The Handbook of Quality and Service Improvement Tools 2010 FINAL (Web)

Restaurant Manager
Training Program
Delivering Excellence Trainer’s Guide
December 2010
IHOP 202 IHOP 202 Trainer’s Program Guidelines
Program Guidelines
Page 1 of 17
Introduction
Congratulations on being selected as an IHOP 202 Manager Training Program Trainer. Effective management is the backbone of every
successful restaurant and the ability to effectively transfer knowledge of management skills and abilities is a critical part of the continued
success of the IHOP brand.
Your role as an IHOP 202 trainer is to first become an expert on the training program and it’s content, and then to use the program to
train Managers-in-Training assigned to your restaurant for training. Begin by reviewing this Program Guidelines section of the Training
Guide to become familiar with the training program components and their intended use.
Training Delivery
The Manager-In-Training (MIT) is to be your “shadow” 80% (or more) of the time that they are in your restaurant during the two weeks
of training, and you are to be their shadow as they practice and demonstrate what they have learned. As you go about performing tasks
and activities, the MIT should be with you observing, learning, and practicing management responsibilities and skills and you should be
with them providing instruction, explanation and feedback. Here are some suggestions to make your training delivery successful.
1. Follow the 5-Step Training Process: Plan-Tell-Show-Do-Review.
2. Talk a lot. Explain everything you do, when it should be done, and why. Consider yourself the narrator of a restaurant
management biography.
3. You are the main body of this program’s training material. What you tell and show the MIT is the training. The Learner’s Guide
supports the training by being a source for exercises and reference for more detailed explanations of training topics. Be familiar
with the Trainer’s and Learner’s Guides contents, explanations and exercises, and the accompanying resources and references
before you train to ensure you know what to say about each topic and that you cover the key information and activities.
4. Ask the MIT a lot of questions to get them thinking and to ensure that they understand what you are training. Pay attention not only
your MIT’s words, but also their body language and tone of voice.
5. Maintain a pace that works for both you and the MIT.
6. As much as possible, train the topics order they would naturally occur in the course of regular restaurant operations
© 2010 IHOP IP, LLC.
Program Guidelines
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routines. For example, the End-of-Week section should primarily be covered on the day that you perform your restaurant’s
End-of-Week process.
7. At times, you may train all or portions of a topic in the normal course of a day before it is formally covered in the Learner’s Guide
or recommended agenda, and that’s acceptable. This program is meant to be flexible. Just be sure to refer back to the Learner’s
Guide afterward to ensure that all of the key points were covered.
8. Allow the MIT to try and practice as much as possible following the initial instruction.
9. Provide feedback often–both praise for achievements and redirection for areas needing improvement.
10. Always remember that your leadership shadow is showing!
Training Agenda
The 202 training agenda provided shows the recommended training days and progression for each module and is laid out according to
the “natural progression” and “size” of the topics. It is intended to assist you with planning the training and making sure you fit everything
into the number of training days you are allotted; however, it is only a guide. The actual training agenda and progression of topics
is subject to your own work schedule, what is covered in the in the normal course of a restaurant operations routine, the needs of the
restaurant, and, most importantly, the needs of the MIT. What’s important is that all training topics are trained and learned.
It is critical that you make a thorough training plan for each MIT as soon as their training start date is confirmed and that you update that
plan daily once their training has begun based on the MIT’s progress.
Be sure that part of your planning includes overlapping or supplemental management coverage for periods/days when a topic or
activity requires you to provide dedicated time with your MIT. For example, the first few hours of training on how to create employee
work schedules require you to be in the manager’s office with the MIT pulling reports, analyzing data and populating spreadsheets on
the office computer. In order for the training to be effective, you must ensure that there are minimal interruptions. Therefore, it would be
appropriate to schedule a substitute manager to supervise the operations during this period. This way, restaurant operations are not
negatively impacted by your “absence” and you can focus on the MIT without interruptions. Training program enrollment fees paid to
your franchise organization for each MIT are intended to help offset these additional manpower charges.

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IHOP 202 Master Training Agenda
Daily Activities (except Day 1) include Management Walk-Throughs/Checklists, Pre-Shift Meetings, Server Station Planning, End-of-Day Accounting & Administration, Management by Walking Around,
Table Touches, Sidework & Deep Cleaning Monitoring and Check-Outs, Placing & Receiving Orders (as applicable), and a daily review and an overview of the following day's agenda. As daily "homework"
(including day 1), the MIT should read the participant workbook contents for all sections that will be covered the following day.
DAY 1 DAY 2 Day 3 Day 4 Day 5
1. PH2 INTRO 2. SAFETY/SANITATION OFF OFF 3. MANAGER WORKFLOW 4. HOSPITALITY 8. REVENUE ACCOUNTING
1a. Sign-Offs & SOP Test 2a. Risk Management 3c. Manager Tasks & Responsibil 4a. Overview & Costs 8a. Cash Controls
1b. Program Overview 2b. Insurance & Worker's Comp 3d. Figure 8 Management 4b. As Good As Our Pancakes 8b. Tip Reporting
1c. Intro to IHOP 2c. Safety Committees 3e. Manager's Log 4c. Dining Room Management 8c. End Of Day Acct/Admin
1d. Vision, Values, Success Facto2d. Emergencies 4d. Hospitality by Position 8d. End Of Week Acct/Admin
1e. Media 2e. Accidents 5. DAILY STAFF MANAGEMEN 4e. Guest Complaints
1f. IHOP SOP 5a. Employee Scheduling 5a. Employee Scheduling
1g. I.T. & POS 3. MANAGER WORKFLOW 5b. Staff Management
3a. Time Management 5c. Pre-Shift Rallies
15. LEADERSHIP INTRO 3b. Intro to Goals 5d. Sidework & Deep Cleaning
15a. Leadership Style 5e. Employee Uniforms
15b. Core Success Factors
15c. Leadership Shadow Video
10b. Shades for Supervisors

DAY 6 DAY 7 Day 8 Day 9 Day 10
10. RECRUITING & HIRING 6. TRAINING OFF OFF 11. PERFORMANCE MNGMT 9. FINANCIAL CONTROLS 13. INSPECTIONS
10a. Employment Laws 6a. Hows & Why 11a. Coaching 9a. P&L Statements 13a. OARs
10c. Recruiting 6b. Programs & Resources 11b. Corrective Action 9b. Cost Controls 13b. Health Inspections
10d. Hiring Process 11c. Performance Appraisals 13c. AB Status
10e. Interviewing 10e. Interviewing 14. EQUIPMENT 13d. Mystery Shops
7. MARKETING
7a. Intro & 3 Levels
7b. LTOs
7c. Menus
7d. Gift Cards
7e. LRM
Yellow Highlighting Indicates This Section/Topic Requires A High Level of Training Manager "Sit-Down" And/Or Office Time With MIT
IHOP 202 Master Training Agenda (Available in editable format on the Training Manager Resource CD
Program Guidelines
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Daily MIT activities

Daily MIT activities on all training days except for training day one should include:
• Management walk-throughs/checklists
• Pre-shift meetings
• Server station planning
• End-of-day accounting and administration
• Management by Walking Around (MBWA)
• Table touches
• Sidework and deep cleaning monitoring and check-outs
• Placing and receiving orders (as applicable)
• Day’s learnings review
• Overview of the following day’s agenda
• Homework (including day 1); the MIT should review the Learner’s Guide contents for all sections to be covered the following day
Weekly MIT Activities
Weekly MIT activities should include:

• End-of-week accounting and administration
• Food inventory
• Financial performance analysis (P&L or Operating Statement)
• Application screening, reference checks, and candidate interviews (except Week 1)
• Employee work schedules

Program Guidelines
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Activities an MIT Should Not Perform

To protect you, your restaurant, and your franchise organization from unnecessary risk and liability, there are certain activities that MITs
should not be permitted to perform. MITs may participate and should assist or observe you in the following activities but they may not be
the primary or sole manager to perform them:
• Administer formal corrective action or terminate an employee
• Make a hiring decision or job offer for your restaurant
• Complete and/or administer an actual employee performance appraisal
• Complete and post a final draft of the employee work schedule
• Create and post employee notices and memos
• Complete and submit vendor orders
• Complete and submit the restaurant’s final revenue accounting, employee payroll, or financial performance reports
• Perform back bank (safe) verification
• Make deposits at the bank
• Manage a shift
Also, an MIT should never be used to cover shifts or staffing shortages. Though an MIT can be expected to assist operations during
busy periods, as any manager would, they may only do so for reasonable cause, and this should be a rare occurrence. Part of your
responsibility as a Training Manager is to ensure your restaurant’s staffing is sufficient for the projected guest volume and operational
needs, that you have sufficient employee and management coverage leaving you free to effectively train your MIT, and that you have the
ability to react appropriately to unexpected staffing challenges. Using an MIT to reduce your restaurant’s labor costs is
never acceptable.

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Trainer Authority
As their assigned Trainer, you have implied and informal authority over your MITs. However, as they are also managers, sometimes even
senior managers, and are often not a member of your own franchise organization, your actual authority over the MIT is limited. You
are empowered as the trainer to give instructions and assignments, dictate the MIT’s training schedule, and to coach and redirect their
performance and behavior. You are also expected to utilize your leadership skills to keep the MIT engaged in the program and to guide
their behavior.
Though we certainly don’t anticipate that a MIT would behave unprofessionally, it may on rare occasion happen. You do not have
the authority to formally reprimand, discipline or terminate the MIT or to cancel the MIT’s training or excuse them from the training
restaurant for any reasons other than zero-tolerance behaviors such as cheating on a test, illegal drug use, employee abuse, violence,
or harassment. If the need to dismiss a MIT from training for any reason, contact your FTC immediately. If any other issues or concerns
arise that you are not able to successfully redirect or resolve, contact your FTC for assistance. Be prepared to cite specific behaviors, the
dates/times they occurred, and the steps you have already taken to redirect or resolve the situation.
Providing Feedback
A critical responsibility of any trainer is to provide MITs with honest, specific and clear feedback on their accomplishments and
opportunities for improvement. Be specific when providing feedback and focus on behaviors that the MIT can change. Provide clear
explanations and descriptions of what behaviors should continue, what behaviors must be improved or changed, and what standards
must be met.
Training Materials & Tools

You, as the Training Manager are responsible for maintaining and replenishing the program materials and tools. Learner’s Guides,
Trainer’s Guides, SOP Manuals, and Laminates can be ordered from DataSource. Program Discs can be ordered through your FTC. To
ensure that you always have Learner’s Guides available, it is expected that you maintain at least 2 Learner’s Guides in the Training
Restaurant at all times. All other tools and materials used during training are expected to be available at all times. Replacement due to
Program Guidelines
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loss or damage is the responsibility of the Training Manager. The following is a list of the primary program materials and tools that you
must have available in the Training Restaurant.
• 2 Learner’s Guides
• Trainer’s Guide
• IHOP 202 Training Manager Resource CD
• SOP Book 1 Operating Procedures & Standards – Franchise Version (Company-operated Training Restaurants must maintain both
Company and Franchise Versions)
• SOP Book 2 Cost Controls & Safety/Sanitation
• SOP Book 4 Equipment Manual (complete including tabbed binder)
• SOP Book 5 Core Line Recipes
• SOP Book 6 Core Prep Recipes
• Applicable Regional Preference Recipes
• IHOP Restaurant Safety Program (Company Operated Restaurants Only)
• All Operations and Safety Laminates including Shelf Life Charts
• OAR Reference Binder (available on insideIHOP.com)
• IHOP 101 Team Member Training Program (complete with all components)
With the exception of the Learner’s Guide, which is the MIT’s to keep, training materials and tools should not be removed from the
restaurant. If an MIT needs to borrow training resources or tools for review, they should only be allowed to do so if there are other copies
available for use in the restaurant and they must complete and sign a Training Materials Checkout document (available on the program
materials CD).

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You are also expected to maintain all operational materials, resources and tools required and recommended by IHOP SOP and federal,
state and local law (e.g., smallwares, thermometers, tableware, MSDSs, employment law postings, choking posters, etc.).
The 202 Program Components

Learner’s Guide
The Learner’s Guide should be issued to the MIT at the start of their training and is theirs to keep for future reference. The MIT may write
in it, highlight, etc. as much as they like (the Trainer should point out the “notes” section provided at the bottom of each page). The MIT
must bring the Learner’s Guide to training with them each day for use and reference during training.
The 202 Learner’s Guide defines the topics and competencies covered in the program and ensures that training objectives are met;
however, it is not intended to be the primary training delivery method. The primary delivery method of IHOP 202 is “live” Trainer-to-
Trainee interaction. The Learner’s Guide is a supporting resource and reference tool for the MIT that:
• Provides detailed explanations and information on all of the program learnings
• Assigns specific activities and exercises to enhance learning
• Calls out important points
• Emphasizes tips and best demonstrated practices
• Provides additional information references and resources
• Provides sample tools and documents, which can be reproduced for use in the MIT’s home restaurant
The Learner’s Guide is divided into modules that can be delivered according to how they best fit the training period and agenda. It
contains interactive activities and exercises to reinforce learning and provides opportunities to practice competencies and skills. The MIT
should complete all of the exercises and activities found in the Learner’s Guide.

Program Guidelines
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Two important components of the Learner’s Guide are the Checklist/Agendas and the Key Learnings Exercises.
• Checklist/Agendas: Used to check off training tasks as they are completed. Do not check off tasks that were not completed. For tasks
not completed by end of training, the Training Manager must document why in the “Comments” column. Due to the flexible nature of the
program agenda, you may be checking off tasks from different modules on the same day. The MIT & Training Manager must both sign
the Checklist/Agendas when all items are completed (or documented if intentionally not completed). The comments field is primarily
for training manager comments, such as notes on areas needing improvement, additional training provided to improve the competency,
or positive feedback for areas where the MIT performed well. If desired, the MIT may add comments as well. It is suggested that the
Checklist/Agendas be completed daily as part of the day’s review.
Effective Team Member Coaching 3
Review process for coaching to praise
desired behavior
3-4 @
Activity: Deliver “coaching to praise” to Àve
team members
4 @ Bob’s coaching to praise was well-done and very
effective. He made it clear what the team member
Review process for coaching to correct behavior
Activity: Role play “coaching to correct
5 @ did, explained the impact, shared his feelings, and
encouraged more of the same behavior.
behavior” scenarios with the Training Manager
6-7 @ Bob’s performance of this activity was so effective
Review process for corrective action meetings
Activity: Complete Coaching and Corrective
7-8 @ that we immediately observed that other team
members were making efforts to perform well in
Action form on a previous situation and role
play delivery with the Training Manager
8 @ order to receive praise from Bob too-and he gave it
easily and effectively whenever he saw that is was
Review the process for termination discussions
Review procedures for documentation of
9 @ earned. Great leadership Bob!
coaching sessions and performance discussions

9-10 @
IHOP 202 Checklist/Agenda
Program Guidelines
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• Key Learnings Exercises: Each module ends with a Key Learnings Exercise, which allows the MIT to demonstrate that the key points
of the module were learned prior to continuing to the next module. It is recommended that the Training Manager first have the MIT
write the Key Learnings from each module without looking at the module content, as this will better reflect what they retained. Then,
discuss what they wrote and have them refer back to the module to identify additional key points. Compare what they listed to the Key
Learnings provided in the Trainer’s Guide. The MIT’s key learnings should be written in complete thoughts or sentences so that what they
learned is clear, not only to the Training Manager, but also to the MIT when they refer back to their Learner’s Guide.
IHOP 202 - Restaurant Manager Training Module 8

Interviewing & Hiring Page 51 of 51
Key Learnings
Record what you believe to be the key learnings that you will take away from this module. Focus on the principles
and concepts that will guide you in the performance of your duties upon return to your restaurant. Discuss your
thoughts with your Trainer.
• _______________________________________________________________________________________
• _______________________________________________________________________________________
• _______________________________________________________________________________________
Learner’s Guide Key Learnings Page

Program Guidelines
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Trainer’s Guide
The Trainer’s Guide is the Training Manager’s guide for effectively delivering the 202 program content. For each training module the
Trainer’s Guide starts with the following Module Highlights to help the trainer prepare to deliver the information:
• Module Purpose: Identifies the main focus of the module.
• Delivery Method: Tips on how the information in the Learner’s Guide can best be delivered to the MIT. Though most of the program is
delivered through shadowing, there is some self-guided material and reading involved.
• Required Resources: Identifies additional materials, tools or resources required in addition to the Learner’s Guide to deliver
the module.
• Estimated Time Required: Estimation of the time the module content will take to train.
• Recommended Day of Instruction: Recommends the training day and part of the day to conduct the module in order to stay on
schedule, as well as to help with the flow of building competencies and skills onto others.
• Topics Covered: Identifies the main module topics, which are also listed on the first page of each module in the Learner’s Guide.
Following the Module Highlights section, guidance is provided for the delivery and key points of each section in the module as follows:
• Learner’s Guide Section: Corresponds to the applicable section in the Learner’s Guide.
• Page Number: Identifies the page numbers of the Learner’s Guide where the sections are found.
• Key Points/Learner Activity: Identifies the key points to be covered in the section with a summary of the section content and calls out
learning and practice activities and exercises.
• Trainer Action/Notes: Identifies key notes for discussions or emphasis. Many Trainer actions and notes are already provided, but the
Trainer is encouraged to add their own as needed.
Answer keys for worksheets and activities are also included in the Trainer’s Guide. Depending on their size, some answer keys may span
two pages. Full-size versions of each answer key are available on the 202 Training Manager Resource page of insideIHOP.com.
Program Guidelines
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Daily Evaluations
The Training Manager will evaluate the MIT’s overall performance, participation and progress daily using the 202 Daily Evaluations form.
This daily evaluation process allows the Training Manager to formally provide feedback to the MIT on their successes and opportunities
and to share this feedback with the FTC and the MIT’s supervisor as needed.
The daily MIT evaluations are based largely on the IHOP Management Core Success Factors. The Training Manager should rate the MIT’s
performance in each of the factors listed and comment on areas of opportunity or outstanding work, citing specific behaviors that justify
the ratings and noting completion of module topics covered that day.
The 202 Daily MIT Evaluations form is designed to be completed electronically and submitted to the FTC at the agreed upon frequency.
A single day’s evaluation can be copied and pasted into an email or the full 202 Daily MIT Evaluations document can be attached to an
email to submit it to the FTC. The entire document must also sent to the FTC with the MIT’s other required 202 training records upon the
MIT’s completion of the 202 program. The form is available on 202 Training Manager Resource page of insideIHOP.com.

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Day # Day Date / / Day’s Overall Rating %
2 = Exceeds
1 = Meets Rating Specific Feedback & Action Needed
0 = Does Not Meet
Attendance & Punctuality
Appearance Standards
Daily Objectives Met
Action Oriented
Customer Focused
Drive for Results
Decision Quality
Learning Agility
Communication
Problem Solving
Conflict Management
Planning
Leading & Developing Others
Teamwork
Participation
Attitude
Manager-In-Training (MIT) Signature
Training Manager (TM) Signature
Daily MIT Evaluation Form

Program Guidelines
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Post-Training Action Plan
The Post-Training Action Plan is the final feedback and evaluation tool for IHOP 202. It communicates the need for additional coaching,
training and practice to the MIT and their supervisor, enabling them to plan for the MIT’s continued learning and development needs
after they leave training.
The Post-Training Action Plan is intended to assist the newly-trained restaurant manager and their supervisor with planning supplemental
training, coaching and practice of specific competencies, skills, and areas of opportunity identified by the MIT and Training Manager
during the IHOP 202 program.
The Training Manager identifies the competency or skill to be developed and forwards the form to the MIT’s supervisor, through the FTC
and FBC, after the MIT’s 202 training is complete. The MIT and their supervisor are responsible for completing the action plan portion of
the form. This document helps support and encourage the MIT to continue to work on critical competencies and skills that they were unable
to fully master during 202 training.
The Post-Training Action Plan is designed to be completed electronically. The document is sent to the FTC, via email attachment, with the
MIT’s other required 202 training records upon completion of the 202 program. The form is available on 202 Training Manager Resource
page of insideIHOP.com.

