performing visually oriented tasks, such as the counter. Task or local lighting 13. Used to illuminate specific items or displays, they set mood by creating variety. Accent lighting 14. What do customers buy, benefits or features? Benefits

The 5 Step Selling Process 1. Approach the customer 2. Collect key information 3. Present merchandise and handle objections 4. Close the sale 5. Build future sales

Lesson VII- Planning Promotions Merchandise

1. Merchandisers should use this to help schedule, plan, and prepare for promotions. Master Calendar 2. Which is considered the most powerful and least expensive form of advertising? Word of Mouth

True/False 1. When preparing a promotional event, one should set promotional objectives, and establishes a budget. True 2. One should consider upcoming promotional events when developing the OTB and MAP True 3. When planning a shop promotion, you should involve your vendors. True

Lesson VIII- Monitoring Sales and Inventory 1. Shows merchandise on hand, sold, and on order, and the age of that merchandise. Physical Unit Tracking 2. Indicates the $ value of the inventory on hand and sold, and the history of price changes and markdowns.

Financial Value Tracking 3. Used to track changes to merchandise on a daily basis or as they occur. Perpetual Book Inventory 4. Requires a complete and accurate count of all stock on hand at a given time. Periodic Physical Inventory 5. Can result from theft, breakage, misplacements and lead to stock shortages. Stock Shrinkage 6. How many times per year should golf shops take a physical inventory? Once 7. The recommended amount of time b/w physical inventories. Quarterly or Monthly 8. Tells you the # of times your avg. inventory is “sold through” and replaced. Turnover Rate 9. Allows the automatic tracking of inventory by merchandise item. POS System 10. Indicates the age of the merchandise and helps identify items not moving. Purchase Date Code 11. The value of merchandise sold to customers, lost, stolen, or destroyed CGS 12. The difference b/w the total sales and the CGS Gross Margin 13. The gross margin % that leading public/resort courses achieve. Public 30%, Resort 50% 14. Indicates how much money you’re making every dollar invested in inventory. GMROI

Benefits of High Turnover 1. Increased sales 2. Fewer Markdowns 3. A better chance to capitalize on new trends, turnover generates cash flow 4. Fewer expenses 5. Good employee moral 6. Better Return on Investment

An excessively high turnover rate can result in: 1. Higher COGS% 2. More time spent buying, ordering, and receiving merchandise 3. Stock-outs and missed sales

Formulas CGS in dollars: Beginning of month inventory + new inventory purchased during period – end of month

inventory at cost CGS as % of Sales: CGS in dollars/ Total retail sales Gross Margin in dollars: Total retail sales – CGS Gross Margin as % of Sales: Gross margin in dollars/ Total Sales Average Inventory at Cost: Total End of Month Inventory on hand at cost/ Length of Season Inventory Turnover Rate: Total CGS/ Average inventory at cost Merchandise dollars per round: Total retail sales/ Number of rounds Gross Margin Return on Investment: Allows you to measure true profitability of two very different

products: One with a high gross margin and low turnover the other with a low gross margin but high turnover.

Lesson IX- Making Adjustments based on Performance Results

1. When actual performance differs from planned performance. Variance 2. To successfully manage a golf shop, one must?

Track Performance, Analyze Variances, Adjust Factors 3. A reduction in the originally marked price after merchandise is received in stock. Markdown 4. Reductions in list price are usually indicated on merchandise tags. Permanent Markdowns 5. Include percentage-offs and quantity markdowns POS Markdowns

3 General reasons that performance fails to meet targeted goals 1. Business, OTB, MAP are not correct 2. Plans are not being implemented or managed correctly 3. Internal and External factors require adjustments to plans If you plans are sound but the shop is not meeting expectations, you have three general options…. 1. Increase sales 2. Adjust Prices 3. Decrease inventory costs

True/False

1. Any performance variance is a problem for the golf shop manager. False 2. Markdowns help move merchandise out of the shop, but result in the shop getting less profit. False 3. Temporary POS markdowns are usually used to clear out merchandise that is no longer in fashion. False 4. Golf shop performance should be monitored quarterly. False 5. The best way to capitalize use of a “form” is to put a single popular in-season apparel item on it. False ****The exam uses the word “form” when referring to a mannequin****

Supervising and Delegating

Lesson I- The Performance System

1. The primary product in the golf industry. Golfers experience while at facility 2. How do supervisors get results? Performance from the people they supervise 3. The first three elements of the performance system Performance expectations, resources, Input 4. The first three elements of the performance system are influenced by whom? The manager 5. A collection of related parts that interact with each other to function as a unified whole. System 6. The means made available to support the performer in completing an assignment. Resources 7. The information, circumstances, or events that signal a performer to take appropriate action. Input 8. The information the manager & staff member receive about the results of the staff members actions.