IHOP 202
IHOP 202 Post-Training Action Plan

Manager in Training Name: Destination Restaurant #:
Training Manager Name: Training Restaurant #:
Training Start Date: Training End Date:
This action plan is intended to assist the newly trained restaurant manager and their supervisor with planning supplemental
training, coaching and practice of specific competencies, skills, and areas of opportunity identified by the trainee and training
manager during the trainee’s completion of the IHOP 202 program. This action plan focuses on the most important
development needs and is not intended to address all possible areas of opportunity. If additional information is needed or
desired for writing of the action plan, the newly trained restaurant manager’s supervisor may contact their FBC or FTC.
DOCUMENT INSTRUCTIONS
STEP 1: The Training Manager will identify and explain in detail the competency or skill to be developed in the spaces
provided below.
STEP 2: The Training Manager then forwards this document to the FTC.
STEP 3: The FTC will forward the document to the FBC.
STEP 4: The FBC will forward the document to the newly trained restaurant manager’s supervisor.
STEP 5: The newly trained restaurant manager’s supervisor, along with the manager, writes the action plan for the
development of each identified competency or skill.
STEP 6: The manager completes the action plan with the support and follow up of their supervisor.
A. Competency or Skill to be Developed
Action Plan (action steps should be Specific, Measurable, Agreed-to, Realistic, and Time-bound)
Date to be Completed
Date Completed Verified By
Post Training Action Plan Form
B. Competency or Skill to be Developed
IHOP 202 Trainer’s Program Guidelines
C. Competency or Skill to be Developed
Page 1 of 2
Component of IHOP 202 Restaurant Manager Training Program
June 2, 2010
Page 15 of 17

Program Guidelines
Program Guidelines
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 Completion Certificate
The IHOP 202 Certificate of Completion is the MIT’s award for and record of completion of the IHOP 202 program. The certificate is
awarded by the Training Manager to the MIT at the successful completion of IHOP 202.
Included in each IHOP 202 Learner’s Guide is a blank certificate. Upon completion of training, the Training Manager must access the
IHOP 202 Completion Certificate Generator on insideIHOP.com to add the learner’s name, training completion date and Training
Manager’s name to the certificate.
A complete certificate template is also provided, which allows the Training Manager to print the certificate background and the learner’s
information, if necessary.
 Completion Record
The IHOP 202 Completion Record identifies the training documentation that the Training Manager is required to submit and to whom, and
also serves as the final record of the MIT’s completion of the 202 program.
The Completion Record is completed by the Training Manager and is submitted to the FTC, along with all other required training
documents upon the MIT’s completion of training.
The Completion Record can be scanned and sent to the FTC as an email attachment or faxed to the FTC. The original Completion Record
is to be provided to the MIT, as instructed on the Completion Record, along with the other documents listed, which the MIT is then to submit
to their supervisor. A copy of the MIT’s IHOP 202 Completion Record should be kept on file in the IHOP 202 Training Restaurant.
The form is available on 202 Training Manager Resource page of insideIHOP.com.

IHOP 202
IHOP 202 Completion Record

The following document is to be filled out by the IHOP 202 Training Manager. Please ensure that all
materials listed below are filled out completely, signed and dated, and submitted as follows:
1. Scan & email or fax this Completion Record to the Field Training Consultant (FTC). *Daily
Evaluations and *Post-training Action Plan should be emailed to FTC.
2. Provide a copy of this Completion Record along with the below listed training documents to the
MIT. The MIT is then responsible for submitting their training documents to their supervisor to be
filed with the MIT’s personnel records according to their franchise organization’s policies and
procedures.
MIT Name:
Training Start Date:
Training Completion Date:
Training Restaurant #:
Training Restaurant Location: City, State
IHOP 202 Completion Record (also keep a copy on file in training restaurant)
Non-Solicitation Policy
Integrity Policy
Daily Evaluations*
Checklist/Agendas (all modules)
Post-training Action Plan Document*
Duplicate of Certificate of Completion
Training Materials/Supplies Checkout (retain a copy in training restaurant and scan & email or fax to FTC only if
items checked out were not returned or were not returned in acceptable condition)
IHOP 202 Completion Record I, _____________________________, verify that the above MIT has completed the IHOP 202 Restaurant
Print 202 Training Manager Name
Manager Training Program in full and that the training documents listed above and submitted to the FTC are
complete and accurate.
_______________________________ ___________________
202 Training Manager Signature Date
IHOP 202 Trainer’s Program Guidelines
IHOP Training Department

December 2010
Page 17 of 17

Program Guidelines
IHOP 202 Program Overview and IHOP Introduction - Trainer’s Guide
Module 1
Page 1 of 8
Module 1 Overview
Module Purpose: Introduces the goals and expectations of the IHOP 202 Manager Training Program. Includes the
recommended agenda, topics, and completion requirements. Provides an overview of IHOP history
and culture, as well as an introduction to the reference materials available to Managers.
Delivery Method: Orientation Style: This module is intended to be delivered much as an team member orientation would
be delivered, with the Learner and the Trainer reviewing the information provided in the Learner’s
Guide and jointly conducting the activities.
Required Resources: In addition to the Learner’s Guide, the following resources are required to complete this module:
• IHOP SOP 1 - Operating Procedures and Standards
• IHOP SOP 2 - Cost Controls & Safety/Sanitation
• Internet access with access to the following websites:
 www.insideIHOP.com
 http://ihop.data-source.com/
• Micros System Reference Manual: Chapter 2 - IHOP Manager Training Procedures from the Micros
Desktop or insideIHOP.com
• Access to a Micros POS Terminal
Estimated Time Required: 4 hours
Recommended Day of
Morning of Training Day 1
Instruction:

Module 1
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Topics Covered: • IHOP 202 Program Overview

• An Introduction to IHOP
• Introduction to IHOP Standard Operating Procedures (SOPs)
• Introduction to Information Technology Resources

Module 1
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Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

Program Overview and IHOP 1 • Summary: Identifies that the goal of this • Trainer Action: Collect signed Integrity and
Introduction program is to train the Manager on the day Non-solicitation policy documents, which are
to day activities of running an IHOP. located in the very front of the Learner’s
Guide. Send these documents to the
Learner’s FTC upon training completion.
IHOP 202 Program Overview 1-2 • Summary: Identifies that the primary focus
during training is the successful completion of
the program.
Class Schedule 2 • Summary: Identifies class days and hours • Trainer Note: Provide and discuss the
and sets expectation for homework. training schedule/agenda.
Required Attendance 2 • Summary: Sets expectation that Learner
must attend or make up all training days.
Training Agenda 3 • Summary: Lists the topics to be covered • Trainer Note: The Training Agenda
during the training. provided is merely a suggestion. The order
of modules can be changed to meet the
operational or training needs of your
restaurant. If your planned agenda differs,
provide it to the Learner now.
Trainee Evaluation 3 • Summary: Identifies that the trainee will • Trainer Note: The Daily Evaluation and
be evaluated on a daily basis and that Action Plan forms are available on the IHOP
additional training needed after completion 202 Program Materials CD. Both forms
of IHOP 202 will be documented on an are to be sent to the MIT’s supervisor upon
Action Plan. completion of training.

Module 1
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Training Uniform Standards 4 • Summary: Sets expectation that Manager
must follow uniform standards for Managers.
4 • Activity: Learner locates and reviews the
“IHOP Manager on Duty Appearance
Standards” section of IHOP SOP 1.
An Introduction to IHOP 4 • Summary: Provides an overview of
IHOP’s background.
Our Vision & Values 4-5 • Summary: Introduces the Company Vision
and Values statements.
• Optional Activity: The Vision and Values
document shown is also posted on ihop.com.
Have the Learner, navigate to the site and
locate the document.
Global Principles of Business 6 • Summary: Introduces IHOP’s expectation of
Conduct proper business conduct.
Core Success Factors 6 • Summary: Introduces the 10 factors that • Trainer Note: Explain that Managers
IHOP has identified as necessary to ensure are reviewed on these factors on for the
success. Company Manager performance appraisal.
Dealing with the Media 6-7 • Summary: Identifies the procedures
Managers should follow when approached
by the media.

Module 1
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The IHOP Corporate 7 • Summary: Refers Managers to the REACT • Trainer Note: Take the Learner to the office
Communications Department poster for points of contact for assistance and review the information shown on the
with media issues. REACT poster.
Media Exposure 7 • Summary: Explains that there is potential • Trainer Note: Emphasize that it is up to
media exposure due to team member use of the Manager to enforce their company’s
electronic devices and social media. cellphone and confidentiality policies.
IHOP Standard Operating 8 • Summary: Introduces the need for all IHOP
Procedures (SOP) restaurants to adhere to standardized SOP.
SOP Sources & Resources 8-9 • Summary: Identifies the various sources of • Trainer Note: Discuss the when and why you
IHOP SOP information. typically refer to each of these resources.
9 • Activity: Learner locates each of the actual
physical SOP resources identified.
insideIHOP.com 9 • Summary: Identifies the uses of
insideIHOP.com
9 • Activity: Learner accesses
insideIHOP.com and locates each SOP
resource identified in the previous section.
DataSource: IHOP’s Print Vendor 10 • Summary: Identifies the services offered by • Trainer Note: Ensure you have access to
Partner DataSource and their contact information. the DataSource website prior to beginning
training. Access can be granted by calling
DataSource at 800-829-3369 or by visiting
http://ihop.data-source.com/.

Module 1
Page 6 of 8

10 • Activity: Learner accesses and reviews the
DataSource website.
Deviation from SOP 10 • Summary: Identifies procedures for • Trainer Note: No deviation from SOP may
requesting a change or exception to SOP be implemented unless approval from IHOP
using the Form 100. is provided in writing.
IHOP Specials Board Approval 10 • Summary: Identifies procedures for adding
a non-menu item to the restaurant’s Specials
Board.
11 • Activity: Learner logs onto insideIHOP.com • Trainer Note: If you have submitted a Form
and reviews the Form 100 and Specials 100 or Specials Board suggestion in the
Board Authorization procedures. past, discuss those with the Learner now.
Information Technology 11 • Summary: Introduces the information
Resources technology resources available to Managers.
Manager PC 11 • Summary: Identifies the appropriate and • Trainer Note: Emphasize that the Manager
inappropriate uses of the Manager PC. PC must be maintained separately from the
POS computer and that the POS computer
must never be used to connect to the Internet
to prevent potential corruption of the
financial data contained in the computer.
Micros POS System 12 • Summary: Provides an introduction to the • Trainer Note: The Micros System Reference
use and function of the Micros POS. Manual is available on insideIHOP.com.

Module 1
Page 7 of 8

13 • Activity: Learner uses the Micros System • Trainer Note: Show the Learner how to
Reference Manual and a POS terminal to perform each of the functions listed and
walk through the functions identified. have them practice.
Manager Dashboard 13 • Summary: Introduces the Micros Manager • Trainer Note: Not all Franchisee
Dashboard. organizations will be using the dashboard;
however, you should still review the
dashboard with the Learner even if their
organization does not use it.
14 • Activity: Learner reviews the live Manager
Dashboard with the Trainer.
Key Learnings 15 • Activity: Learner records the key learnings • Trainer Note: Encourage the Learner to
from the module in the spaces provided. consider the overriding principles and
concepts covered in the module and not to
get bogged down in the details.
• Once the Learner has recorded their
thoughts, review their list and compare to
the following list of key learnings:
• Values define the beliefs and behaviors that are the most important for our success and growth as individuals and as a brand.
IHOP’s Shared Values are Integrity; Excellence; Innovation; Accountability; Inclusion; Trust; Community.
• The media can work for us by increasing brand recognition, supporting our promotions, and raising awareness of our
community involvement; however, it can just as easily work against us by bringing our mistakes and challenges into public view,
creating negative impressions, and damaging our reputation.

Module 1
Page 8 of 8

It is critical that all restaurant Managers and team members understand how to respond if the media arrives at the
restaurant seeking information or interviews. Utilize the Corporate Communications Department for assistance with dealing with
the media.
• IHOP Standard Operating Procedures (SOP) identifies the guidelines, expectations, and requirements of virtually every facet
of IHOP restaurant operations. SOP helps keep us safe, reduces risk, maintains consistency from restaurant to restaurant, helps
control costs, guides us in positive representation of the brand, and helps us operate smoothly, successfully, and profitably.
• All IHOP restaurants are required to be operated in strict compliance with SOP. In addition, Franchisees, IHOP Company
Operations Division, and their Managers and representatives must operate the restaurants in strict compliance with local, state, and
federal laws and regulations.
• InsideIHOP.com is the primary method that IHOP uses to communicate new SOP information or changes (all of the SOP
books/manuals listed above are available on insideIHOP.com.), industry and IHOP-specific news, and information to the IHOP
community as a whole. It contains a forum for the sharing of questions, ideas, and best demonstrated practices (BDPs) between
restaurants. It is also a source for additional documents, forms, tools, and reporting of promotion training completion.
• DataSource is the designated fulfillment vendor for the majority of IHOP’s printed documents, forms, and materials such as SOP
books and manuals, laminates, and training programs.
• To request a deviation from IHOP SOP, the requester must submit a FORM 100 to the IHOP Corporate office for review
and approval.
• The Manager PC is a separate computer for Manager’s use that must be a separate drive from the dedicated POS system drive.
The POS computer must never be used to access the internet.
• Telecommunication devices and systems in the workplace, including the Manager PC, Internet, and e-mail, are intended for business
use only.

IHOP 202 Leadership - Trainer’s Guide
Module 2
Page 1 of 3
Module 2 Overview
Module Purpose: To introduce the leadership styles and attributes that facilitate a Manager’s ability to successfully
guide the restaurant team to provide great service and excellent food to every guest on every visit.
Delivery Method: Self-Guided: This module is largely self-study. The Learner is introduced to the various leadership
topics and takes a leadership-style self-assessment to determine their pre-dominant style.
Required Resources: No additional resources are required to complete this module.
Recommended Day of
Afternoon of Training Day 1
Instruction:
Topics Covered: • Leadership Styles

• When Leading Means Delegation
• Core Leadership Success Factors

Module 2
Page 2 of 3

Leadership 1 • Summary: Explains that a leader’s job is
to help the team provide great service and
excellent food to every guest, every visit.
Leadership Styles 1 • Summary: Defines “leadership style” and
identifies why it is important that a leader
know their style.
2 • Activity: Learner completes a Learning Style
Assessment to determine their dominant
leadership style.
Leadership Style Attributes 3 • Summary: Identifies the attributes of each
leadership style and when it is appropriate
to use each style.
Which Style Should You Use? 4 • Summary: Introduces the concept of
“situational leadership,” where leaders
change styles based on the situation.
When Leading Means 4-5 • Summary: Introduces delegation, the
Delegating benefits, and the 4 steps to doing it properly.
Delegating Do vs. Delegation Don’t 6 • Summary: Lists steps to take and what to
avoid when delegating.
Core Leadership Success 6-7 • Summary: Details each of IHOP’s 10 core • Trainer Note: “Ideas for Employee
Factors success factors. Development,” available from the IHOP
Training Library, provides guidance on
developing core success factors.
Module 2
Page 3 of 3

Those Who Have it and Those Who 7-11 • Summary: Identifies behaviors and attributes
Don’t of team members who demonstrate the core
success factors.
• Leadership is enlisting the aid and support of others in the accomplishment of a common task. The Manager’s role is to work
with the entire team to provide great service and excellent food to each and every guest.
• Leadership styles are situational; meaning that different situations require different styles to achieve the best result. There is no
“right” or “wrong” leadership style, only a style that doesn’t suit the requirements of the situation.
• The ultimate goal any leadership situation is to get the job done and allow for the professional development of the team.
• Delegating is using the democratic and self-governing leadership styles to give some of your authority or responsibility to
members of your team. By effectively delegating, you increase team member involvement, allow your subordinates to develop,
and free yourself to do other tasks.
• A leader’s success depends on other, less tangible job-related abilities or factors that impact the way a leader interacts with
the team in the workplace, the manner in which they handle change and overcome obstacles, and their ability to recognize
and achieve team goals. IHOP’s Core Management Success Factors are Action-Oriented, Customer-Focused, Drive for Results
Decision Quality, Learning Agility, Communication, Problem Solving, Conflict Management, Planning, and Leading and
Developing Others.

IHOP 202 Managing Safety - Trainer’s Guide
Module 3
Page 1 of 8
Module 3 Overview
Module Purpose: To introduce the duties, responsibilities, tools, and resources that enable Managers to maintain their
restaurants in a safe and sanitary condition and ensure that team members consistently work safely
and follow all safety and sanitation guidelines.
Delivery Method: Trainer/Learner Discovery and Practice: This module introduces the Learner to various concepts and
resources, which are discussed with the trainer. The trainer and Learner review real-world application
of those concepts or resources in the training restaurant, followed by actual practical application.
• Minutes from last Safety Committee meeting (if no Safety Committee meeting is scheduled during
training)
• Training restaurant temperature log
• Sanitizer solution test kit
Estimated Time Required: 4 Hours
Recommended Day of
Instruction:

Module 3
Page 2 of 8
Topics Covered: • The Importance of Safely Running a Restaurant

• Manager’s Role in Ensuring a Safe Restaurant
• Safety Committee Requirements
• Team Safety Meeting Requirements
• Workplace Safety Inspection Requirements
• Manager’s Role in Mitigating Unsafe Conditions and Conducting Accident Investigations
• Critical Restaurant Safety Checks

Module 3
Page 3 of 8

Managing Safety 1 • Summary: Sets the expectation that • Emphasize that this modules is an overview
Managers have the primary responsibility of of safety requirement and expectations
maintaining a safe restaurant for their team and that Managers should consult their
members and guests. Franchisee, Supervisor, HR or Legal Reps for
specific information on their organization’s
safety procedure.
The Importance of Managing 1 • Summary: Establishes that safety or health
Safety issues are common in the workplace and that
Managers have a role in preventing them.
The Cost of Work-related Injuries 2 • Summary: Defines workers’ compensation
& Illness insurance and identifies it as the highest cost
related to worker injury/illness.
Explains that in addition to the direct costs of
team member/guest injury/illness, there may
also be court costs and settlements.
2 • Activity: Learner and trainer identify and
discuss the costs associated with failing to
maintain a safe and sanitary workplace.
Management’s Safety Role 3 • Summary: Identifies that in addition to
working safely, each Manager must ensure
each of their team members do the same.

Module 3
Page 4 of 8

3 • Activity: Learner locates and reads the
following chapters from IHOP SOP 2:
 First Aid
 Safety
 Fire Prevention Program
 Security
 The Sanitation Challenge
 Preparing for OSHA Inspections
The Safety Committee 3-5 • Summary: Identifies the requirements and
responsibilities of the safety committee.
4 • Activity: If scheduled a Safety Committee
Meeting is scheduled, the Learner should
attend. If not, the Learner should review
meeting notes from last meeting to
understand the types of discussions.
Conducting Team Safety 6 • Summary: Identifies the recommendation
Training to conduct team safety training quarterly.
Provides suggested meeting topics.
Safety Training Documentation 6 • Summary: Identifies the requirement to
properly document team safety training.

Module 3
Page 5 of 8

Conducting Workplace 6-9 • Summary: Explains that IHOP SOP requires
Inspections Managers to conduct a quarterly assessment
of restaurant safety and sanitation.
10 • Activity: Learner conducts a Safety and
Sanitation Self-inspection of the training
restaurant using the sample forms in the
Learner’s Guide, then discusses the results
with you.
Responding to Unsafe Condition & 10 • Summary: Explains that the Manager has
Actions the primary responsibility to follow-up on
reports of unsafe conditions or hazards and
when there has been an incident/accident
involving an team member or guest.
Unsafe Condition Reports 10-11 • Summary: Details the purpose and use of
the Report of Unsafe Condition or Hazard
Form that can be used by any team member
to report an unsafe condition.
Accident Investigations 10,12 • Summary: Identifies that a Manager’s
primary goal when conducting an accident
investigation is to prevent a repeat incident.

Module 3
Page 6 of 8

Critical Manager Checks 13 • Summary: Explains that the following
three checks can have the greatest, most
immediate impact on the prevention of
foodborne illness:
 Critical food & equipment temperatures
 Proper sanitizer solution concentrations
 Proper hand washing procedures
Critical Temperature Checks 13, • Summary: Identifies the need to check
15-16 food temperatures every four hours and
equipment every eight and to document on
the Temperature Log form.
13 • Activity: Learner uses the restaurant’s • Trainer Note: The Learner should continue to
temperature log to check all critical conduct temperature checks throughout the
temperatures in the restaurant. duration of their training.
Sanitizer Solution Concentration 14-16 • Summary: Explains the purpose of checking
sanitizer concentrations in sanitizer buckets,
dishmachine, and three-compartment sink
every two hours.
14 • Activity: Learner uses a sanitizer solution test • Trainer Note: The Learner should continue to
kit to check the sanitizer concentration of all conduct sanitizer solution checks throughout
sanitizer buckets, the dishmachine, and three- the duration of their training.
compartment sinks, then reviews procedures
for refilling each item.
Module 3
Page 7 of 8

Proper Hand Washing 17 • Summary: Explains that at every
opportunity Managers must observe for
proper hand washing and ensure hand
washing sinks are properly stocked and
accessible.
THE HAND WASHING LAMINATE 17 • Summary: Explains that the hand washing
laminate, which illustrates proper hand
washing procedures, must be posted next to
each hand washing sink.
• Any failure in the realm of physical or food safety can be disastrous, both financially and by reputation, to your organization
and the IHOP brand.
• Protecting your guests, as well as your team members from potential safety hazards while they are in your restaurant must be
your number one priority.