Feedback 9. What a staff member experiences as a result of performance Consequences

Four Stages of the Performance System

Stage 1- Performance Expectations, Resources, and Input The first three elements of the system are strongly influenced by the manager.

-Performance Expectations are communicated from the manager -Resources are provided by the manager -Input is influenced by the manager Guidelines for Performance Expectations

• Be clear in new job situations • Start simply when performers are learning something new • Clarify and update periodically • Address performance gaps promptly • Work through issues to achieve mutual agreement Guidelines for Resources • Provide sufficient resources • Inform performer about resources • Use limited resources creatively • Involve the performer Guidelines for Input • Distinguish b/w routine and non-routine performance • Define conditions that call for non-routine actions • Clarify how much discretion and initiative are allowed • Provide input “amplifiers” where needed

Stage 2- Performing the Task When the employee has a clear sense of expectations, understands the resources available, knows

how to use them, and responds appropriately to input, then he/she is ready to perform Stage 3- Results and Consequences When a job is completed the results are obvious to the performer. Guidelines for Consequences

• Make sure expectations and consequences are aligned • Use natural consequences to support desired behavior • Look for hidden, unintended, or conflicting consequences • Use threats of punishment only as a last resort

Stage 4- Feedback There is a feedback loop that goes from the performer to the manager. Guidelines for Feedback

• Objective • Timely • Based on disclosed performance expectations • Specific to performers action • Non-punishing and given in a supportive manner • Easy to interpret

An effectively functioning performance system is characterized by: Setting clear expectations Communicated to willing performers With adequate capabilities Who are given resources That allow them to respond to input With appropriate actions That are adjusted through timely feedback, and Reinforced by meaningful consequences

Lesson II- Motivating Work 1. Three areas when managing the motivational aspects of work:

Staff, Work Environment, Work Assignment 2. Two benefits of incorporating skill variety into assignments. More variety & less redundancy 3. A work assignment that a staff member performs from start to finish. Whole Task 4. Benefits of using the whole task principle Higher quality work & employees pride 5. Three ways of incorporating significant work Gives responsibility, assign work that interests the

employees, explain the significance of each task. 6. Principle involved with Autonomy Letting employees decide how best to do job 7. Principle involved with Feedback Recognizing and commending their achievements

6 Qualities of a High Performance Work Environment

• Focus is Clear • Work is challenging • People feel appreciated • Barriers to accomplish work are at a minimum • Resources are available • People help and support one another

5 Principles of Motivating Work • Skill Variety- Incorporate skill variety into assignments • Whole Task- An assignment that a staff member performs from start to finish • Significant Work- Performers will dedicate themselves to a task that they feel is significant • Autonomy- Allowing staff members decide how best to do the job • Feedback- Performers receive clear, timely, and unbiased feedback

4 Qualities of a Motivating Work Environment

• Comfortable Working conditions • Pertinent and relevant rules • Good working relationships with coworkers or manager • Consistently fair treatment by others

Lesson III- Delegation

1. The four delegation strategies Directing, Convincing, Involving, Supporting 2. The delegation strategies take what two things into consideration. Capabilities & Willingness of staff 3. Delegating is not about bossing but about _____ others. Empowering 4. The skills, experience, and knowledge a staff member brings to the task. Capabilities 5. A performer’s attitude about a new job assignment. Willingness 6. How much direction performers want or need depends on how much experience they have.

Capability Dimension 7. Specifically tell the performer what needs to be done. Directing 8. Understand the performer’s resistance and find a way of crafting a solution that works for both of you.

Involving 9. Determine nature of resistance, explain why the assignment makes sense, and explain how to proceed. Convincing 10. Provide only the support the performer specially requests Supporting Benefits of Delegation

• Permits time for managers to develop their own potential and productivity • Fosters the performer’s initiative and development • Helps align the performer’s efforts and organization’s objectives

Directing- (empowering) • specify how you want tasks performed and to what standard • Specify the priority and time requirements • Specifiy limitations or special conditions that apply • Provide feedback that will help clarify or make it more motivating • Establish a follow-up process for checking progress

Convincing- • Understand the needs and concerns of the performer as well as you can • Build your solution and rationale around these needs and concerns • Provide a solution with a clear course of action • Design the actions to make it easy for the performer to agree to go ahead

Involving-

• Ask staff to work with you in developing a work plan • Actively see their ideas and suggestions • Support their contributions • Relinguish enough control to all performers to assume responsibility

Supporting- • Help staff members explore their own ideas for how to complete job assignments • Avoid offering your solutions unless they are clearly needed • Provide positive and clear feedback

Lesson IV- Managing Performance Problems

4 Ways managers can make a performance problem worse

• Inaction • Wrong assumptions • Failure to involve performer • Missed opportunities

6 Actions for Correcting Performance Problems • Address the problem early • Diagnose the problem before taking action • Invite mutual problem solving with performer • Strive for agreement on appropriate goals • Provide support for improvement • Establish a clear timetable for follow-up

Four Stage Sequence of Events for Correcting Performance Problems

• Joint problem solving w/ the performer • Reinforced problem solving with the performer • Final decision making w/ the performer • Termination of the Employment relationship

Goals as a manager during Stage 1- 90% of Problems Solved During this Stage

• Establish clear expectations for solving the problem both of you agree upon • Narrow the gap b/w expectations and results by focusing on practical ways to solve the problem • Ask the performer for ideas on how to resolve the problem • Have a follow-up process that you both agree to

Goals as a manager during Stage 2

• The manager is more directive, insists on the need to resolve the performance issue • The manager’s role in this stage is to support the performer while insisting on satisfactory

performance

Goals as a manager during Stage 3 • Manager uses the Directing Strategy and makes a clear statement of the consequences of a

repeated failure • Purpose is to provide a brief time for the performer to reflect and commit to solving the problem

Goals as a manger during Stage 4 • Final stage can be an emotional exchange, resist the temptation to vent bottled up anger/frustration • Be considerate, clear, and decisive

Food and Beverage Control

Lesson I- The Importance of Food and Beverage Service

1. At many facilities, as much as ____% of all non-dues related income comes from F&B 50% 2. Reason over ½ of the members join the club Social reasons 3. How does a successful F&B operation benefit its customers Reducing fees and dues 4. What is a successful F&B operations goal? Total customer satisfaction 5. What is another popular reason for members joining a club Status a membership can bring 6. In a F&B operation it is important for menus to be what? Unique 7. The two major reasons restaurants fail Lack of management skills/ Bad accounting 6 Characteristics of a Successful F&B Operation

• Provides the appropriate level of food and beverage service for its market • Service must be friendly and personal, yet professional • Proper staffing levels are critical • Pay attention to detail • Enough food and non-food supplies on hand to meet demand • Must meet or exceed profit objectives

3 Ways a Successful F&B Operation caters to its market • Appropriate menu items • Appropriate price ranges • Appropriate hours of operations

2 Roles of Golf Professionals in the F&B Operation

• Ensure the characteristics of a successful F&B operation are realized • Encourage the use of the F&B operation by customers

Lesson II- Ensuring Customer Service

1. The three major types of golf facilities Private, Semi-private, Public 2. The operational goal of private equity club Service not Profit 3. The operational goal of a privately managed facility Profit 4. The operational goal of the facility determines what? Level of service & quality of F&B op. 5. Three types of private facilities Equity, developer owned, privately managed 6. ____% of restaurants change ownership every 5 years 80%

Lesson III- Providing the Appropriate Level of Service

6 Levels of Service

• On-course concessions • Carryout • Full service, a la carte • Formal fine dining • Banquets • Off-site catering

On-Course concessions • The easiest and least expensive F&B service to provide • To avoid pace of play issues, on-course concessions must offer quick service

Carryout • Similar to on-course, but is located off the course • Customers walk up and pay at the counter • Carryout items are usually pre-made and packaged

Full Service, a la carte

• Much more expensive to offer when compared to On-course & carryout • A la carte requires a full service kitchen and storage facilities and service staff to take orders • This level can provide complete breakfast, lunch, and dinner menus • To attract customers this operation should be located in an area with windows overlooking the golf

course

Formal Fine Dining • This is the most expensive level of F&B service • The goal of formal find dining is to make customers feel they are in the finest restaurant in town • Highest level of service

Banquets

• Provide F&B tailored to the needs of the organization or person sponsoring the banquet • Banquet service is expensive, with equipment cost as high or higher than formal fine dining

Off-site Catering

• Can be described as a banquet service offered at the customers location • Most difficult and expensive to offer!!