Module 3
Page 8 of 8

• Aside from ensuring you personally work safely and follow all safety and sanitation guidelines at all times, you have the
added responsibility of ensuring the same of your entire team.
• All IHOP team members are required to receive safety training as a part of their new-hire training. From that point forward, it
is up to you to ensure a continued daily focus on safety as well as to provide regularly scheduled, continuing training on safety
issues.
• To support restaurant safety efforts, each restaurant must form a safety committee that: holds quarterly meetings; identifies
workplace hazards and recommends remedial actions; responds to team member concerns regarding health and safety;
assists management in the development, implementation, and monitoring of safe work practices and emergency procedures;
participates in workplace inspections; participates in accident/incident investigations; promotes workplace safety, education,
and training.
• The ongoing safety training of your entire team is a critical tool for the prevention of safety issues and for maintaining a
safety focus. You should conduct safety training with all members of your team quarterly.
• Restaurant managers are required to conduct a quarterly assessment of restaurant safety and sanitation conditions.
• All team members should be encouraged to immediately report unsafe conditions observed in the restaurant. Let your team
know that there will be no negative consequences for team members who identify unsafe conditions.
• When an accident occurs in your restaurant, you must immediately conduct an investigation following the guidelines shown in
the Safety Chapter of SOP 2 and document the investigation using the Accident Investigation form. The purpose of an accident
investigation is to find the cause of an accident and prevent further occurrences.
• The three areas that potentially have the greatest impact on the safety of the food you serve and directly impact your ability
to prevent foodborne illness are: critical food and equipment temperatures; proper sanitizer solution concentrations; proper
hand washing procedures.

IHOP 202 Manager Workflow - Trainer’s Guide
Module 4
Page 1 of 7
Module 4 Overview
Module Purpose: Introduces the basic methods for managing the many tasks that Managers are required to complete
and monitor throughout each shift.
• Examples of the time-management system used at the training restaurant.
• Examples of the monthly calendar used in the training restaurant.
• Examples of the Manager Communication Log used in the training restaurant.
Recommended Day of
Afternoon of Training Day 2 and Morning of Training Day 3
Instruction:
Topics Covered: • Time Management Principles

• Daily Manager Tasks
• Effectively Managing the Manager Daily Tasks
• Manager Communication Log

Module 4
Page 2 of 7

Manager Workflow 1 • Summary: Introduces the need to use
management tools and an organized system
to ensure all required management tasks are
completed during a work day.
Time Management 1 • Summary: Emphasizes the need to use a
time management system to keep on top of
the many tasks Managers must complete.
Explains that efficiency is doing things right,
but effectiveness is doing the right things.
Basic Time Management Steps 1-2 • Summary: Explains that there are many time
management systems, and no matter which
is used, Managers must always apply the
W.U.P.s of time management:
 Write it down.
 Update it daily.
 Prioritize.
Use a System 2 • Summary: Emphasizes that there are many
systems, but what is important is that the
Manager use a system. Provides references
to three different time management system
websites.

Module 4
Page 3 of 7

2 • Activity: Show the Learner the time
management system you use to manage your
daily tasks.
Manager Tasks 3 • Summary: Explains that the tasks Managers
must perform generally they fall into one of
the following categories:
 Unplanned
 Daily planned
 Weekly planned
 Monthly planned
 Recurring planned
A Note on Setting Goals 4 • Summary: Defines the difference between
tasks and goals by identifying tasks as steps
to achieve a stated goal.
Identifies that for goals to be successful, they
must be S.M.A.R.T.:
 Specific
 Measurable
 Agreed-to
 Realistic
 Time-bound

Module 4
Page 4 of 7

Activity: What are You Doing? 5 • Activity: The Learner documents each task • Trainer Note: Emphasize that looking at
Scheduling Manager Tasks that occurs throughout the day, for an entire daily tasks as a whole enables you to get a
day, then at the end of the day, identifies better perspective on how you are spending
whether the tasks were planned, unplanned, your time, and you can more easily modify
and/or recurring. your time management system as a result.
Tools for Managing Your Day 6 • Summary: Explains that there are several
tools available to help keep Managers on
top of their many tasks throughout the day.
Figure-Eight Management 6-7 • Summary: Introduces the concept of using • Trainer Note: Emphasize that movement
a figure-eight pattern when moving through does not need to be an exact figure-
the restaurant to ensure all functional areas eight, but the point is to move through the
are addressed. restaurant so each functional area is visited.
FIGUREEIGHT STATION CHECKS 8-9 • Summary: Provides examples of the
different issues Managers should watching
for when performing figure-eight
walk-throughs.
9 • Activity: Learner will, for the remainder of • Trainer Note: For the first several walk-
training, conduct a figure-eight walk-through throughs, accompany the Learner and
of the restaurant every 30 minutes during emphasize the key areas to focus on.
their shift and report their finding to you.
The Manager Walk-Thru 9-11 • Summary: Introduces the “Manager walk- • Trainer Note: Show the Learner the Walk-
thru” as a method of ensuring restaurant Through Checklist used in the training
readiness for the next shift or meal period. restaurant.
Module 4
Page 5 of 7

10 • Activity: With your assistance, the Learner • Trainer Note: Point out the key areas
will conduct a walk-thru of the restaurant or trouble-spots that you look for when
using the Manager Walk-Thru Checklist conducting your walk-through.
included in the module. The Learner will
also conduct a walk-thru for each of the
remaining days of training.
The Manager Monthly Calendar 12-13 • Summary: Explains that in addition to a • Trainer Note: Show the Learner the monthly
list of daily tasks, it is also helpful from a calendar used in your restaurant.
planning perspective to be able to view all
tasks on one monthly calendar.
Daily Manager’s 14 • Summary: Introduces the importance of
Communication Log using a standardized communications log
to communicate between members of the
management team.
Manager Communication Log 14 • Summary: Explains the basic guidelines for
Guidelines using a communications log.
IHOP’s Recommendation: The 14-19 • Summary: Introduces the Learner to the • Trainer Note: Show the Learner the version
Redbook Manager Communication Log produced of Manager communication log used in your
by Redbook Solutions, which is the IHOP restaurant.
recommended Manager communications log.

Module 4
Page 6 of 7

• Time management is managing your available time in order to complete the tasks that you need to accomplish. That means
finding the balance of working efficiently (doing things right) and working effectively (doing the right things).
• The basic time management principles are the “WUPs”: Write it down, Update it daily, Prioritize.
• To effectively manage time, you should use a system.
• A manager’s tasks and activities are steps to reach goals. Goals should be S.M.A.R.T.: Specific, Measurable, Agreed-to,
Reachable, Time-bound.
• Time management planning should be written to include: unplanned tasks, daily planned tasks, weekly planned tasks, monthly
planned tasks, recurring planned tasks.
• Plan your day so you are present in the dining room during peak periods. All tasks are important, but the most important task
is to be present in the dining room to focus on running the operation, especially during peak periods. To ensure your presence
in the dining room, try to save non-urgent tasks for non-peak periods.
• Figure-eight management is a method of walking through the restaurant that helps you address every part of the restaurant on
a regular basis. You should conduct a “figure-eight” through the restaurant every 30 minutes.

Module 4
Page 7 of 7

• A Manager Walk-thru is a check of the restaurant, performed at least twice per day utilizing a checklist, that focuses
on improving the restaurant’s appearance, the quality of the food, and the hospitality of the team and helps ready your
restaurant for the next shift or meal period.
• A daily Manager’s Communication Log is a dedicated book or journal that managers (including Assistant Managers, Crew
Chiefs and Supervisors) use to communicate between the restaurant’s management team. It is an invaluable tool to keep the
entire management team informed.

IHOP 202 Daily Staff Management - Trainer’s Guide
Module 5
Page 1 of 51
Module 5 Overview
Module Purpose: To introduce the basic principles of scheduling and managing the productivity of restaurant team
members to ensure the successful operation of the restaurant and a high level of guest service.
Required Resources: No additional resources are required to complete this module.
Recommended Day of
Afternoon of Training Day 3 and Afternoon of Training Day 5
Instruction:
Topics Covered: • Creating a Sales Forecast

• Creating a Team member Schedule
• Monitoring Sales Volume and Adjusting Schedule as Required
• Monitoring and Managing Team Productivity
• Running Pre-shift Meetings
• Managing Side-work and Deep Cleaning Tasks

Module 5
Page 2 of 51

Staff Management 1 • Summary: Explains that managing the • Trainer Note: Under Sales Trends, give the
productivity of the restaurant team members Learner examples of the records you use to
is crucial to the overall success of the determine sales trends in your restaurant.
restaurant and the management team.
Sales Forecasting 1 • Summary: Explains that the first step in
creating a team member schedule is to
forecast sales and guest traffic for the
period to be scheduled and identifies nine
factors that impact any forecast.
How to Build a Sales Forecast 3 • Summary: Explains that projecting hourly
sales is the best way to schedule the right
team members at the right times for
each day.
Exercise 1: Building a Sales 4 • Exercise 1: Demonstrate the process for • Trainer Note: Have the Learner follow the
Forecast completing the Sales Forecasting Worksheet exercise step-by-step in their Learner’s
for Worksheet 1 in the Learner’s Guide. Guide to ensure they cover all of the
Then, have the Learner complete the Sales key points.
Forecasting Worksheet for Tuesday
using Worksheet 2.

Module 5
Page 3 of 51

Exercise  Answer Sheets 5-6 Answer keys are provided for your use while demonstrating and teaching how to create
effective and efficient schedules and to check the Learner’s practice work.
Answer keys are guidelines only and there are no definitively correct answers when scheduling
team members. The goal is to utilize the principles taught and tools provided to create a
schedule that sufficiently covers the needs of the guests and restaurant without waste or
excessive cost.
The key is to be mindful of the Learner’s compliance with the craft labor allocations and limit
the number and range of adjustments to these allocations and the scheduled team members’
hours. In addition to taking care with the team member hours they are scheduling during
the exercises, the Learner must check the labor dollars that they have scheduled as proper
scheduling requires a careful balance between the needs of the guests and labor budget.

Exercise 1 Answer Key - Worksheet 1
IHOP 202
nd Forecasting Worksheet
Restaurant #: 0000
Week # 30 Week # 31 Total ÷6 Min. Min. Min. Min. Min.

Less (wks) # Hosts # Servers # Cooks # Combos # Expos
09/28/09 10/05/09 Hi & Lo = Average Needed Needed Needed Needed Needed
39 43 282 47
166 189 732 122
312 304 1732 289
333 266 2485 414
256 137 2293 382
288 316 2825 471
198 265 1787 298
102 124 1096 183
72 80 609 102
58 75 638 106
35 42 375 63
134 179 746 124
149 363 1162 194
93 68 813 135
40 54 260 43
32 16 166 28
63 80 465 78
74 123 548 91
Daily Staff Management - Trainer’s Guide
55 13 381 63
37 25 407 68
48 52 186 31
26 3 104 17
8 0 28 5
41 20 140 23
2659 2836 20118 3353

Module 5
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IHOP 202
Hourly Sales Tracking an

Day of Week: Monday
Week # 24 Week # 25 Week # 26 Week # 27 Week # 28 Week # 29
Date 08/17/09 08/24/09 08/31/09 09/07/09 09/14/09 09/21/09

6:00am - 7:00am 49 70 59 50 42 34
7:00am - 8:00am 128 49 61 98 104 175

8:00am - 9:00am 296 363 255 146 202 373
9:00am - 10:00am 446 702 498 237 362 580
10:00am - 11:00am 558 661 319 173 326 674
11:00am - 12:00pm 497 662 514 390 489 619
12:00pm - 1:00pm 469 1085 212 166 284 359
1:00pm - 2:00pm 280 719 231 59 143 216
2:00pm - 3:00pm 205 297 83 89 51 80
3:00pm - 4:00pm 145 238 67 123 99 129
4:00pm - 5:00pm 106 108 53 70 27 69
5:00pm - 6:00pm 133 112 153 56 49 157
6:00pm - 7:00pm 229 226 186 182 190 144
7:00pm - 8:00pm 128 176 357 234 107 74
8:00pm - 9:00pm 43 19 38 70 58 28
9:00pm - 10:00pm 28 30 24 16 36 49
10:00pm - 11:00pm 83 112 77 89 73 53
11:00pm - 12:00am 103 142 86 53 68 94
12:00am - 1:00am 65 118 63 50 68 80

1:00am - 2:00am 70 101 93 108 62 44
2:00am - 3:00am 34 10 8 24 22 48
3:00am - 4:00am 22 32 21 54 0 0
4:00am - 5:00am 10 31 0 0 3 7
5:00am - 6:00am 37 9 4 27 35 12
DAY TOTAL 4163 6073 3463 2565 2900 4097
Module 5
Page 5 of 51

IHOP 202
Restaurant #: 0000

47 55 333 55
196 102 574 96
83 228 1163 194
302 277 1805 301
501 370 2145 357
530 393 2028 338
375 321 1865 311
152 130 768 128
127 135 634 106
44 77 502 84
102 148 524 87
123 294 924 154
292 347 1633 272
218 93 815 136
113 11 706 118
55 49 286 48
60 76 473 79
15 22 728 121
64 16 305 51
37 40 402 67
37 102 323 54
50 22 124 21
0 56 62 10
8 42 160 27
3532 3408 19088 3181

Module 5
Page 6 of 51

IHOP 202
Hourly Sales Tracking an

Day of Week: Tuesday
Date 08/18/09 08/25/09 09/01/09 09/08/09 09/15/09 09/22/09

6:00am - 7:00am 59 105 40 5 61 71
7:00am - 8:00am 103 141 71 63 94 56
8:00am - 9:00am 211 210 232 34 221 210

9:00am - 10:00am 296 438 148 233 338 359
10:00am - 11:00am 573 343 318 289 300 313
11:00am - 12:00pm 264 256 435 322 163 358
12:00pm - 1:00pm 579 324 176 260 335 250
1:00pm - 2:00pm 182 78 120 119 169 75
2:00pm - 3:00pm 86 40 121 135 48 117
3:00pm - 4:00pm 136 72 164 86 63 68
4:00pm - 5:00pm 145 30 93 51 25 103
5:00pm - 6:00pm 173 211 72 150 161 106
6:00pm - 7:00pm 342 137 301 210 246 242
7:00pm - 8:00pm 159 101 148 238 96 44
8:00pm - 9:00pm 147 142 122 137 171 45
9:00pm - 10:00pm 103 27 44 45 43 49
10:00pm - 11:00pm 113 101 66 105 66 55
11:00pm - 12:00am 133 201 122 112 201 137
12:00am - 1:00am 175 57 118 39 0 10

1:00am - 2:00am 103 117 22 56 56 109
2:00am - 3:00am 66 38 60 34 34 87
3:00am - 4:00am 8 8 26 21 20 27
4:00am - 5:00am 0 16 14 20 12 0
5:00am - 6:00am 23 0 75 55 5 26
DAY TOTAL 4180 3193 3108 2820 2928 2919
Module 5
Page 7 of 51

Module 5
Page 8 of 51

Creating a Team Member 7 • Summary: Explains that scheduling requires
Schedule Managers to balance the needs of the team
members and guests while considering labor
costs. Introduces eight factors to consider
when scheduling and identifies other areas
indirectly affected by scheduling:
How to Schedule Team Members 8-9 • Summary: Explains that the next step in • Trainer Note: Emphasize that the most
scheduling is to determine how many of effective schedules are based on hourly
each position should be scheduled; this is sales and guest count forecasts versus daily
generally limited by the labor dollar budget. or weekly forecasts.
Identifies three most common tools to provide • Trainer Note: The Labor Allocation Matrix
scheduling guidance: Labor Allocation provided in the Participant’s Guide is for
Matrix, Earned Labor Hours Grid, Labor exercise purposes only. Each restaurant must
Allowance Chart. create their own Labor Allocation Matrix.
Exercise : Scheduling the Team 10-21 • Exercise 2: This exercise consists of several • Trainer Note: Have the Learner follow the
Members steps where you will demonstrate a process exercise step-by-step in their Learner’s
and then Learner will then practice. The Guide to ensure they cover all of the
following is a summary of the exercise: key points.
 Steps 1-2: Using the Labor Allowance
Calculator, determine how many labor
hours for each position to schedule each
day. Demonstrate the use of Labor
Allowance Calculator using Worksheet 3.

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Exercise : Scheduling the Team 10-21  Step 3: Determine the times of day you
Members (cont.) must schedule each position and how
many you should schedule using the Labor
Matrix and the Hourly Sales Tracking and
Forecasting Worksheet.
Work with the Learner to complete the
craft team member allocations using
Worksheet 4, then have the Learner
complete Worksheet 5.
 Step 4: Review the Labor Allocations and
look for gaps or anomalies. Analyze
and adjust team member allocations on
Worksheets 4 and 5 with the Learner,
then have the Learner do the same on
Worksheet 6 on their own.
 Step 5: Team members are scheduled on
a Team member Work Schedule template.
You will demonstrate the process for
Monday using Worksheets 7-10, then you
will work together to schedule Tuesday
using the same worksheets, and finally
have the Learner schedule Wednesday on
their own.

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Exercise : Scheduling the Team 10-21  Step 6: Cost the schedule, then compare
Members (cont.) scheduled labor hours to Labor Allowance
Calculator worksheet and make necessary
adjustments using Worksheets 3 and 7-11.
 Step 7: Make final adjustments to account
for shiftwork, training, and team member
availability.
Exercise  Answer Sheets Answer keys are provided for your use while demonstrating and teaching how to create
effective and efficient team member schedules and to check the Learner’s practice work.
Answer keys are guidelines only and there are no definitively correct answers when
scheduling team members. The goal is to utilize the principles and tools discussed to
create a schedule that sufficiently covers the needs of the guests and restaurant without
waste or excessive cost.
Be mindful of the Learner’s compliance with the craft labor allocations and limit the number
and range of adjustments to these allocations and the scheduled team members’ hours. In
addition to taking care with the team member hours they are scheduling during the exercises,
the Learner must check the labor dollars that they have scheduled as proper scheduling
requires a careful balance between the needs of the guests and labor budget.
NOTE: Learners tend to approach scheduling with an impulse to cut hours. Be sure to coach
them to create the view that they should build a schedule. Remind them that the forecasting
provided them the minimums to schedule and there goal after that is to build onto the schedule
to make a successful and productive team without going over budget

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Module 5
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Theoretical Labor Allowance Calculator

Restaurant # 0000 Week Ending 10/18/09
Enter Your Projected Sales $ for the Week (sum of daily sales projections) 32,507 A
Enter Your Total Labor Budget % 36.5% B
Total Labor Dollars Available (projected sales x labor budget) 11,865 C
Enter Total Combined Management Salaries $ 2,100 D

Enter Benefits $ on Management Labor (incentive) 500 E
Total Management Labor $ (management salaries + management benefits) 2,600 F
Remaining Labor $ left for Craft Labor (total labor $ - total management labor $) 9,265 G
Enter Craft Labor Benefits % 17.7% H
Benefits $ on Craft Labor $ 1,640 I

Craft Labor $ Before Crew Chiefs (remaining craft $ - benefits $ on craft labor $) 7,625 J
Crew Chief Scheduled $ 450 K
Craft Labor $ You Have Left to Schedule (craft $ before crew chiefs - crew chiefs scheduled $) 7,175 L
Host Server Cook Combo
Enter Budgeted % of Craft $ Left for Each Craft Position 14.1% 22.5% 44.2% 19.2% M

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Total Allowed $ Per Craft Position (craft $ left x % of craft labor cost) 1,012 1,614 3,169 1,378 N
Enter Average Hourly Rate of Pay for Each Craft Position 7.97 3.43 10.02 8.13 O
Total Allowed Hours Per Craft Position (allowed $ ÷ rate of pay) 126.9 470.7 316.2 169.5 P
Enter Your Daily Sales Projections
Mon Tue Wed Thu Fri Sat Sun
3,353 3,181 3,232 3,768 5,443 7,070 6,460 Q
Daily % of Week's Projection (daily sales projections ÷ total week's projection)
10.3% 9.8% 9.9% 11.6% 16.7% 21.7% 19.9% R
Daily Hours Allowance by Craft Position (position total allowed hours x day's projected sales % of week's projected sales)
Host Hrs 13.1 12.4 12.6 14.7 21.3 27.6 25.2 S
$ 104.36 99.00 100.59 117.27 169.41 220.05 201.06 T
Server Hrs 48.6 46.1 46.8 54.6 78.8 102.4 93.5
$ 166.53 157.99 160.52 187.14 270.33 351.14 320.84
Cook Hrs 32.6 30.9 31.4 36.7 53.0 68.8 62.8
$ 326.84 310.07 315.05 367.29 530.57 689.16 629.70
Combo Hrs 17.5 16.6 16.8 19.6 28.4 36.9 33.7
$ 142.10 134.82 136.98 159.69 230.68 299.64 273.78
Daily Total Hrs 111.7 106.0 107.7 125.6 181.4 235.6 215.3 U
$ 739.83 701.88 713.13 831.40 1200.99 1559.98 1425.39 V

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Theoretical Labor Allowance Calculator

Exercise 2 Answer Key - Worksheet 3 Talking Points
This worksheet gives you a theoretical idea of the maximum number of craft hours and dollars you can spend each day for each craft position
based on the total percentage of sales you are budgeted for labor costs.
A. Calculated by adding together each of the week's daily sales projections, so start this worksheet by entering the daily sales projections below (line
Q).
B. Where do you get this number? If you are provided a written budget by your supervisor, this number will be included in it. If you are not provided a
written budget, ask your supervisor what the expectation is.
C. Multiply the projected sales for the week by the total labor budget (Line A x Line B). This is the total dollar amount you have available for labor costs
including everything.
D. This is the fixed weekly salaries of all salaried managers for this restaurant combined.
E. The example here is a fixed dollar amount that includes things like insurance, unemployment premiums, and bonus program reserves. If your
restaurant has a manager benefit cost that is included in labor cost it could be a fixed amount or a percentage. Where do you get this number? Ask
your supervisor if your restaurant has a management benefits cost that is included in the total labor cost and, if so, what that benefits figure is.
F. This is the weekly management salaries and the management benefits amount together.
G. Subtract the total management labor cost from the total labor dollars available (Line C - Line F) to find out how much you have left to spend on
scheduling your craft employees.
H. The example here is a fixed percentage of craft labor dollars. In this case, it includes costs like unemployment and worker's compensation
premiums. If your restaurant has a craft employee benefit costs that are included in the labor cost it could be a fixed amount or a percentage.Where
do you get this number? Ask your supervisor if your restaurant has any craft employee benefits costs that are included in the labor cost and, if so,
what the figure is.
I. Multiply the remaining available craft dollars by the craft labor benefits % (Line G x Line H) to determine the dollar amount of the craft labor benefits.
J. Subtract the craft labor benefits amount from the remaining labor dollars available for craft (Line G - Line I) to determine how much you have left to
spend on scheduling all craft employees including your Crew Chiefs.
K. Enter the total cost of the Crew Chief hours you have scheduled. In the example here this is done before we calculate what we can spend on the
other craft employees because, in this case, the Crew Chief is used as a shift manager and their hours are scheduled based on management
coverage needs in order to ensure all open hours of operation are covered by a supervisor.
L. Subtract the scheduled cost of the Crew Chiefs from the craft labor available before Crew Chiefs (Line J - Line K) to determine how much you have
left to spend on scheduling the non-supervisory hours of craft employees.

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M. This is the percentage of the non-supervisory craft dollars available that you should spend on scheduling each of the non-supervisory craft positions.
Where do you get these numbers? If you are provided a written budget by your supervisor, these figures can be calculated by dividing the dollar
amounts budgeted for each position by the the dollar amount that is budgeted for the four positions combined. If you are not provided a written
budget, ask your supervisor what portion of your non-supervisory craft labor should be spent on each non-spervisory position.
N. Multiply the non-supervisory craft labor $ you have left to schedule by the budgeted % for each position (Line L x Line M) to determine the dollar
amount you could spend for scheduling each of the non-supervisory positions.
O. These will help you figure out how many labor hours the dollar amounts allowed for each position yields on average. Where do you get these
numbers? The simplest way to is to, for each position, add up all of the employee's actual rates of pay and divide the result by the number of
employees employed in that position. Or, for a more accurate figure you can divide a prior period's actual wages paid for the employees in each
position by the number of hours actually worked by the employees of that position. Ask your supervisor how determining average rates of pay is
done for your restaurant.
P. This how many labor hours the dollar amounts allowed for each position yields on average. In other words, based on the dollars you can spend for
each position, how many work hours can you schedule for each position?
Q. These numbers come from your sales forecasts. Sales "projections" are sales "forecasts."
R. Divide each day's sales projection by the week's total sales projection (Line R ÷ Line A) to determine what percentage of the total sales projected for
the week is planned for each day. This will help you determine how much of the total allowed labor dollars and hours for the week for each position
should be spent, or scheduled, each day.
S. Multiply the total allowed hours for each position by the the day's % of the sales projection (Line P x Line R) to determine the portion of the total
allowed hours for the position that may be scheduled for that day.
T. Multiply the day's allowed hours for the position by that position's average rate of pay (Line S x Line O) to determine the dollar amount you may
spend on scheduling that position for that day.
U. Add up the hours allowed for each position for each day to see the total number of work hours you may schedule for all employees that day.
V. Add up the dollars allowed for each position for each day to see the total number of labor dollars you may spend for all employees that day.
Keep in mind that the purpose of this process is to give you a guideline to work from for scheduling your team members without exceeding
your total budgeted labor cost. You can schedule more hours and dollars of one position than shown and less on another. There are a lot of
ways you can adjust your scheduling to increase the hours you schedule or reduce the dollars you spend, many of which we'll discuss as we
practice making employee work schedules. The point is that they should balance out so that, regardless of how much is scheduled, you do not
exceed your labor budget. This Theoretical Labor Allowance Calculator and the process it demonstrates gives you a solid foundation to work
from to make that happen.

IHOP 202
Restaurant #: 0000

39 43 282 47 0 1 1 0 0
166 189 732 122 1 2 1 1 0
312 304 1732 289 1 4 2 2 0
333 266 2485 414 1 5 2 2 0
256 137 2293 382 1 4 2 2 0
288 316 2825 471 2 5 3 2 0
198 265 1787 298 1 4 2 2 0
102 124 1096 183 1 2 1 1 0
72 80 609 102 1 2 1 1 0
58 75 638 106 1 2 1 1 0
35 42 375 63 0 2 1 0 0
134 179 746 124 1 2 1 1 0
149 363 1162 194 1 2 1 1 0
93 68 813 135 1 2 1 1 0
40 54 260 43 0 1 1 0 0
32 16 166 28 0 1 1 0 0
63 80 465 78 0 2 1 0 0
74 123 548 91 1 2 1 0 0
55 13 381 63 0 2 1 0 0
37 25 407 68 0 2 1 0 0
48 52 186 31 0 1 1 0 0
26 3 104 17 0 1 1 0 0
8 0 28 5 0 1 1 0 0
41 20 140 23 0 1 1 0 0
2659 2836 20118 3353

Module 5
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IHOP 202
Hourly Sales Tracking a

Day of Week: Monday
Date 08/17/09 08/24/09 08/31/09 09/07/09 09/14/09 09/21/09

6:00am - 7:00am 49 70 59 50 42 34
7:00am - 8:00am 128 49 61 98 104 175
8:00am - 9:00am 296 363 255 146 202 373
9:00am - 10:00am 446 702 498 237 362 580

10:00am - 11:00am 558 661 319 173 326 674
11:00am - 12:00pm 497 662 514 390 489 619
12:00pm - 1:00pm 469 1085 212 166 284 359
1:00pm - 2:00pm 280 719 231 59 143 216
2:00pm - 3:00pm 205 297 83 89 51 80
3:00pm - 4:00pm 145 238 67 123 99 129
4:00pm - 5:00pm 106 108 53 70 27 69
5:00pm - 6:00pm 133 112 153 56 49 157
6:00pm - 7:00pm 229 226 186 182 190 144
7:00pm - 8:00pm 128 176 357 234 107 74
8:00pm - 9:00pm 43 19 38 70 58 28
9:00pm - 10:00pm 28 30 24 16 36 49
10:00pm - 11:00pm 83 112 77 89 73 53
11:00pm - 12:00am 103 142 86 53 68 94
12:00am - 1:00am 65 118 63 50 68 80

1:00am - 2:00am 70 101 93 108 62 44
2:00am - 3:00am 34 10 8 24 22 48
3:00am - 4:00am 22 32 21 54 0 0
4:00am - 5:00am 10 31 0 0 3 7
5:00am - 6:00am 37 9 4 27 35 12
DAY TOTAL 4163 6073 3463 2565 2900 4097
Module 5
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IHOP 202
and Forecasting Worksheet

Restaurant #: 0000

47 55 333 55 0 2 1 0 0
196 102 574 96 1 2 1 0 0
83 228 1163 194 1 2 1 1 0
302 277 1805 301 1 4 2 2 0
501 370 2145 357 1 4 2 2 0
530 393 2028 338 1 4 2 2 0
375 321 1865 311 1 4 2 2 0
152 130 768 128 1 2 1 1 0
127 135 634 106 1 2 1 1 0
44 77 502 84 1 2 1 0 0
102 148 524 87 1 2 1 0 0
123 294 924 154 1 2 1 1 0
292 347 1633 272 1 4 2 2 0
218 93 815 136 1 2 1 1 0
113 11 706 118 1 2 1 1 0
55 49 286 48 0 1 1 0 0
60 76 473 79 0 2 1 0 0
15 22 728 121 1 2 1 1 0
64 16 305 51 0 2 1 0 0
37 40 402 67 0 2 1 0 0
37 102 323 54 0 2 1 0 0
50 22 124 21 0 1 1 0 0
0 56 62 10 0 1 1 0 0
8 42 160 27 0 1 1 0 0
3532 3408 19087 3181

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IHOP 202

Date 08/18/09 08/25/09 09/01/09 09/08/09 09/15/09 09/22/09

6:00am - 7:00am 59 105 40 5 61 71
7:00am - 8:00am 103 141 71 63 94 56

8:00am - 9:00am 211 210 232 34 221 210
9:00am - 10:00am 296 438 148 233 338 359
10:00am - 11:00am 573 343 318 289 300 313
11:00am - 12:00pm 264 256 435 322 163 358
12:00pm - 1:00pm 579 324 176 260 335 250
1:00pm - 2:00pm 182 78 120 119 169 75
2:00pm - 3:00pm 86 40 121 135 48 117
3:00pm - 4:00pm 136 72 164 86 63 68

4:00pm - 5:00pm 145 30 93 51 25 103
5:00pm - 6:00pm 173 211 72 150 161 106
6:00pm - 7:00pm 342 137 301 210 246 242
7:00pm - 8:00pm 159 101 148 238 96 44
8:00pm - 9:00pm 147 142 122 137 171 45

9:00pm - 10:00pm 103 27 44 45 43 49
10:00pm - 11:00pm 113 101 66 105 66 55
11:00pm - 12:00am 133 201 122 112 201 137

12:00am - 1:00am 175 57 118 39 0 10
1:00am - 2:00am 103 117 22 56 56 109

2:00am - 3:00am 66 38 60 34 34 87
3:00am - 4:00am 8 8 26 21 20 27
4:00am - 5:00am 0 16 14 20 12 0
5:00am - 6:00am 23 0 75 55 5 26
DAY TOTAL 4181 3193 3107 2821 2928 2918
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Exercise 2 Answer Key - Worksheet 4A
IHOP 202
Restaurant #: 0000

39 43 282 47 0 1 1 0 0
166 189 732 122 1 2 1 1 0
312 304 1732 289 1 4 2 2 0
333 266 2485 414 1 5 2 2 0
256 137 2293 382 1 4 2 2 0
288 316 2825 471 2 5 3 2 0
198 265 1787 298 1 4 2 2 0
102 124 1096 183 1 2 1 1 0
72 80 609 102 1 2 1 1 0
58 75 638 106 1 2 1 1 0
35 42 375 63 0 2 1 0 0
134 179 746 124 1 2 1 1 0
149 363 1162 194 1 2 1 1 0
93 68 813 135 1 2 1 1 0
40 54 260 43 0 1 1 0 0
32 16 166 28 0 1 1 0 0
63 80 465 78 0 2 1 0 0
74 123 548 91 1 2 1 0 0
55 13 381 63 0 2 1 0 0
37 25 407 68 0 2 1 0 0
48 52 186 31 0 1 1 0 0
26 3 104 17 0 1 1 0 0
8 0 28 5 0 1 1 0 0
41 20 140 23 0 1 1 0 0
2659 2836 20118 3353

Module 5
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IHOP 202

Day of Week: Monday
Date 08/17/09 08/24/09 08/31/09 09/07/09 09/14/09 09/21/09

6:00am - 7:00am 49 70 59 50 42 34
7:00am - 8:00am 128 49 61 98 104 175
8:00am - 9:00am 296 363 255 146 202 373
9:00am - 10:00am 446 702 498 237 362 580
10:00am - 11:00am 558 661 319 173 326 674
11:00am - 12:00pm 497 662 514 390 489 619
12:00pm - 1:00pm 469 1085 212 166 284 359
1:00pm - 2:00pm 280 719 231 59 143 216
2:00pm - 3:00pm 205 297 83 89 51 80
3:00pm - 4:00pm 145 238 67 123 99 129
4:00pm - 5:00pm 106 108 53 70 27 69
5:00pm - 6:00pm 133 112 153 56 49 157
6:00pm - 7:00pm 229 226 186 182 190 144
7:00pm - 8:00pm 128 176 357 234 107 74
8:00pm - 9:00pm 43 19 38 70 58 28
9:00pm - 10:00pm 28 30 24 16 36 49
10:00pm - 11:00pm 83 112 77 89 73 53
11:00pm - 12:00am 103 142 86 53 68 94

12:00am - 1:00am 65 118 63 50 68 80
1:00am - 2:00am 70 101 93 108 62 44

2:00am - 3:00am 34 10 8 24 22 48
3:00am - 4:00am 22 32 21 54 0 0
4:00am - 5:00am 10 31 0 0 3 7
5:00am - 6:00am 37 9 4 27 35 12
DAY TOTAL 4163 6073 3463 2565 2900 4097
Module 5
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Exercise 2 Answer Key - Worksheet 4B
IHOP 202
and Forecasting Worksheet

Restaurant #: 0000

39 43 282 47 0 1 1 0 0
166 189 732 122 1 2 1 1 0
312 304 1732 289 1 4 2 2 0
333 266 2485 414 1 5 2 2 0
256 137 2293 382 1 4 2 2 0
288 316 2825 471 2 5 3 2 0
198 265 1787 298 1 4 2 2 0
102 124 1096 183 1 2 1 1 0
72 80 609 102 1 2 1 1 0
58 75 638 106 1 2 1 1 0
35 42 375 63 0 2 1 0 0
134 179 746 124 1 2 1 1 0
149 363 1162 194 1 2 1 1 0
93 68 813 135 1 2 1 1 0
40 54 260 43 0 1 1 0 0
32 16 166 28 0 1 1 0 0
63 80 465 78 0 2 1 0 0
74 123 548 91 1 2 1 0 0
55 13 381 63 0 2 1 0 0
37 25 407 68 0 2 1 0 0
48 52 186 31 0 1 1 0 0
26 3 104 17 0 1 1 0 0
8 0 28 5 0 1 1 0 0
41 20 140 23 0 1 1 0 0
2659 2836 20118 3353

Module 5
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IHOP 202

Day of Week: Monday
Date 08/17/09 08/24/09 08/31/09 09/07/09 09/14/09 09/21/09

6:00am - 7:00am 49 70 59 50 42 34
7:00am - 8:00am 128 49 61 98 104 175
8:00am - 9:00am 296 363 255 146 202 373
9:00am - 10:00am 446 702 498 237 362 580
10:00am - 11:00am 558 661 319 173 326 674
11:00am - 12:00pm 497 662 514 390 489 619
12:00pm - 1:00pm 469 1085 212 166 284 359
1:00pm - 2:00pm 280 719 231 59 143 216
2:00pm - 3:00pm 205 297 83 89 51 80
3:00pm - 4:00pm 145 238 67 123 99 129
4:00pm - 5:00pm 106 108 53 70 27 69
5:00pm - 6:00pm 133 112 153 56 49 157
6:00pm - 7:00pm 229 226 186 182 190 144
7:00pm - 8:00pm 128 176 357 234 107 74
8:00pm - 9:00pm 43 19 38 70 58 28
9:00pm - 10:00pm 28 30 24 16 36 49
10:00pm - 11:00pm 83 112 77 89 73 53
11:00pm - 12:00am 103 142 86 53 68 94

12:00am - 1:00am 65 118 63 50 68 80
1:00am - 2:00am 70 101 93 108 62 44
2:00am - 3:00am 34 10 8 24 22 48
3:00am - 4:00am 22 32 21 54 0 0
4:00am - 5:00am 10 31 0 0 3 7
5:00am - 6:00am 37 9 4 27 35 12
DAY TOTAL 4163 6073 3463 2565 2900 4097
Module 5
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IHOP 202
Restaurant #: 0000

47 55 333 55 0 2 1 0 0
196 102 574 96 1 2 1 0 0
83 228 1163 194 1 2 1 1 0
302 277 1805 301 1 4 2 2 0
501 370 2145 357 1 4 2 2 0
530 393 2028 338 1 4 2 2 0
375 321 1865 311 1 4 2 2 0
152 130 768 128 1 2 1 1 0
127 135 634 106 1 2 1 1 0
44 77 502 84 1 2 1 0 0
102 148 524 87 1 2 1 0 0
123 294 924 154 1 2 1 1 0
292 347 1633 272 1 4 2 2 0
218 93 815 136 1 2 1 1 0
113 11 706 118 1 2 1 1 0
55 49 286 48 0 1 1 0 0
60 76 473 79 0 2 1 0 0
15 22 728 121 1 2 1 1 0
64 16 305 51 0 2 1 0 0
37 40 402 67 0 2 1 0 0
37 102 323 54 0 2 1 0 0
50 22 124 21 0 1 1 0 0
0 56 62 10 0 1 1 0 0
8 42 160 27 0 1 1 0 0
3532 3408 19087 3181

Module 5
Page 24 of 51

IHOP 202

Date 08/18/09 08/25/09 09/01/09 09/08/09 09/15/09 09/22/09

6:00am - 7:00am 59 105 40 5 61 71
7:00am - 8:00am 103 141 71 63 94 56
8:00am - 9:00am 211 210 232 34 221 210
9:00am - 10:00am 296 438 148 233 338 359
10:00am - 11:00am 573 343 318 289 300 313
11:00am - 12:00pm 264 256 435 322 163 358
12:00pm - 1:00pm 579 324 176 260 335 250
1:00pm - 2:00pm 182 78 120 119 169 75
2:00pm - 3:00pm 86 40 121 135 48 117
3:00pm - 4:00pm 136 72 164 86 63 68
4:00pm - 5:00pm 145 30 93 51 25 103
5:00pm - 6:00pm 173 211 72 150 161 106
6:00pm - 7:00pm 342 137 301 210 246 242
7:00pm - 8:00pm 159 101 148 238 96 44
8:00pm - 9:00pm 147 142 122 137 171 45
9:00pm - 10:00pm 103 27 44 45 43 49
10:00pm - 11:00pm 113 101 66 105 66 55
11:00pm - 12:00am 133 201 122 112 201 137
12:00am - 1:00am 175 57 118 39 0 10

1:00am - 2:00am 103 117 22 56 56 109
2:00am - 3:00am 66 38 60 34 34 87
3:00am - 4:00am 8 8 26 21 20 27
4:00am - 5:00am 0 16 14 20 12 0
5:00am - 6:00am 23 0 75 55 5 26
DAY TOTAL 4181 3193 3107 2821 2928 2918
Module 5
Page 25 of 51

IHOP 202
Restaurant #: 0000

47 55 333 55 0 2 1 0 0
196 102 574 96 1 2 1 0 0
83 228 1163 194 1 2 1 1 0
302 277 1805 301 1 4 2 2 0
501 370 2145 357 1 4 2 2 0
530 393 2028 338 1 4 2 2 0
375 321 1865 311 1 4 2 2 0
152 130 768 128 1 2 1 1 0
127 135 634 106 1 2 1 1 0
44 77 502 84 1 2 1 0 0
102 148 524 87 1 2 1 0 0
123 294 924 154 1 2 1 1 0
292 347 1633 272 1 4 2 2 0
218 93 815 136 1 2 1 1 0
113 11 706 118 1 2 1 1 0
55 49 286 48 0 1 1 0 0
60 76 473 79 0 2 1 0 0
15 22 728 121 1 2 1 1 0
64 16 305 51 0 2 1 0 0
37 40 402 67 0 2 1 0 0
37 102 323 54 0 2 1 0 0
50 22 124 21 0 1 1 0 0
0 56 62 10 0 1 1 0 0
8 42 160 27 0 1 1 0 0
3532 3408 19087 3181