***Meeting your customers’ and members’ expectations is essential to a successful F&B Operation***

Lesson IV- Staffing the Food and Beverage Operation

4 Guidelines to follow when staffing your F&B operation • Plan your operation and follow the plan • Identify typical staffing levels • Review other factors affecting Staffing needs

2 Major Negative Consequences of not following correct staffing guidelines • Customer dissatisfaction • Higher than needed level of staff

4 Steps to hiring new staff members

• Recruiting • Interviewing • Hiring • Orientation

3 Methods to retain staff members

• Training • Adequate Compensation • Advancement opportunities

1. Formula for finding % of F&B Income spent on Payroll Payroll costs/Total F&B Income 2. The major tool for controlling payroll costs Scheduling 3. The key guideline to hiring Hire smart 4. The single largest F&B expense Payroll

Lesson V- Developing and Costing the Menu 1. The most basic and important control tool Menu 2. The blueprint for producing a F&B item Standard Recipe 3. This is provided by a standard recipe and is the heart of all control Consistency in operation 4. A standard recipe also gives this (the 2nd standard cost control) Standard portion size

4 Steps in Developing and Costing Menus Step 1: Develop Menu Concept

• Concept: American, French, mixed grill, formal fine dining, full service, a la carte • Write and finalize menus; list all food items to be offered

Step 2: Develop and Taste Recipes • Write standard recipes for each menu item • Prepare standard recipes for each menu item • Determine garnish, portion, etc. • TASTE and finalize

Step 3: Determine Menu Costs

• Cost out each selection • Develop estimated potential costs chart; revise costs and prices as needed

Step 4: Print Menu and Train Staff

• Send menus to print • Develop staff procedures • Train staff

If a cost is $75 and it yields 50 portions, the standard portion cost is: $75/50 = $1.50

Calculate the cost multiplier by dividing 100% (the projected menu price of the item) by 35% (the desired food cost goal) 100%/35% = 2.85 2.45 x 2.85 = 6.98

Entrée Cost Price Mult. Selling Price

Lesson VI- Managing Food and Beverage Supplies 1. Next to payroll costs, this is the second largest expense of your F&B operation F&B Supplies 2. Where does purchasing start? Menu 3. What is the purchasing function based on? A bid system 4. One should select vendors on what four qualities? Quality, service, price & delivery 5. As much as ___% of the operating budget may be spent on food purchases. 40% 6. To ensure the highest quality of supplies, one should use this system FIFO 7. How many people should take inventory? 2 8. Who is responsible for receiving and processing purchases invoices? F&B Director 9. What are the two general criteria for which all F&B supplies are checked? Quality & Quantity 10. Two reasons receiving control is needed. Get what you ordered, get what you paid for 11. The goal of F&B control Eliminate waste with use of control procedures to increase profits

The 5 Goals of Purchasing • Obtain the right quality • Buy the right quantity • Purchase at the right price • Procure from the right source • Purchase at the right time

3 Problems with Over-Ordering

• Excessive money tied up in inventory, with resulting cash flow problems • Deterioration in the quality of products due to spoilage and damage • Increased chance of theft and pilferage

3 Problems with Under-Ordering

• Stock out and dissatisfied customers • Expensive emergency rush orders • Lost discounts from not making volume purchases

2 Qualifications of the person responsible for receiving F&B items

• Trained in Quality and Quantity standards of the facility • Knows how to weigh and count merchandise and process records

The 4 Qualities of a well-maintained storeroom • Proper temperature • Proper humidity • Proper sanitation • Proper air circulation

Lesson VII- Critical Legal Issues

1. Who usually controls bar liquor licenses? Local community 2. This law states that a facility can be held responsible for the actions of intoxicated customers Dram Shop Laws 3. The government agency that regulates safety, use of chemicals, and emergency procedures. OSHA 4. When should food handling permits and sanitation certificates be issued? Prior to opening

6 Alcohol Legal Restrictions in the U.S. • Refilling liquor bottles • Absence of federal tax strips • Watering of liquor • Pre-Mixing Liquors • Displaying License • Gambling on Premises

The 4 Consequences for not complying with local, state, and federal F&B laws • Penalties • Loss of license • Closing of the facility • Costly lawsuits

Random Questions

1. When you stock new items behind older items, this is called? FIFO 2. The # of liquor licenses is determined by whom? Local community 3. How many servers do you need for formal dining service? 1 per 12 customers 4. Banquets require more tables and chairs. True 5. Two facilities use the same product from the same purveyor, but use it for different menu items. This is an

example of what? Differentiated Product 6. F&B payroll is determined by? Facilities operational goals 7. Which is the least determinant factor when people go out to eat? Price 8. Asking customers for their opinion is a form of what? Predetermined standards Par Stock: set minimum and maximum for every item Chefs: 1 for every 10 people Servers: 1 for every 12 people