Module 5
Page 26 of 51

IHOP 202

Date 08/18/09 08/25/09 09/01/09 09/08/09 09/15/09 09/22/09

6:00am - 7:00am 59 105 40 5 61 71
7:00am - 8:00am 103 141 71 63 94 56
8:00am - 9:00am 211 210 232 34 221 210
9:00am - 10:00am 296 438 148 233 338 359
10:00am - 11:00am 573 343 318 289 300 313
11:00am - 12:00pm 264 256 435 322 163 358
12:00pm - 1:00pm 579 324 176 260 335 250
1:00pm - 2:00pm 182 78 120 119 169 75
2:00pm - 3:00pm 86 40 121 135 48 117
3:00pm - 4:00pm 136 72 164 86 63 68
4:00pm - 5:00pm 145 30 93 51 25 103
5:00pm - 6:00pm 173 211 72 150 161 106
6:00pm - 7:00pm 342 137 301 210 246 242
7:00pm - 8:00pm 159 101 148 238 96 44
8:00pm - 9:00pm 147 142 122 137 171 45
9:00pm - 10:00pm 103 27 44 45 43 49
10:00pm - 11:00pm 113 101 66 105 66 55
11:00pm - 12:00am 133 201 122 112 201 137

12:00am - 1:00am 175 57 118 39 0 10
1:00am - 2:00am 103 117 22 56 56 109
2:00am - 3:00am 66 38 60 34 34 87
3:00am - 4:00am 8 8 26 21 20 27
4:00am - 5:00am 0 16 14 20 12 0
5:00am - 6:00am 23 0 75 55 5 26
DAY TOTAL 4181 3193 3107 2821 2928 2918
Module 5
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IHOP 202
Restaurant #: 0000

67 81 276 46 0 1 1 0 0
108 92 405 67 0 2 1 0 0
231 215 1151 192 1 2 1 1 0
220 338 1969 328 1 4 2 2 0
503 311 2209 368 1 4 2 2 0
314 321 2058 343 1 4 2 2 0
408 383 1798 300 1 4 2 2 0
390 142 961 160 1 2 1 1 0
114 171 744 124 1 2 1 1 0
103 63 511 85 1 2 1 0 0
61 95 658 110 1 2 1 1 0
243 233 893 149 1 2 1 1 0
312 167 1618 270 1 4 2 2 0
175 224 1106 184 1 2 1 1 0
102 106 759 127 1 2 1 1 0
16 106 483 80 1 2 1 0 0
67 108 379 63 0 2 1 0 0
91 63 450 75 0 2 1 0 0
56 57 257 43 0 1 1 0 0
56 34 189 32 0 1 1 0 0
18 10 72 12 0 1 1 0 0
25 53 116 19 0 1 1 0 0
22 20 130 22 0 1 1 0 0
18 0 142 24 0 1 1 0 0
3721 3391 19394 3232

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IHOP 202

Day of Week: Wednesday
Date 08/19/09 08/26/09 09/02/09 09/09/09 09/16/09 09/23/09

6:00am - 7:00am 103 42 14 18 0 54
7:00am - 8:00am 77 72 70 56 0 39
8:00am - 9:00am 166 96 129 201 333 209
9:00am - 10:00am 436 309 378 177 460 289
10:00am - 11:00am 534 317 295 347 356 375
11:00am - 12:00pm 396 233 383 323 320 474
12:00pm - 1:00pm 484 172 214 257 226 310
1:00pm - 2:00pm 139 155 126 167 195 163
2:00pm - 3:00pm 13 131 86 122 187 120
3:00pm - 4:00pm 180 78 40 59 72 135
4:00pm - 5:00pm 72 134 197 212 55 100
5:00pm - 6:00pm 0 61 138 107 187 167
6:00pm - 7:00pm 323 318 301 259 176 252
7:00pm - 8:00pm 174 133 222 116 256 177
8:00pm - 9:00pm 171 102 169 110 195 63
9:00pm - 10:00pm 58 116 111 119 21 72
10:00pm - 11:00pm 209 47 5 70 0 82
11:00pm - 12:00am 467 84 104 42 0 67

12:00am - 1:00am 382 103 0 0 0 40
1:00am - 2:00am 39 47 0 14 0 73
2:00am - 3:00am 57 0 0 27 0 16
3:00am - 4:00am 43 23 0 10 0 15
4:00am - 5:00am 49 27 23 19 0 18
5:00am - 6:00am 75 27 24 29 0 45
DAY TOTAL 4649 2826 3029 2859 3039 3355
Module 5
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Module 5
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RESTAURANT WEEKLY WORK SCHEDULE

10/12 10/13 10/14 10/15 10/16 10/17 10/18
HOSTS
0RQGD\ 7XHVGD\ :HGQHVGD\ 7KXUVGD\ )ULGD\ 6DWXUGD\ 6XQGD\
0DWW IN
OUT
8:00 AM
4:00 PM
7:00 AM
2:00 PM
7:00 AM
1:00 PM
7:00 AM
1:00 PM
7:00 AM
2:00 PM
%ULWWQH\ IN
OUT
8:00 AM
3:00 PM
8:00 AM
4:00 PM
9:00 AM
4:00 PM
8:00 AM
3:00 PM
9:00 AM
4:00 PM
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
0HOLVVD IN
OUT
5:00 PM
12:00 AM
2:00 PM
9:00 PM
5:00 PM
11:00 PM
3:00 PM
10:00 PM
4:00 PM
11:00 PM
&KULVWLQH5 IN
OUT
3:00 PM
10:00 PM
5:00 PM
12:00 AM
11:00 PM
4:00 AM
10:00 PM
4:00 AM
IN
OUT

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IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
&KULVWLQH3 IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT

Module 5
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10/12 10/13 10/14 10/15 10/16 10/17 10/18
SERVERS
&DUULH IN
OUT
6:00 AM
1:00 PM
6:00 AM
1:00 PM
6:00 AM
1:00 PM
6:00 AM
12:30 PM
6:00 AM
12:00 PM
.HQGUD IN
OUT
6:00 AM
12:00 PM
6:00 AM
1:00 PM
6:00 AM
1:00 PM
6:00 AM
12:30 PM
6:00 AM
12:00 PM
.DUHQ IN
OUT
7:00 AM
1:00 PM
6:00 AM
1:00 PM
8:00 AM
2:00 PM
8:00 AM
1:00 PM
8:00 AM
1:00 PM
*DU\ IN
OUT
7:30 AM
2:00 PM
6:00 AM
1:00 PM
7:00 AM
1:00 PM
8:00 AM
1:00 PM
8:00 AM
2:00 PM
6XVLH IN
OUT
8:00 AM
3:00 PM
9:00 AM
3:00 PM
9:00 AM
3:00 PM
8:00 AM
2:00 PM
9:00 AM
2:00 PM
&DQGDFH IN
OUT
9:00 AM
2:00 PM
$QJLH IN
OUT
9:00 AM
4:00 PM
9:00 AM
4:00 PM
7:00 AM
2:00 PM
8:00 AM
3:00 PM
9:00 AM
2:00 PM
5RE IN
OUT
3:00 PM
8:00 PM
9:00 AM
4:00 PM
9:00 AM
4:00 PM
9:00 AM
3:00 PM
9:00 AM
2:00 PM
$VKOH\ IN
OUT
9:00 AM
3:00 PM
9:00 AM
2:00 PM
IN
OUT
IN
OUT
6KDQWHO IN
OUT
4:00 PM
10:00 PM
3:00 PM
8:30 PM
3:00 PM
10:00 PM
10:00 AM
4:00 PM
9:00 AM
3:00 PM
/LQGD IN
OUT
8:00 PM
2:00 AM
4:00 PM
9:00 PM
4:00 PM
11:00 PM
3:00 PM
8:00 PM
10:00 AM
5:00 PM
Module 5
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'DQD IN
OUT
2:00 PM
8:00 PM
4:00 PM
9:00 PM
3:00 PM
9:00 PM
/LQGVH\ IN
OUT
3:00 PM
8:30 PM
6:00 PM
11:00 PM
5:00 PM
11:00 PM
3HWH IN
OUT
5:30 PM
11:00 PM
4:00 PM
11:00 PM
4:00 PM
11:00 PM
5:00 PM
12:00 AM
6:00 PM
12:00 AM
-RUGDQ IN
OUT
IN
OUT
IN
OUT
IN
OUT
&KULV IN
OUT
9:00 PM
3:00 AM
4:30 PM
12:00 AM
5:00 PM
12:00 AM
6:00 PM
2:00 AM
9:00 PM
3:00 AM
6DUD IN
OUT
10:00 PM
6:00 AM
11:00 PM
6:00 AM
10:00 PM
4:00 AM
11:00 PM
6:00 AM
9:00 PM
3:00 AM
-RVK IN
OUT
11:00 PM
6:00 AM
11:00 PM
6:00 AM
11:00 PM
6:00 AM
12:00 AM
6:00 AM
11:00 PM
6:00 AM
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT

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10/12 10/13 10/14 10/15 10/16 10/17 10/18

COOKS 0RQGD\ 7XHVGD\ :HGQHVGD\ 7KXUVGD\ )ULGD\ 6DWXUGD\ 6XQGD\
&DUORVSUHS IN
OUT
7:00 AM
2:00 PM
7:00 AM
2:00 PM
7:00 AM
3:00 PM
7:00 AM
3:00 PM
7:00 AM
3:00 PM
0LNH IN
OUT
6:00 AM
12:30 PM
6:00 AM
1:00 PM
5:00 AM
1:00 PM
6:00 AM
1:00 PM
6:00 AM
1:00 PM
-RH IN
OUT
8:30 AM
2:00 PM
9:00 AM
3:00 PM
9:00 AM
3:00 PM
8:00 AM
1:30 PM
8:00 AM
1:30 PM
%LOO IN
OUT
9:00 AM
4:00 PM
6:00 AM
1:00 PM
6:00 AM
12:30 PM
8:00 AM
2:00 PM
9:00 AM
2:00 PM
+HDWKHU IN
OUT
8:00 AM
2:00 PM
8:00 AM
2:00 PM
8:00 AM
2:00 PM
9:00 AM
3:00 PM
9:00 AM
2:30 PM
-DPDO IN
OUT
4:00 PM
11:00 PM
8:00 AM
2:00 PM
9:00 AM
3:00 PM
10:00 AM
4:00 PM
9:00 AM
4:00 PM
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
/HZLV IN
OUT
3:00 PM
9:00 PM
3:00 PM
10:00 PM
2:00 PM
8:30 PM
3:00 PM
8:30 PM
4:00 PM
9:00 PM

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5DFKHO IN
OUT
10:00 PM
6:00 AM
4:00 PM
11:00 PM
5:00 PM
11:00 PM
6:00 PM
11:00 PM
4:00 PM
11:00 PM
.DUO IN
OUT
11:00 PM
6:00 AM
11:00 PM
6:00 AM
9:00 PM
2:00 AM
11:00 PM
3:00 AM
11:00 PM
6:00 AM
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
)UDQN IN
OUT
5:30 PM
5:00 AM
11:00 PM
6:00 AM
12:00 AM
6:00 AM
-RVH IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT

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10/12 10/13 10/14 10/15 10/16 10/17 10/18
COMBOS
7HG IN
OUT
7:00 AM
1:00 PM
8:00 AM
1:00 PM
7:00 AM
1:00 PM
7:00 AM
12:30 PM
7:00 AM
1:00 PM
$OEHUWR IN
OUT
8:00 AM
4:00 PM
8:00 AM
1:00 PM
8:00 AM
4:00 PM
8:00 AM
2:00 PM
8:00 AM
2:00 PM
.DWK\ IN
OUT
5:00 PM
12:00 AM
9:00 AM
3:00 PM
8:00 AM
1:00 PM
8:00 AM
3:00 PM
9:00 AM
4:00 PM
.HYLQ IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
.DOHE IN
OUT
5:00 PM
10:00 PM
3:00 PM
9:00 PM
6WHYHQ IN
OUT
9:00 AM
3:00 PM
9:00 AM
3:00 PM
6:00 PM
12:00 AM
5:00 PM
11:00 PM
5:00 PM
11:00 PM
IN
OUT

Module 5
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IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
&DPHURQ IN
OUT
5:00 PM
12:30 AM
4:00 PM
9:30 PM
5:00 PM
12:00 AM
10:00 PM
4:00 AM
10:00 PM
4:00 AM
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT
IN
OUT

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LABOR PLAN SUMMARY

Store # 0000 Week Ending: October 18, 2009
Projected Sales: $32,507 Targeted Productivity $28.81
REG HRS OT HRS TOTAL HRS % HRS REG PAY OT PAY % CRAFT % SALES
COOKS 324.0 0.0 324.0 28.1% 3,246.48 0.00 41.7% 10.0%
SERVERS 482.0 0.0 482.0 41.8% 1,653.26 0.00 21.2% 5.1%
COMBOS 173.8 0.0 173.8 15.1% 1,412.59 0.00 18.1% 4.3%
HOSTS 128.8 0.0 128.8 11.2% 1,026.14 0.00 13.2% 3.2%
CREW CHIEF 45.0 0.0 45.0 3.9% 450.00 0.00 5.8% 1.4%
OT ALL 0.0 0.0% 0.00 0.0% 0.0%
CRAFT 1,153.5 0.0 1,153.5 100.0% 7,788.47 0.00 100.0% 24.0%
ASST MGR 1,224.80 3.8%
GEN MGR 874.80 2.7%
SUBTOTAL 9,888.07 30.4%
BENEFITS 1,878.56 5.8%
TOTAL 11,766.62 36.2%
DAILY HOURS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY TOTAL
COOKS 40.5 37.5 37.3 41.8 51.8 61.3 54.0 324.0
SERVERS 52.5 58.3 55.0 57.0 78.8 96.0 84.5 482.0
COMBOS 21.8 19.3 17.3 18.8 32.3 38.5 26.0 173.8
HOSTS 15.0 14.0 14.0 15.0 24.3 26.3 20.3 128.8
DAY SUBTOTAL 129.8 129.0 123.5 132.5 187.0 222.0 184.8 1108.5

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CREW CHIEF 15.0 7.5 7.5 7.5 0.0 0.0 7.5 45.0
DAY CRAFT 144.8 136.5 131.0 140.0 187.0 222.0 192.3 1153.5
ALLOWANCE 126.7 113.5 115.2 133.1 181.4 235.6 222.8 1128.3
± ALLOWANCE 18.0 23.0 15.8 6.9 5.6 -13.6 -30.5 25.2

PRODUCTIVITY 23.16 23.30 24.67 26.91 29.11 31.85 33.60 28.18
DAILY $$$$ MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY TOTAL
COOKS 405.81 375.75 373.25 418.34 518.54 613.73 541.08 3246.48
SERVERS 180.08 199.80 188.65 195.51 270.11 329.28 289.84 1653.26
COMBOS 176.83 156.50 140.24 152.44 262.19 313.01 211.38 1412.59
HOSTS 119.55 111.58 111.58 119.55 193.27 209.21 161.39 1026.14
DAY SUBTOTAL 882.26 843.63 813.72 885.83 1244.11 1465.22 1203.69 7338.47
% SALES 26.3% 26.5% 25.2% 23.5% 22.9% 20.7% 18.6% 22.6%
CREW CHIEF 150.00 75.00 75.00 75.00 0.00 0.00 75.00 450.00
DAY CRAFT 1032.26 918.63 888.72 960.83 1244.11 1465.22 1278.69 7788.47
% SALES 30.8% 28.9% 27.5% 25.5% 22.9% 20.7% 19.8% 24.0%
$ ALLOWANCE 889.83 776.88 788.13 906.40 1200.99 1559.98 1500.39 7622.60
± ALLOWANCE 142.43 141.75 100.58 54.43 43.13 -94.76 -221.70 165.87
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY TOTAL

FORECASTED NET
SALES $3,353 $3,181 $3,232 $3,768 $5,443 $7,070 $6,460 $32,507
AVG RATE/PAY Cooks = $10.02 Servers = $3.43 Combos = $8.13 Hosts = $7.97

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Master Team Member Schedules 22 • Summary: Discusses the use of master
schedules to make it easier to produce
schedules from week to week.
Once the Workweek Begins 22 • Summary: Explains that after the schedule
is posted, the Manager must continue to
monitor sales and productivity to prevent
over or under-staffing.
Monitoring and Reacting to Sales 22-23 • Summary: Explains that actual sales must be
compared to the forecast sales amount. One
of the most common tools for doing so is the
Unit Labor Control Plan & Results form.
22 • Activity: Discuss and complete the form
with the Learner using Worksheet 12.

Module 5
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Module 5
Page 42 of 51
UNIT LABOR CONTROL PLAN & RESULTS

October 18, 2009 UNIT # 0000
MON TUE WED THU FRI SAT SUN
DAY PLAN SALES 3,353 3,181 3,232 3,768 5,443 7,070 6,460
DAY ACTUAL SALES 3,469 3,118 3,201 3,815 5,672 7,312 7,145
$ DIFF +/- 116 -63 -31 47 229 242 685
% DIF 3.5% -2.0% -1.0% 1.2% 4.2% 3.4% 10.6%
WTD PLAN SALES 6,534 9,766 13,534 18,977 26,047 32,507 A
WTD ACTUAL SALES 6,587 9,788 13,603 19,275 26,587 33,732
DIFF +/- 53 22 69 298 540 1,225
WTD% DIF 0.8% 0.2% 0.5% 1.6% 2.1% 3.8%
LAST WEEK WTD SALES 2,836 6,243 9,634 13,353 19,261 27,731 34,112
$ DIFF +/- 633 344 154 250 14 -1,144 -380 B
% DIF 18.2% 11.0% 4.8% 6.6% 0.3% -15.6% -5.3%
LAST YEAR SALES 3,142 2,828 2,993 3,471 5,486 6,954 7,118
$ COMP DIFF +/- 327 290 208 344 186 358 27
% COMP DIF 9.4% 9.3% 6.5% 9.0% 3.3% 4.9% 0.4%
WTD LAST YEAR SALES 5,970 8,963 12,434 17,920 24,874 31,992
C
$ COMP DIFF +/- WTD 617 825 1,169 1,355 1,713 1,740
% COMP DIF WTD 9.4% 8.4% 8.6% 7.0% 6.4% 5.2%
DAY PLAN CRAFT HOURS 144.8 136.5 131.0 140.0 187.0 222.0 192.3
DAY ACTUAL CRAFT HOURS 145.6 138.3 128.2 141.1 194.7 228.9 197.0
DIFF +/- 0.8 1.8 -2.8 1.1 7.7 6.9 4.8
WTD PLAN CRAFT HOURS 281.3 412.3 552.3 739.3 961.3 1153.5
D
WTD ACTUAL CRAFT HOURS 283.9 412.1 553.2 747.9 976.8 1173.8
DIFF +/- 2.6 -0.2 0.9 8.6 15.5 20.3
DAY PLAN CRAFT LABOR $ 1032 919 889 961 1244 1465 1279
DAY ACTUAL CRAFT LABOR $ 1040 934 871 970 1296 1511 1318
DIFF +/- 8 15 -18 9 52 46 39
WTD PLAN CRAFT LABOR $ 1,951 2,840 3,800 5,045 6,510 7,788
E

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E
WTD ACTUAL CRAFT LABOR $ 1,974 2,845 3,815 5,111 6,622 7,940
DIFF +/- 23 5 15 66 112 152
DAY PLAN CRAFT LABOR % 30.8% 28.9% 27.5% 25.5% 22.9% 20.7% 19.8%
DAY ACTUAL CRAFT LABOR % 30.0% 30.0% 27.2% 25.4% 22.8% 20.7% 18.4%
DIFF +/- -0.8% 1.1% -0.3% -0.1% 0.0% -0.1% -1.3%
WTD PLAN CRAFT LABOR % 29.9% 29.1% 28.1% 26.6% 25.0% 24.0%
F
WTD ACTUAL CRAFT LABOR % 30.0% 29.1% 28.0% 26.5% 24.9% 23.5%
DIFF +/- 0.1% 0.0% 0.0% -0.1% -0.1% -0.4%
PLAN EARN HOURS 126.7 113.5 115.2 133.1 181.4 235.6 222.8
EARNED HOURS WTD 120.4 108.2 111.1 132.4 196.9 253.8 248.0
G
PLAN PRODUCTIVITY WTD $23.16 $23.23 $23.69 $24.51 $25.67 $27.10 $28.18
ACTUAL PRODUCTIVITY WTD $23.83 $23.20 $23.75 $24.59 $25.77 $27.22 $28.74 H
DIFF +/- $0.66 -$0.03 $0.06 $0.08 $0.10 $0.12 $0.56
DAY PLAN CRAFT BENEFITS $ 183 163 157 170 220 259 226
FIXED MANAGER BENEFITS $ 71 71 71 71 72 72 72
MANAGER SALARIES $ 300 300 300 300 300 300 300
DAY PLAN TOTAL LABOR $ 1586 1452 1417 1502 1836 2097 1877
DAY ACTUAL CRAFT BENEFIT $ 163 147 137 152 203 237 207 I
DAY ACTUAL TOTAL LABOR $ 1574 1452 1379 1493 1871 2120 1897
DIFF +/- -12 -1 -38 -9 35 24 20
WTD ACTUAL CRAFT LABOR $ 3,026 4,405 5,898 7,769 9,890 11,787
DIFF +/- -12 -51 -59 -24 0 20
DAY PLAN TOTAL LABOR % 47.3% 45.7% 43.8% 39.9% 33.7% 29.7% 29.1%
DAY ACTUAL TOTAL LABOR % 45.4% 46.6% 43.1% 39.1% 33.0% 29.0% 26.5%
DIFF +/- -1.9% 0.9% -0.8% -0.7% -0.7% -0.7% -2.5%
WTD PLAN TOTAL LABOR % 46.5% 45.6% 44.0% 41.1% 38.0% 36.2%
WTD ACTUAL TOTAL LABOR % 45.9% 45.0% 43.4% 40.3% 37.2% 34.9%
DIFF +/- -0.6% -0.6% -0.7% -0.8% -0.8% -1.3%

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UNIT LABOR CONTROL PLAN & RESULTS

This worksheet helps you monitor your restaurant's actual sales and labor performance each day and progressively throughout the week as
Calculating the "Difference": To calculate a difference between actual and planned numbers, subtract the "plan" figure from the "actual" figure.
If the result is positive, you are over (or more than) planned by the amount of the result. If the result is negative, you are under (or less than)
planned by that amount. To calculate the difference between actual and last week or last year numbers follow the same formula but subtracting
the "last week" or "last year" figure from the "actual" figure.
Calculating the Percentage: To calculate what percentage of sales a figure is, divide the amount in question by the sales amount. For instance,
if you want to know what percentage your actual sales are over your planned sales, divide the dollar amount your were over (the difference) by
the planned amount of sales for the day. In this example for Monday the restaurant's actual sales are $116 over the plan. To find out by what
percentage they are over their plan they would divide this $116 by the planned sales of $3353 which shows us that the $116 difference is 3.5%
more than the planned sales. To figure out what percentage of the sales the craft labor dollars are, follow the same formula by dividing the craft $
amount by the sales amount. In this example for Monday the restaurant's actual craft dollar amount was $1040. To find out what percentage of
the actual sales that is, they would divide the $1040 by the actual sales of $3469 which shows us that the actual craft labor percentage of sales is
30.0%.
A. This section shows us how our actual sales match up against our projected sales. This is important as our entire week's labor plan was
based on our sales projections so if our actual sales are trending significantly higher or lower than our projections our labor plan may not
work. We could find ourselves understaffed if the actual sales are significantly higher than planned or overstaffed if the actual sales are
significantly lower than planned.
In this example, we can see that the restaurant's actual sales were higher than was projected. Monday was 3.5% higher, Friday was 4.2%
higher, Saturday was 3.4% higher and Sunday was 10.6% higher. Though this helped lower the week's total labor cost, there is a strong
possibility the restaurant was understaffed on these days - maybe on Friday and Saturday, but especially Sunday. This manager should look
closely at what might have caused their under-projecting of the sales. Maybe there was a local event that they forgot to adjust their forecat
for? Can you think of any other reasons why their projections may have been so much less than the actuals? What could be some of the
repercussions of understaffing due to underprojecting?
B. This section shows how we are performing in sales compared to last week's sales. This helps us keep an eye on current sales trends which
can be used to forecast sales more accurately.
C. This section shows how we are performing in sales compared to last year's sales for the same period. This helps us keep an eye on sales
trends over the prior year which can be used to forecast sales more accurately.

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Page 45 of 51
D. This section shows us how our actual craft hours match up against our scheduled, or "planned" craft hours. This is important as The hours
we actually use not only equate what we spend in dollars but also represent how well we our restaurant was staffed to take care of the
guests and operational needs. Though we would like the actual hours to be close to our plan in order to keep control of our labor costs, we
also want the actual hours to reflect the same kinds of differences over or less than planned as we see when we compare actual sales to the
planned sales in order to be sure we had the appropriate amount of staffing for the actual sales. If the actual sales are less than planned we
should also use less hours than planned or we will be overstaffed and have a too-high labor cost. On the other hand, if we have significantly
more sales than planned, then we also want to use more labor hours than planned to ensure that we are staffed well enough to properly care
for our guests.
In this example, we can see that, though sales were 2.0% less than planned on Tuesday, the restaurant used more hours than planned. You
will see below that, though it was only 1.8 hours more it also resulted in a 1.1% higher craft labor cost than planned for that day.
You can also see that on Friday the actual sales were higher than planned by 4.2% but the actual hours used were also 4.1% more than
planned. That's good! This shows us that coverage for the unexpected sales was there. We see the same thing for Saturday; actual sales
were higher than planned by 3.4% and actual hours used, in turn, were 3.1% higher than planned.
However, on Sunday the actual sales were 10.6% higher than planned but the actual hours used were only 2.5% more than planned. This
shows that the restaurant was likely significantly understaffed for the unexpected sales that they got that day. We hope that they didn't lose
any potential repeat or future guests because of this.
E. This section shows how much we spent in craft labor dollars compared to the labor dollars we scheduled. This helps us keep an eye how
many more or less dollars we are spending than planned each day and throughout the week.
F. This section shows what percentage of the actual sales our actual craft labor dollars are compared to the percentage of the projected sales
that our planned labor dollars were - in other words, what our actual craft labor percentage as compared to our planned craft labor
percentage. This figure represents the summary of all of the previous comparisons and tells us how we performed against our labor plan,
whether we had sufficient staffing to care for our guests and the restaurant's operation, and whether or not we are likely to meet our labor
cost budget.
In this example, you can see that, though sales were 3.5% more than planned on Monday and, subsequently, the restaurant used more
hours than planned, they still 0.8% lower craft labor cost percentage than planned for that day. This could indicate that the restaurant was
understaffed for the unexpected sales that they brought in but also that the extra hours that they did spend for the additional sales may have
been an effective utilization of employees with lower rates of pay for the added coverage in order to keep costs for the day down.
Also, you can see that, as we mentioned before, though sales were 2.0% less than planned on Tuesday, the restaurant had a 1.1% higher
craft labor cost than planned for that day. This could be considered wasted labor.

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We also noted erlier that on Friday and Saturday the actual sales were higher than planned but the actual hours used were also more than
planned by similar ratios. You can see here that the result was that the craft labor percentage for those two days was right on track with the
plan.
However, you may recall that on Sunday the actual sales were 10.6% higher than planned but the actual hours used were only 2.5% more
than planned. Here we see that not only had the restaurant planned an n extremely low craft labor expenditure for the day but the result of
using significantly fewer hours for such significantly higher sales than planned is an alarmingly low labor cost percentage for that day.
Though this certainly helped balance out the higher labor costs from earlier in the week, it could at the same time result in fewer guests, and
subsequently lower sales in the future. Can you explain why?
G. Another way of comparing staffing effectiveness, this section shows how many hours you could have scheduled based on your sales
projections and how many hours you could have used based on your actual sales.
H. This section shows the actual compared to the planned productivity. Remember this quantitive measurement of our labor productivity tells the
amount of money that was generated in sales for each labor hour we spent. This tells us very quickly whether or not our team is performing
to its full and expected potential. A low rate of productivity could indicate overstaffing, poorly trained employees, or employees who are not
performing to full or expected potential. An higher rate of productivity than expected indicates understaffing.
I. When monitoring our restaurant's labor performance throughout the week, it is important to focus primarily on what you have the most control
over and can respond to, and that is the CRAFT labor numbers. However, it is still important to keep an eye on how the craft labor
performance is affecting the total labor cost for the restaurant to ensure that it does not exceed the budget. These sections allow you to
monitor how the craft performance is impacting the restaurant's total labor for each day and progressively throughout the week.
Keep in mind that the purpose of this process is monitoring your restaurant's labor performance to ensure that you are using enough labor
but not exceeding your total budgeted labor cost. The point is that, regardless of the employee work schedule you posted, you must closely
and consistently monitor what is actually happening with your restaurant's sales and labor costs so that you can identify concerns and react
appropriately.

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Monitoring and Reacting to 24 • Summary: Explains that more labor dollars
Productivity will be spent if the team is not performing to
their full or expected potential.
MONITORING PRODUCTIVITY 24 • Summary: Explains that Managers must
VISUALLY
constantly be visually monitoring to ensure
their teams are being productive.
MONITORING PRODUCTIVITY BY 24 • Summary: Productivity can be defined
WATCHING THE NUMBERS
quantitatively by dividing net sales by
total labor hours. Low productivity could
indicate overstaffing, poor training or team
members not performing to potential. High
productivity could indicate understaffing.
Exercise : Team Member 25 • Summary: Learner practices making • Trainer Note: Exercise 3 Excel Worksheets
Scheduling Practice schedules using Exercise 3 Excel Worksheets are found on the IHOP 202 Training
or the restaurant’s scheduling system. Manager Resource CD.
Monitoring Team Member 26 • Summary: Explains that one of the most
Productivity important duties of the Manager is to ensure
the team is performing, as this impacts many
areas of the business.
Management by Walking Around 26 • Summary: Describes the simple process of
being aware of what is happening in the
restaurant by being present in the dining
room and the galley instead of in the office.
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What to Watch For and Manage 27 • Summary: Provides a series of team • Trainer Note: Discuss the potential impact
member behaviors and actions to watch for of failing to mange each of the areas
that may potentially indicate issues. specified.
Pre-Shift Meetings 27-28 • Summary: Explains that pre-shift meetings
serve as the main method for sharing the
focus of the upcoming shift with the entire
team. Provides examples of the types of
information covered at pre-shift meetings.
Delivering Pre-Shift Meetings 28-29 • Summary: Provides basic guidelines for
delivering pre-shift meetings and the Daily
Planner for Pre-shift Meetings Form, which
is shown in Figure 13.
One-on-One Pre-shift Meetings 29-30 • Summary: Provides guidelines for using the
“TIP TOP” method for conducting one-on-one
team meetings.
30 • Activity: With your assistance, the Learner
will identify important areas of focus for the
upcoming shift, complete the Daily Planner
for Pre-shift Meeting Form shown in Figure
13, and then conduct the pre-shift meeting
for the next shift.

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Monitoring Sidework & Deep 30 • Summary: Explains that ensuring the crew is
Cleaning Assignments completing their assigned additional work is
the responsibility of the Manager.
Guidelines for Successfully 31 • Summary: Explains the guidelines for
Managing Additional Duties successfully managing additional work
assignments.
Sample Sidework & Deep Cleaning 31-34 • Summary: Figures 14-16 provide samples
Checklists of sidework and deep cleaning checklists.
 Figure 14: Sample Sidework Checklist for
2 Cooks on a single line.
 Figure 15: Sample Sidework Checklist for
1 Cook on a single line.
 Figure 16: Sample Deep-Cleaning
Checklist for the galley.
Maintaining Uniform and 35 • Summary: Identifies that the two major • Trainer Note: With increased focus on
Appearance Standards reasons uniform standards are required foodborne illness and communicable
are for the sake of safety and hospitality. diseases, as well as an increased number of
Provides guidelines to follow to ensure team members having visible piercings and
compliance with uniform standards. tattoos, it is more important than ever to
conduct regular uniform checks.

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Sneak Peak: Effective Coaching 35 • Summary: Effective coaching is covered in • Trainer Note: Failure to comply with uniform
the Performance Management module of the standards is a common problem in the
program, but this note box provides a quick restaurant. Take this opportunity to preview
reference for coaching team members who the techniques for coaching to correct
are not measuring up to the behavior. Share with the Learner some of
uniform standard. the methods you use to help ensure your
team members comply with the standard.
• Accurately forecasting is the foundational step of creating a team member work schedule that gives you the information you
need to more effectively and efficiently schedule your team members.
• Forecasting is performed considering sales trends, guest count trends, marketing activities, weather, holidays, local school
calendars, local events, seasonality, and area pay periods.
• Projecting hourly sales is the best way to schedule the right team members at the right times for each day. Once you have
accurately forecasted your hourly sales you can then better determine how many of each type of team member should be
scheduled and when.
• When scheduling, the goal is to find the balance between taking care of the guests and keeping the restaurant clean and safe,
while keeping labor costs in line.
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• Focus on the team member work schedule does not end when the schedule is posted and the work week begins. Managers must
identify whether or not the plan is working by monitoring actual sales and productivity and reacting appropriately if it is not.
Failure to do so can result in many of the same consequences as under-scheduling or over-scheduling.
• Actual sales should be compared to the forecast and scheduling changes made if there is a significant difference between
the two.
• Productivity is a measure of whether the team is working to their full and expected potential and is measured visually
and quantitatively.
 Monitoring productivity visually is observing what team members are doing throughout the shift. If they are not performing as
productively as needed or expected, the manager must immediately redirect their attention and efforts to the appropriate
activities and performance levels.
• Productivity can also be monitored by looking at the amount of money generated in sales for each labor hour worked. It is
calculated by dividing the net sales by total labor hours. A low rate of productivity could indicate overstaffing, under-trained
team members, or team members who are not performing to their full or expected potential. A high productivity rate could
indicate understaffing.
• Management By Walking Around (MBWA) is based on the principle that If you don’t know what’s going on, you can’t manage
it. MBWA frequently; ask questions; observe, talk to, and coach everyone on your staff and not just those who need correcting.
• Pre-shift meetings are daily meetings, usually held with multiple team members, prior to the start of their work shift to share
the focus of the upcoming shift with the team.
• Sidework and deep cleaning assignments are an integral part of the ongoing maintenance and upkeep. Follow a standard
sidework and deep cleaning schedule that is assigned by position and shift, and use a standard system for verifying
completion of work.
• For hospitality and safety reasons, ensure each team member adheres to the IHOP uniform and appearance standards.
IHOP 202 Managing Hospitality - Trainer’s Guide
Module 6
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Module 6 Overview
Module Purpose: To introduce the tools and methods at the Manager’s disposal to ensure the restaurant team is
providing hospitality to each and every guest on every visit.
Delivery Method: Learner Self-Study and Trainer/Learner Discussion and Practice: In this module, the Learner will
review the module content and discuss key principles with the trainer, followed by practical application
of several key elements.
• Per Person Expenditure figures for your restaurant
Recommended Day of
Training Day 4, Entire Day
Instruction:
Topics Covered: • Impact of Offering Bad Service and Offering Great Service
• “Service as Good as Our Pancakes” Program
• Management of the Dining Room
• Handling Guest Complaints
• Hospitality Problem Solving
• IHOP Voice fo the Guest Program

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Managing Hospitality 1 • Summary: Defines the term “hospitality” and
explains that ensuring hospitality is provided
to each and every guest is a responsibility of
the Manager.
Can You Afford Bad Service? 1 • Summary: Illustrates the point that no
restaurant business can ultimately be
successful without providing hospitality to its
guests.
The Ripple Effect 1-3 • Summary: Introduces the concept of the
“ripple effect,” which shows the far-reaching
financial impact of failing to provide great
service.
Calculating the “Ripple Effect” of 2 • Activity: Using actual sales numbers from the • Trainer Note: If possible, have the Learner
Bad Service training restaurant, the Learner completes complete this exercise using the actual
the exercise that illustrates the impact of figures from your restaurant. If this is not
the ripple effect. Answers using average possible, use the average figures shown in
numbers are shown below: the exercise.

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Calculating the “Ripple Effect” of 2
Bad Service (cont.)
Per Person Expenditure $9.00
Average Visits Per Year 8
Per Guest Annual

$72
Expenditure
Average Guests Per

2.1
Party
Annual Guest Party

$151.20
Value
Annual Impact Of
$1512.00
Dissatisfied Guest Party
Multiply the Annual Impact of a Dissatisfied

Guest Party $1512.00 x 365 days =
$551.880.00

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Calculating the “Ripple Effect” of 3 • Trainer Note: Explain that although these
Great Service Annual Guest Party figures seem impossibly large, the fact of
$151.20
Value the matter is, if we do not provide great
service to our guests, so they leave, won’t
Annual Impact Of
$756.00 come back, and won’t tell their friends. That
Satisfied Guest will have a financial impact.
Multiply the Annual Impact of a Satisfied

Guest $756.00 x 365 days = $275.940.00
Service As Good As Our 3 • Summary: Introduces the IHOP program
Pancakes “Service As Good As Our Pancakes,” and
the concept of providing the service that the
guest wants, which may vary from guest to
guest.
Identifying the Type of Guest 4 • Summary: Introduces the three basic types
of guests: fast, friendly, exact.

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The Manager’s Role in Service As 4-5 • Summary: Details that the Manager has the
Good As Our Pancakes following four roles in ensuring that Service
As Good As Our Pancakes is offered to each
guest:
 Train great service
 Expect great service
 Demonstrate great service
 Recognize great service
Dining Room Management 5-6 • Summary: Explains that while hospitality is
delivered in the dining room, all functional
areas of the restaurant have the potential
to impact the hospitality offered. Managers
must be present during peak periods to
ensure all areas are contributing to the
hospitality being offered.
Clues to Watch For 6 • Summary: Explains that by keeping a sharp
eye out in the dining room, it is relatively
easy to recognize when a guest needs
attention or when something is not quite right
with their experience.

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Activity: Facial Expression 7 • Activity: Learner looks at photos in the • Trainer Note: There are any number of
Recognition Learner’s Guide and attempts to determine possible interpretations for this exercise.
what may be going through the minds of the The main purpose of the exercise is to
actual IHOP guests, records their thoughts illustrate the need for Managers and team
in the spaces provided, then discusses their members to look at the guests and to be
responses with the trainer. aware of their needs. Even if their needs
cannot be determined by looking at them,
at least it is an indication that you may want
to approach the table and ask a general
question about their meal or experience.
Table Touches 8 • Summary: Explains that a table touch is
simply a visit with a guest during their meal
to ask about their experience. This section
gives nine table-touch suggestions.
Activity: Table Touching 9 • Activity: From this day forward, the Learner • Trainer Note: Be sure to observe the
will make tables touches a part of their daily Learner during the table touches so that you
routine for a total of at leasr two hours each can provide feedback when it comes time to
day. At the end of each day, the Learner will discuss their experiences.
discuss their experiences with you.
The Learner will try to recognize repeat
guests and record their information in the
Learner’s Guide.

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Managing Host/Hostess 10 • Summary: The Host/Hostess position starts
Hospitality and ends each guest experience, so it is
imperative that they are shining examples of
Service As Good As Our Pancakes.
10-11 • Activity: Learner completes a Host/Hostess Trainer Note: Be sure to discuss the methods
Service Guidelines Assessment using the you use to overcome any deficiencies noted.
form shown in Worksheet 1 in the Learner’s Emphasize the need to praise team members
Guide then discusses the results with you. for a job well-done.
Managing Server Hospitality 12 • Summary: Explains that delivering Service
As Good As Our Pancakes is the Server’s
main job; uncovering and meeting their need
is the focus of the job.
12-13 • Activity: Learner completes a Server Service Trainer Note: Be sure to discuss the methods
Guidelines Assessment using the form you use to overcome any deficiencies noted.
shown in Worksheet 2 in the Learner’s Guide Emphasize the need to praise team members
then discusses the results with you. for a job well-done.

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Hospitality Teamwork 14-15 • Summary: Explains that no one position
stands alone when it comes to hospitality
and that all positions can support the team
goal. Provides recommended responsibilities
of each position to assist other positions in
providing hospitality. Sections include:
 A Manager can help by
 A Server can help by
 A Host/Hostess can help by
 A Combo can help by
 A Cook can help by
Managing Table Turnover 15 • Summary: Explains that table turnover is key
to both guest service (hot food, delivered
fast) and maximizing sales (the more tables
you serve, the higher the sales).
The two primary ways Managers can impact
table turns are:
 Proper station planning and rotation.
 Ensuring that all team members are in
place and performing their job functions.

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Station Planning & Rotation 16-17 • Summary: Explains that Server station • Trainer Note: Show the Learner the process
planning and rotation established by the you use to assign stations and ensure proper
Manager before each shift ensures a smooth rotation.
flow of guest downs in the dining room and
avoids confusion and slow downs.
Cook Times and Order-to-Deliver 17 • Summary: Introduces the IHOP standard
Times cook and order-to-delivery times for
breakfast, lunch, and dinner.
Monitoring Cook Times 17 • Summary: Introduces two methods for
monitoring cook times.
Monitoring Order-to-Deliver Times 17 • Summary: Emphasizes the need for Servers
to deliver food promptly.
Kitchen Preparedness 18 • Summary: Emphasizes the importance of
ensuring the kitchen is prepared prior to the
start of any meal period.
Server Pre-calls 18 • Summary: Introduces the practice of Servers
“pre-calling” items with long cook times.
Dropping Food Instantly 18 • Summary: Emphasizes the importance of the
galley beginning to cook food as soon as the
ticket is received in the galley.

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Grill Management 18-20 • Summary: Emphasizes the practice of
keeping an organized grill and using all
available space. Provides visual examples of
grill management at the dry grill, wet grill,
and egg station.
The Role of the Wheel Person 20 • Summary: Explains the Wheel Cook’s
responsibility to ensure the prompt calling
and coordination of all tickets.
Pre-bussing Tables 20-21 • Summary: Explains how pre-bussing can
speed up table-turns and make for a better
guest experience.
Bussing & Resetting Tables 21 • Summary: Emphasizes the importance of
quickly bussing and resetting tables.
Other Ways to Speed Table 21 • Summary: Introduces the following five
Turnover additional methods for speeding table turns:
 Enough staff scheduled; staff trained to
handle expected volume.
 Run “fast” board specials on peak periods
and days that are easy and fast for the
kitchen to cook.

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Other Ways to Speed Table 21  Servers sending one check to the galley at
Turnover (cont.) a time, immediately after taking order to
avoid overwhelming the kitchen.
 Ensure team follows Guidelines to Great
Service timelines so guests are served in a
timely manner.
 Ensure adequate serviceware, utensils, and
smallwares are available for the team to
do the job easily, but properly.
21 • Activity: Discuss with the Learner other Trainer Note: Record any additional methods
methods you use to speed table turns in your you use to speed table turns below:
restaurant.
Handing Guest Complaints 22 • Summary: Explains that no matter what

steps Managers take, guest will eventually
complain about something, and their job
is simply to fix the problem and make the
guest understand that we care.

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What the Numbers Show 23 • Summary: Reviews statistics that show the
following:
 If you resolve a guest’s complaint, they are
more likely to be a loyal guest.
 7 out of 10 guests will come back if you
resolve their complaint in their favor.
 95% of guests will come back if you
resolve the complain on the spot.
L.A.S.T. – IHOP’s Method for 23-24 • Summary: Reviews the acronym L.A.S.T.,
Handling Guest Complaints which explains how to handle guest
complaints.
Balancing Guest Happiness and 25 • Summary: Explains that there is a balance
Profitability between resolving the guests complaint
in their favor, and giving away too much.
Ultimately, it is about making the guest
happy, but you don’t necessarily need to
give away the farm to do that.
Handling Guest Complaints 26 • Summary: Provides a series of phrases to
- Helpful Phrases use when resolving guest complaints.

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Activity: Roleplaying Guest 27 • Activity: For this activity, you will roleplay
• Trainer Note: After each roleplay, stop and
Complaints 5 guest complaint scenarios with you acting give the Learner feedback on how well they
as the guest and the Learner acting as the did at resolving the guest’s complaint. Try to
Manager. let them know exactly how what they said
made you feel.
27 Guest Complaint Roleplay #1: Guest Type - Friendly
You are a guest dining on a busy Sunday morning. Your Server delivered your meal, and then
disappeared. You ordered your steak well-done and obviously it is not. You have eaten some
of your steak and most of the pancakes and eggs that came with it, but though the outer 1"
or so of the steak was fine, the middle was under-cooked and just the sight of it is making you
feel mildly nauseous, so you couldn’t finish eating what you had left. You did wait patiently for
your Server to return, but hadn’t seen her in a while. You finally flagged down another Server
for help. He said that all they could do was take what you hadn’t eaten yet to the kitchen to
have it cooked more. You didn’t want that–the raw meat had caused you to lose your appetite.
So, you don’t want to pay for a meal you can’t even eat because of the Server’s mistake.

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27 Guest Complaint Roleplay #2: Guest Type - Friendly
You are a guest that found a buy-one-get-one-free coupon for IHOP in the newspaper. You
were planning to take your friend out for their birthday on Thursday evening anyway, so
you thought, “Why not? We’ll go to IHOP.” When your Server came to the table, he told you
about the specials and features, one of which sounded so sweet and savory that after he
described it neither you nor your friend could resist ordering it. Then, since you were saving
some money on the meal with a coupon, plus it was your friend’s birthday dinner, you splurged
and ordered a couple of delicious desserts. You and your friend had an extremely pleasant
visit and a delicious meal. When it came time to pay the bill, you placed your coupon, and
enough money to cover the bill after the discount into the check presenter. The Server told you
that you couldn’t use the coupon on specials. He pointed it out on the coupon. Unfortunately,
you had missed that – it was in tiny writing and you were just so exited to have the coupon
that you didn’t really think to go over the fine print. Plus, you didn’t really even know whether
you ordered a “special” or “feature” anyway. The Server recommended it without asking if
you would be using a coupon. How embarrassing – your friend had to help you pay for their
own birthday dinner because you ended up not having enough money without the discount.
You decided to say something on your way out because you’re still feeling disappointed and
embarrassed and want to let them know that you wish their policy was different.

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27 Guest Complaint Roleplay #3: Guest Type - Exact
You are a guest who knows how you like your food prepared. You have been very specific
when ordering, right down to the exact color of your toast and that you don’t want any garnish
on your plate. When the food arrives, you find that it is incorrect. You asked for your eggs to
be poached medium and the toast dry; they are not. You asked for your hash browns not to be
greasy and they are. You would have liked to have told your Server that you are dissatisfied
with the food you have received, but that obviously would clearly be a waste of breath as you
told her exactly how you wanted it when you were ordering but she still brought it out clearly
not matching your specifications…and then took off! And, you haven’t seen her since. So, you
instead asked for the Manager. Maybe they will understand your instructions.
27 Guest Complaint Roleplay #4: Guest Type - Fast/Exact
You are a guest that has found a hair in your food. You informed your Server who kindly
apologized, removed the plate from your table, and offered to have your food re-cooked
immediately. You thanked her, but you still wanted to speak with a Manager because you
didn’t want a replacement or anything else. You have lost your appetite and you want the
Manager to take the meal off of your bill because the Server said she couldn’t. The Server
returned shortly after you asked to see the Manager and told you that the Manager would
be over soon. Fifteen minutes later, the Manager has not shown up. What kind of Manager is
this that won’t come talk to one of their guests? You flagged down your Server to make one
more attempt to get the Manager to your table. The Manager never came and you couldn’t
wait any longer so now you are at the cash register waiting for the Manager to come and talk
to you. You have serious concerns about the inconsideration and lack of concern that is being
displayed by management.

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27 Guest Complaint Roleplay #2: Guest Type - Fast/Exact
You’re a guest, and after the Server dropped off your food, she ran off without saying
anything and hasn’t returned with your milk. You observed that, instead, she has been across
the restaurant chatting with the Host. She has had her back to you and, for a while, you tried
to catch the eye of the Host she is speaking to, but he wouldn’t look up either. After at least ten
minutes, you reached the point of not wanting the milk anymore. Clearly the staff here cares
very little about their guests if you have to struggle so hard to get their help and what you
ordered. You had pretty much settled in your mind that you will just pay for the milk when you
leave and simply not come back here again. Now, a Manager has stopped at your table and
asks you how your meal is. But, you have given up, so you just say “fine.” You are irritated, so
you say it curtly and do not make eye contact with them. If the Manager notices you are not
really eating and that you’re irritated and they sincerely press to find out what is wrong, you
will them.
Exercise: Handling Actual Guest 27-32 • Summary: Have the Learner handle the
Complaints next five guest complaints that arise in the
restaurant. After each interaction, have the
Learner complete the “I Had a Difficult
Guest Interaction” form in their Learner’s
Guide. Then, review each situation with the
Learner and provide feedback or how they
did and how you would have handled
the situation.

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Hospitality Problem Solving 33 • Summary: Explain that solving a hospitality
problem is more than simply reacting to the
immediate symptom. Managers must identify
and correct the root cause to prevent a
repeat occurrence.
Using Problems Solving 33 • Summary: Explains the use of the FIXIT
Techniques acronym for problem solving.
Find the Source 34 • Summary: Explains that the first step of FIXIT
is to find the source of the problem before
jumping in to fix it.
Intervene Appropriately 34 • Summary: Explains that only after
identifying what the source of the problem
can you decide what action to take and then
intervene accordingly.
eXplore for the Root Cause 35 • Summary: Explains that after the immediate
crisis is over, the Manager should think try to
identify the root cause of the problem.
Implement a Long-term Solution 35 • Summary: Explains that once the root cause
is identified, an appropriate solution can be
identified and applied to keep the problem
from happening again.

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Test the Success of the Solution 36 • Summary: Explains that if the problem
returns, then either the root cause was not
properly identified or the solution was not
appropriate.
36 • Activity: Using the scenarios shown on
Worksheets 8-13 and information provided
by the trainer, the Learner will attempt to
identify and resolve each issue using FIXIT.
If a real hospitality issue arises in the
restaurant, have the Learner use the FIXIT
process to resolve that situation, documenting
the process on Worksheet 14.
Suggested interpretations of each of the
scenarios are provided on the answer keys
on the following pages.

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Module 6
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HOSPITALITY SCENARIO 1 ANSWER KEY - WHAT IS THE CRISIS?

YOU WALK INTO THE SERVICE AREA AND FIND THE PASSBAR COVERED WITH SOLD ORDERS. COOKS ARE STACKING PLATES ON TOP OF PLATES. SERVERS ARE
TRYING TO PULL THE FOOD FROM THE PASSBAR, BUT ALMOST EVERY TICKET APPEARS TO BE MISSING SOMETHING. SERVERS ARE FRANTICALLY TRYING TO GET THE
ATTENTION OF ANY COOK WHO WILL LISTEN IN ORDER TO GET THE MISSING ITEMS.
FIND THE SOURCE - WHERE IS THE SOURCE OF THE CRISIS?

F Probably the Wheel. Food is being produced, but as indicated by the missing items and the servers asking anyone who will
listen, there is no leadership from the Wheel Cook in the kitchen right now.
INTERVENE APPROPRIATELY - WHAT SHOULD YOU DO RIGHT NOW?
1. Ask the Servers to speak only to the Wheel Cook.
2. Go to the kitchen and ask the Egg and Pit Cooks to allow the Wheel Cook to answer the Servers’ requests and to listen
carefully for the Wheel Cook’s instructions.
I 3. Help the Wheel Cook find out what is missing from the existing orders and prioritize completion of those items.
4. Assess whether you need to take over the Wheel for a short time to get the kitchen reorganized or whether you can simply
coach the Wheel Cook through the crisis.
5. Take over for or coach the Wheel Cook through the crisis until all missing items from already sold checks are completed and
the Wheel Cook can re-assert their role of leadership and coordination of the Cook team.

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EXPLORE FOR THE ROOT CAUSE - WHAT’S REALLY GOING ON?
The Wheel Cook lost control of the kitchen production and let go of their role as a leader and coordinator of the kitchen team.
This is evident because everyone in the kitchen was producing products, but not completing tickets. Also, the Servers were forced
X to ask the other Cooks for missing items because the Wheel Cook was not responding and/or not reminding them that they
must communicate their needs to the Wheel. In addition, the Wheel Cook was selling the tickets before checking that they were
complete. It clearly was a busy period, so it is likely that the Wheel Cook gave into the pressure and stress, not remembering
that they have a lot of power to control the pressure and stress or to ask for help before things get too bad.
IMPLEMENT A LONG-TERM SOLUTION - HOW CAN YOU PREVENT A REPEAT?
Once the crisis is over, you can coach the Wheel Cook on their role and responsibilities, reminding them of the importance of
staying in control, keeping themselves open to communication, prioritizing production by all team members and asking for help
I when needed–before a challenge becomes a crisis. The Wheel Cook may even need some additional formal training to become
more comfortable and skilled with fulfilling their role under pressure. Plan on following up to observe them as peak periods
begin and during peak periods over the next few weeks to offer additional coaching, support, and feedback and to provide
recognition when they show progress and master their role even in high stress situations.
TEST THE SUCCESS OF THE SOLUTION - DID YOUR SOLUTION WORK?
T

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YOU WALK INTO THE SERVICE AREA AND SEE THAT THE PASSBAR IS PACKED WITH PLATES, BUT TICKETS ARE NOT BEING SOLD. MANY OF THE PLATES YOU SEE ARE
CLEARLY INCOMPLETE AND THE COOKS APPEAR PANICKED AND STRESSED. IN FACT, IT SEEMS THAT ONE OR MORE OF THEM ARE DASHING FROM THE KITCHEN TO THE
WALK-IN VIRTUALLY EVERY TIME THEY REACH FOR SOMETHING TO DROP. THE COOKS DO NOT APPEAR TO BE COMMUNICATING WITH EACH OTHER.

F The Cooks are not in position to produce the food because they don’t have enough ingredients and/or equipment (utensils,
containers, etc.) available on line and they are not telling each other when they leave position to restock ingredients.
1. Ask the Cook team what they need stocked.
2. If they need a significant amount, ask another Cook (i.e., Prep Cook), if one is available, to begin re-stocking everything the
line needs to get through the rest of the rush.
3. If no other Cook is available to restock, you may consider doing so yourself.
I 4. Or, if volume and skills make it feasible, you may reduce the existing Line Cooks by one, re-assign stations to those
remaining, and have the Cook you pulled restock.
5. Or, you may consider taking over the station of one of the existing Line Cooks so that they can restock.
6. Tell all of the Line Cooks that now someone is working on restocking and to tell that person what is needed and what items
are the top priorities.
7. Remind all Cooks that they should not leave their station without letting the rest of the team know.

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X The kitchen was not sufficiently stocked or equipped before for the rush before it began. This is evident by the Cooks’ frequent
dashing to the walk-in. Keep in mind that the Manager should check the readiness of their teams at the start of each shift and
before peak periods.
Coach the Cooks on shift and peak period preparedness, emphasizing sufficient stock of ingredients and equipment to supply a
rush it begins. Explain that they should be prepared so that they never have to leave the line during a rush for any reason. Also
I remind each of them that leaving their station for any reason without communicating it to the team leaves no one to perform their
duties and/or leaves the rest of the team unaware and unprepared for the need to cover the missing person’s responsibilities.
Check the readiness of your kitchen team using the Manager’s Walk-through Checklist or other line-check tool before each peak
period to confirm they are prepared and so that you can coach to correct any insufficiencies before they lead to a crisis.
T

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YOU HAVE BEEN COMPLETING ADMINISTRATIVE DUTIES IN THE OFFICE DURING A SLOW PERIOD AROUND SHIFT CHANGE. WHEN YOU GO OUT TO CHECK THE FLOOR, YOU
SEE TWO PARTIES WAITING TO BE SEATED. YOU ONLY SEE ONE SERVER AND HE IS AT A TABLE TAKING A PARTY’S ORDER; THE OTHER TWO SERVERS YOU THOUGHT
WERE ON THE CLOCK ARE NOWHERE TO BE SEEN. YOU DECIDE TO SEAT THE PARTIES AT THE DOOR. YOU SEAT THE FIRST, BUT ON YOUR WAY BACK FOR THE SECOND
PARTY, A SEATED GUEST STOPS YOU AND SAYS THAT THEY HAVE BEEN WAITING TO BE ACKNOWLEDGED FOR 10 MINUTES AND ARE ABOUT TO LEAVE.

F
There are not enough Servers available in the dining room.
1. Acknowledge and apologize to the guests who stopped you. Take their beverage order and assure them that their Server
or you personally will be back in a moment with their drinks and to take their meal order.
2. Seat the second party that was waiting at the door.
3. Scan the dining room to ensure that there are no other seated parties who have not been acknowledged. If there are,
acknowledge them, apologize, and take their drink orders.
I 4. If a Server has still not approached the party who first stopped you, get and deliver their beverages and take their meal
order. Apologize again for the wait.
5. Work with the Server (and any other Servers who may have appeared since you came out) to take care of the guests.
6. Check back personally with each party to ensure that they got what they needed and will leave happy.
7. After the crisis is over locate the missing Server(s) and get them back on the floor.
8. At the end of the shift or the next opportunity that will not interfere with service, question and coach the Server(s) who were
not at their stations.

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Managers should check their operation’s performance and productivity frequently, even during slower periods to help ensure
things like this don’t happen. The fact that you were not 100% certain that there were two other Servers on duty makes it
X clear that sufficient coverage of the front-of-house was not a top priority to you when you decided to work in the office. So,
you dropped the ball. Even if there were additional Servers on duty, your failure to confirm this and communicate to them the
expectation that they stay available to the guests while you are in the office demonstrated that their presence on the floor and
guest service were not a top priority.
If other Server(s) were on duty but not on the floor, coach them on the importance of them remaining on the floor and staying
available to take care of guests unless you have approved otherwise. Confirm each day using the team member schedule and
Management By Walking Around that you have sufficient front-of-house coverage, even the slower periods. If you must leave the
I
front-of-house for long periods of time, communicate that you are doing so to the front-of-house team members and reinforce
that they must remain on the floor and available to the guests during your absence. When performing tasks in the office or
back-of-house, stop and check on your teams’ performance, tour the dining room and talk to the guests at least every 15
minutes, using a timer to remind yourself if need be.
T

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YOU WALK INTO THE SERVICE AREA AND FIND THE PASSBAR COVERED WITH PLATES OF FOOD. ON THE END OF THE PASSBAR, THERE IS A PILE OF SOLD TICKETS,
AND THE COOKS ARE BEING FORCED TO STACK PLATES ON TOP OF OTHER PLATES. A COUPLE OF SERVERS AND THE HOST ARE IN THE SERVICE AREA PREPARING
BEVERAGES AND THE OTHER SERVERS ARE IN THE DINING ROOM. THE SERVERS SEEM TO BE PANICKED AND STRESSED OUT. THEY ARE NOT PULLING FOOD FROM
THE PASSBAR. IN FACT, THEY SEEM TO BE COMPLETELY IGNORING THE COOKS’ DESPERATE CALLS FOR FOOD PICKUP.

F
Servers are not prioritizing job duties correctly.
1. Ask the Servers to stop what they are doing and assist with running food orders.
2. You may want to temporarily assume the Expo position to reduce the potential confusion of multiple Servers pulling
I food simultaneously.
3. Focus on one order at a time.
4. Remind each of the Servers at the earliest opportunity that hot food is their top priority.
X Servers appear overwhelmed with the flow of business, and are not prioritizing properly. There probably aren’t enough Servers
scheduled for this volume.

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Coach the Servers that hot food is their number one priority and enforce and monitor this as you Manage By Walking Around
I throughout each shift. Correct the Server scheduling to ensure that volume projections are accurate and enough Servers are
scheduled to handle expected volume. Also make sure that you are scheduling the correct ratio of Cooks to Servers. Plan seating
rotation each shift and enforce/monitor throughout the shift to ensure the Host/Hostess is using proper seating rotation.
T

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YOU COME IN TO START YOUR DAY AND YOU WALK INTO “CHAOS.” THERE ARE SEVERAL PARTIES AT THE DOOR WAITING TO BE SEATED DESPITE HALF OF THE TABLES
BEING VACANT. THE SERVERS ARE VIRTUALLY RUNNING AND ARE CLEARLY VERY STRESSED. THE HOST IS FRANTICALLY BUSSING TABLES AND YOU DO NOT SEE A
COMBO ON THE FLOOR. YOU HEAR THE COOKS CALLING FOR ORDER PICKUP FROM THE KITCHEN, AND SEE THAT THE MANAGER ON DUTY IS DESPERATELY TRYING
TO HELP THE SERVERS GET FOOD DELIVERED TO SEATED GUESTS. THE PHONE IS RINGING AND RINGING.

F Team members are not in proper positions to handle the volume (Combo on floor bussing tables, Host/Hostess greeting, seating,
and answering phone, Manager directing/coaching).
1. Let guests waiting to be seated know someone will be with them shortly.
2. Answer the phone.
I
3. Ask Host/Hostess to go up front and greet guests.
4. Ask Combo to go to dining room and bus and set up tables immediately.
5. Assist Servers and Manager with delivering food.
X
Team members are not in position and possibly understaffed for the volume they are experiencing.

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Check scheduling to ensure the correct number of team members are being scheduled for the time period. Coach team members
I
on staying in position to ensure they handle the volume appropriately. Coach out-going Manager on correct handling of the
situation in the future, and what their role is.
T

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TODAY HAS BEEN EXHAUSTING. AS SOON AS YOU FINISHED HELPING ONE AREA OF THE RESTAURANT CATCH UP, YOU WERE NEEDED IN ANOTHER AREA. IT ALL BEGAN
WITH THE FIRST BIG RUSH. FIRST, THE DOOR WAS SLAMMED AND THE HOSTS WERE SCRAMBLING TO GET EVERYONE SEATED. THEN THE SERVERS NEEDED HELP.
THEN THE COOKS GOT BEHIND. THEN THE SERVERS HAD TROUBLE PICKING UP AND DELIVERING THEIR FOOD ON TIME. THEN THE BUSSERS WEREN’T KEEPING UP.
THEN THE DISHES GOT BACKED UP. IT WAS AS IF NO ONE HAD IT TOGETHER TODAY. THEY’D BE FINE, THEN BEHIND, THEN FINE, THEN BEHIND. YOU BASICALLY
SPENT THE ENTIRE DAY GOING FROM POSITION TO POSITION DIGGING EACH OF THEM OUT OF THE WEEDS.

F
Seating by the Host/Hostess.
I
Temporarily take over seating process, directing Hosts/Hostesses on when/where to seat guests to ensure proper flow/rotation.
X
Improper Host/Hostess training and Manager’s lack of awareness of the situation prior to it affecting other team members.
1. Conduct one on one training with the Hosts/Hostesses, ensuring they understand their role and how it affects the rest of the
I team and the guests.
2. Monitor the next several shifts, coaching Hosts/Hostesses until you are confident they are performing their duties correctly.
3. Ensure you are where you need to be during peak periods to identify inefficiencies before the team and guests suffering.
T

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The IHOP Voice of the Guest 44 • Summary: Introduces the Voice of the Guest
Program (VOG) program as a tool to help us gather guest
feedback and take action to improve service
and guest loyalty.
Voice of the Guest Basics 44-45 • Summary: Provides a basic overview of how
the VOG program works.
Activity: Review Voice of the Guest 45

• Activity: The Trainee is directed to locate • Trainer Note: VOG program material
Program Materials and review the VOG program materials on on insideIHOP.com are located in the
insideIHOP.com Information Center under Performance.
Measurement of Feedback 45-46 • Summary: Explains that guest feedback is
used to report on a guest’s Guest Loyalty
Index and how well we delivered in eight
key deliverable areas. .
Monitoring Real-time Reports 46 • Summary: Explains the reports that are
available on VOG to communicate guest
feedback.
Exceptional Experience Comments 47 • Summary: Explains that guests who give
and Additional Guest Comments an excellent Overall Satisfaction rating
are invited to leave addtional comments to
explain the rating. Additionally, all guests
have the opportunity to provide open
comments about their experience.
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Using VOG to Improve Operations 47 • Summary: Provides daily, weekly and
monthly actions to take to ensure that VOG
feedback is used to improve operations.
How Do We Improve Our Voice of 48 • Summary: Provides the “4 A’s” to success
the Guest Scores? with IHOP’s Voice of the Guest Program:
attitude, analysis, accountability, action.
Activity: Using Voice of the Guest 48 • Activity: Trainee reviews the VOG feedback
to Improve Hospitality received in the training restaurant and
discusses how the Training Manager uses that
feedback to improve the restaurant team’s
hositality.
• Hospitality is kindness to visitors and friendly, welcoming, and generous treatment offered to guests or strangers. It is your
responsibility as a Manager to make sure hospitality is provided to each and every guest.
• Dissatisfied guests tell an average of ten other people about their bad experience.
• 96% of dissatisfied guests never complain – they just leave quietly.

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• Treat guests as they want to be treated. Guest care is not about providing the service you think the guest wants. It’s about
providing the service that the guest actually wants.
• Guests fall into one of three basic categories based on their wants and needs. If you can quickly identify which category each
guest falls into, you can provide them with the exact service they need to make their experience great. The three categories
are fast, friendly, exact.
• Hospitality is kindness to visitors and friendly, welcoming, and generous treatment offered to guests or strangers. It is your
responsibility as a Manager to make sure hospitality is provided to each and every guest.
• Dissatisfied guests tell an average of ten other people about their bad experience.
• 96% of dissatisfied guests never complain – they just leave quietly.
• Treat guests as they want to be treated. Guest care is not about providing the service you think the guest wants. It’s about
providing the service that the guest actually wants.
• Guests fall into one of three basic categories based on their wants and needs. If you can quickly identify which category each
guest falls into, you can provide them with the exact service they need to make their experience great. The three categories
are fast, friendly, exact.
• Managers have four roles in ensuring Service as Good as Our Pancakes is provided to each and every guest: train great
service, expect great service, demonstrate great service, recognize great service.
• Managers should be on the floor during all peak periods.
• Table touches not only show guests that you care, but demonstrate the importance of service to your team. Frequent table
touches also enable you to identify potential guest concerns before they result in full-blown problems or lost guests.
• A Manager controls table turnover by properly planning Server station rotation and ensuring that all team members are in
place, performing their assigned job functions properly.
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• Every guest complaint is an insight into how to make your business better.
• If someone has a complaint that is handled well, they are more loyal than if they never had a complaint at all; 95% will do
business with you again.
• L.A.S.T. = IHOP’s method for handling guest complaints: Listen, Apologize, Solve, Thank.
• The goals of effective problem solving techniques are to determine the source of the problem, how to resolve the situation right
now, to determine the root cause of the problem and to implement a long-term or permanent solution.
• Five steps of the “FIX-IT” problem solving tool: Find the source, Intervene appropriately, eXplore for the root cause, Implement
a long-term solution; Test the success of the solution.
• IHOP Voice of the Guest is a tool that captures guest feedback each day and provides actionable feedback and reports to help
improve guest service and increase our guest loyalty.
• The Voice of the Guest survey question provide feedback on guest satisfaction and loyalty as well as insights into how we are
performing in the key deliverables of order accuracy, greeting, friendliness, speed of service, attentiveness, food quality, cleanliness
of restaurant and neat, clean appearance of staff.
• Immediate VOG Guest Recovery Notifications alert us when a guest has requested contact to resolve their concern. The guest should
be contacted immediately. Review daily Service Lapse Alerts and look for patterns.
• Daily VOG Service Lapse Alerts identify the service breakdowns in the restaurants. The Service Lapse Alerts should be reviewed
daily and particular attention should be paid to any comments left by the guest. Review Coaching/Recognition Comments report
to identify opportunities to reward or train employees. Identify low performers and drill down to identify systematic issues. Review
reports and scores in weekly staff meetings.

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• Weekly VOG Coaching/Recognition Comments reports can be used to identify opportunities to recognize exceptional service or
to identify trends in poor execution. Use them in training! Comments directly from your guest will carry more weight than your own.
Post ACT Report in restaurant. Discuss actions taken, post goals, and address issues.
• Look forward to the feedback and use it to improve the service your team offers. Use feedback to coach and train your team
members. Identify trends, develop action plans, engage employees, fix problems, focus on what is working and expand it.
• The key to improving your Voice of the Guest scores is to incorporate your customer feedback into a regular process that can be
repeated over and over again. This process consists of four “A’s”: Attitude, Analysis, Accountability, Action.

IHOP 202 Revenue Accounting Procedures- Trainer’s Guide
Module 7
Page 1 of 12
Module 7 Overview
Module Purpose: To introduce the proper procedures for handling and accounting for revenue received as a result of
restaurant sales.
Recommended Day of
Instruction:
Topics Covered: • Restaurant Cash Control Procedures

• Server Tip Reporting Procedures
• End-of-day Accounting and Reporting Procedures
• End-of-week Accounting and Reporting Procedures

Module 7
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Revenue Accounting 1 • Summary: Explains that revenue is the • Trainer Note: Revenue accounting
Procedures by-product of the Manager’s efforts to requirements can vary by franchise
provide excellent service to their guests. organization. Emphasize that it is the
Learner’s responsibility to know and comply
with their organization’s procedures,
regardless of what they learn in the training
restaurant.
Restaurant Cash Controls 1 • Summary: Explains that cash controls are
put in place to:
 Reduce errors
 Comply with tax and financial laws
 Prevent theft
General Transaction Security 1 • Summary: Introduces the section which
covers basic steps for protecting the revenue
during various restaurant transactions.
Discounted Guest Checks 1-2 • Summary: Provides guidelines to follow
when discounting a guest check.
Transaction Errors (Voids) 2 • Summary: Provides an explanation of
the difference between a “void” and a
“discount” and sets the expectation that
all voids must be accompanied by an
explanation and signed Manager approval.

Module 7
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Credit Card Transactions 2 • Summary: Provides guidelines for safely
processing credit card transactions.
Checks as Guest Payment 3 • Summary: Provides guidelines for accepting
checks as guest payment.
Traveler’s Checks 3 • Summary: Provides guidelines for processing
traveler’s checks as guest payments.
Foreign Currency 3 • Summary: Discourages the acceptance of
foreign currency as guest payment.
Gift Cards 4 • Activity: Learner locates and reads the Gift
Card Overview section of IHOP SOP 1.
Multiple Cash Transactions 4 • Summary: Identifies multiple cash
transactions as a leading method that quick-
change artists use to confuse Cashiers and
defraud businesses. Transactions should be
limited to one cash transaction per guest.
Counterfeit Currency 4 • Summary: Explains that tools and resources • Trainer Note: Show the Learner the anti-
for protecting against counterfeit currency counterfeit currency procedures in use in
are available on the Secret Service website your restaurant.
and most bank websites.
Preventing Change Errors 4 • Summary: Provides guidelines for
preventing errors when giving guests change
for cash tendered.

Module 7
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Cash Drops 4-5 • Summary: Explains that removing cash
from the drawer and securing it in the safe
or drop box is referred to as a cash drop.
Provides procedures for processing cash
drops.
Cash Payouts 6 • Summary: Identifies a cash payout as money
taken from the drawer to pay for goods or
services. Provides procedures for processing
cash payouts.
Cash Register Cash Controls 7-8 • Summary: Provides procedures to follow to
ensure cash drawer accountability, if cash
drawer is used in your restaurant.
Reconciling the Cash Register 8-9 • Summary: Provides step-by-step procedures
for reconciling the cash drawer.
Server Banking Controls and 9 • Summary: Provides guidelines on managing,
Reconciliation settling, and reconciling Server banks, if used
in your restaurant.
Other Important Front-of-House 10-11 • Summary: Provides additional guidelines to
Cash Controls help prevent internal fraud and theft.
Manager Cash Controls 11 • Summary: Introduces the steps that
Managers must take to ensure cash control.
Cash Variances 11-12 • Summary: Provides guidelines on
documenting cash variances.
Module 7
Page 5 of 12

Verifying the Back Bank 12-13 • Summary: Identifies procedures and
required frequency for verifying and
documenting the back bank.
Restaurant Daily Bank Deposit 14-15 • Summary: Establishes daily deposit
Controls requirement and bank deposit
documentation procedures.
BANKING SECURITY TIPS: 15 • Summary: Provides safety guidelines to
follow when making a bank deposit.
Tip Reporting 16-19 • Summary: Identifies the requirements for
Servers to report all tips earned.
18 • Activity: If the Learner did not view the Tip
Reporting Video earlier in their training,
have them view it at this time.
End-of-Day Accounting & 19 • Summary: Identifies the purpose of the end- • Trainer Note: Emphasize that end-of-
Reporting of-day reporting process. day reporting procedures differ between
franchise organizations and that the Learner
must learn and comply with the processes
established in their organization, even if
different from those learned in training.
End-Of-Day Administration 20 • Summary: Establishes that end-of-day
Process administrative processing must be run at the
same time each day.

Module 7
Page 6 of 12

Preparing for End-of-Day 20 • Summary: Explains that final reconciliations
for the business day must be completed
prior to the designated business close time,
at which time Micros automatically closes
the day, downloads sales and time-keeping
data and advances to the next business day.
Cash Register Reconciliation 20 • Summary: Identifies procedures for
reconciling the cash register prior to the
daily close.
Server Banking Reconciliation 21 • Summary: Identifies procedures for
reconciling Server banks prior to the
daily close.
Daily POS Reports & Validation 21-23 • Summary: Identifies the reports that
automatically print at the daily close, their
purpose, and what key indicators should be
watched for on each report.
Cash Counts and Deposit 23-24 • Summary: Provides guidelines on preparing
and making the bank deposit after the daily
POS reports have been reconciled.
Weekly Manager’s Report (WMR) 24-26 • Summary: Explains that the review of the
Weekly Manager’s Report is the last major
step in the end-of-day accounting process
and explains how to prepare and print.

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Breakdown of WMR 27-33 • Summary: Provides a line-by-line summary
of pages 1 and 2 of the Weekly Manager’s
Report.
End-of-Week Accounting & 34 • Summary: Introduces the purpose and • Trainer Note: Emphasize that end-of-
Reporting requirements of the end-of-week accounting week reporting procedures differ between
process. franchise organizations and that the Learner
must learn and comply with the processes
established in their organization, even if
different from those learned in training.
End-Of-Week Administration 34-35 • Summary: Explains that the end-of-week
Process administrative process must be run after the
end-of-day process on the final business
day of the week. Financial and time-
keeping data will automatically download
from the POS system, but the closing of the
administrative week must be performed
manually.
Weekly Inventory 35 • Summary: Explains that a weekly food
inventory must be performed as close as
possible to the last business day of the week
and at the same time each week.

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Team Member Payroll 35-36 • Summary: Explains that although
timekeeping records should be monitored
throughout the week, a final verification must
be performed at the end of the week.
End-of-Week POS Autosequences 36 • Summary: Explains that the end-of-week
& Reports POS reports must be manually printed and
reviewed at the end of week.
36 • Activity: Review each of the weekly POS • Trainer Note: At the end of the week, show
reports with the Learner. Emphasize the key the Learner the manual process used to print
areas of each report that Managers should the reports, then review each report and
be concerned with. show the Learner what key indicators you
watch for. Show the Learner the system you
have for filing the weekly reports.
Weekly Manager’s Report 37 • Summary: Explains that the week must be
closed manually from the Weekly Manager’s
Report screen.
Weekly invoice Posting 37 • Summary: Explains that part of the weekly
administrative process is verifying, reporting,
and/or submitting for payment any vendor
invoices resulting from purchases or services
performed during the week.
Expense Type Categories 38 • Summary: Describes the various expense
type categories used for IHOP expenses.

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EXPENSE TYPE EXAMPLES 38-41 • Summary: Provides examples of the
different types of expenses that may fall
under the standard expense categories.
Posting Invoices to the Weekly 41-42 • Summary: Explains procedures for posting
Transmittal Report the invoices to the Weekly Transmittal.
41 • Activity: Demonstrate the procedures for
posting invoices to the Weekly Transmittal
Report, then have the Learner post invoices
and total the Transmittal Report.
Weekly Manager’s Operating 43 • Summary: Explains that the Manager’s
Statement Weekly Operating Statement is essentially
a weekly Profit and Loss Statement for the
restaurant and that all P&L Statements are
composed of Sales, Costs, and Profits.
Operating Statement General 43-45 • Summary: Provides general information on
Information the operating statement and identifies that it
is divided into the following six sections:
1. Net Sales
2. Food Cost (Cost of Sales)
3. Labor Cost
4. Other Controllable Costs
5. Non-Controllable Costs
6. Profit/Loss

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44 • Activity: Use Figure 12 in the Learner’s
Guide to review the Operating
Statement sections.
Weekly Manager’s Operating 46-50 • Summary: Explains each of the categories
Statement Line-by-Line Review included in the Weekly Manager’s
Operating Statement.
Weekly Reporting 51 • Summary: Explains that most Franchisees
require Managers to report end-of-week
results to the Franchise organization, area
supervisor, or an accounting service.
Financial Records Retention 51 • Summary: Explains that all restaurant
business records must be maintained on file
for three full calendar years.
51 • Activity: Have the Learner locate and read
the Business Records Procedures section of
IHOP SOP 1. For Company-owned units, the
information is found in the Financial Records
section.

Module 7
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• Cash controls are put in place to reduce errors, ensure compliance with tax and financial laws, and to prevent theft.
• The IRS requires team members to report 100% of tips received to their employer. Restaurant Managers must monitor tips
reported to identify under-reporting
• The End-of-Day administrative process is a revenue accounting system that enables the Managers to account for and closely
manage the restaurant’s sales income and receipts, which is the first and most important component of restaurant profitability.
• The purpose of the restaurant End-of-Day administrative process is to record and report revenue and receipts, ensure
compliance with tax and financial laws, identify and act to correct concerns and issues with revenue and receipts, prevent or
discover fraud and/or theft, generate operating statements and other financial reports to measure financial performance and
calculate trends, and plan for the restaurant’s future.
• The End-of-Week administrative process supplements the daily revenue accounting system and accounts for the restaurant’s
expenses for the week. This enables Managers to closely manage revenue, receipts, operating costs, and profitability.
• Reporting expenses by expense type helps narrow down the source or cause of cost problems and enables the comparison of
rates and ranges of expense types between other restaurants, markets, and regions.

Module 7
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• A Weekly Manager’s Operating Statement is, in essence, a Manager’s P&L Statement for their restaurant and is a financial
performance “scorecard” for the restaurant. It is the quantified results of all of the team’s hard work and is composed of three
primary categories: sales, costs, profit.
• All of the restaurant’s sales substantiation, financial, and timekeeping records must be retained for a minimum of three
calendar years.

IHOP 202 Interviewing & Hiring - Trainer’s Guide
Module 8
Page 1 of 19
Module 8 Overview
Module Purpose: To introduce the procedures and guidelines used by Managers to effectively interview and hire top-
quality candidates while ensuring compliance with laws governing workplace hiring practices.
Delivery Method: Trainer/Learner Discovery: This module is formatted so that the Learner is introduced to the concepts
or resources, discusses them with the trainer, and performs practice activities.
Required Resources: In addition to the Learner’s Guide, the following resources may be required to complete this module:
• Shades of Harassment for Supervisors - Participant’s Guide
• Shades of Harassment for Supervisors - Leader’s Guide
Recommended Day of
Training Day 6, Entire Day and Afternoon of Training Day 7
Instruction:
Topics Covered: • Laws that Impact Employment

• Harassment Awareness and Prevention
• Guidelines for Hiring
• Effective Interviewing

Module 8
Page 2 of 19

Interviewing and Hiring 1 • Summary: Explains that recruiting and hiring
high-quality team members is the primary
way to ensure your restaurant’s ability to
provide great guest service to every guest.
Understanding Laws that 1 • Summary: Emphasizes that Managers must
Impact Employment at all times comply with Federal, State and
local employment laws.
The three Basic Principles of 1-2 • Summary: Explains that all employment
Employment Law laws seek to provide the following to team
members and candidates:
 Fairness
 Equity
 Civil Rights
Summary of Major Employment 2 • Summary: Introduces the section which
Laws highlights common employment laws.
Federal Employment Laws 2-4 • Summary: Summarizes common Federal
employment laws.
State and Local Employment Laws 4-5 • Summary: Summarizes the more common
State and Local employment laws.
Retaliation Protection for Team 5 • Summary: Emphasizes that it is illegal to
Members retaliate against a person who complains
about an employer’s violation of the law.
Known as “whistle-blower” protection.
Module 8
Page 3 of 19

Employment Law Posting 5-6 • Summary: Explains that Federal and State
Requirements employment law posters may be required.
Specifies the Federal requirements as of
12/2009 and provides examples of State
posting requirements in California and Ohio.
Choking and First Aid Posters 7 • Summary: Explains that some State health
departments may require choking and first
aid instruction posters to be posted.
Harassment Awareness and 7 • Summary: Explains that harassment issues
Prevention are relatively common and that every IHOP
team member must be trained, at a minimum,
to know the following:
 Every team member has the right to a
harassment-free workplace.
 The behavior and activities that constitute
harassment.
 The actions a team member should take
should they feel they are a victim.
The Shades of Harassment 7 • Summary: Identifies that the Shades of
Program Harassment program is the IHOP-approved
program for harassment awareness training
and identifies the program components.

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Harassment Training 8 • Summary: Specifies the minimum harassment • Trainer Note: Harassment training materials
Requirements awareness training requirements for IHOP are available on insideIHOP.com and on the
team members and Managers. IHOP 101 training discs.
• Trainer Note: If conducting Shades of
Harassment training with the Learner, you
must print the Shades of Harassment for
Supervisors - Participant’s Guide and give
it to the Learner.
• Trainer Note: It is also recommended that
you print the Shades of Harassment for
Employees - Leader’s Guide for the Learner
to take back to their restaurant to instruct
them on how to conduct their own meeting.
8 • Activity: If the Learner has not participated
in the Shades of Harassment Training
Program for Supervisors, conduct the
training with them now.
The Recruiting, Interviewing & 9 • Summary: Provides background information
Hiring Process on the most effective way to recruit new job
candidates.
Basic Guidelines for Hiring 9-10 • Summary: Introduces the IHOP Hourly Team
Member Hiring Process flow that IHOP
recommends.
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The Application Process 11 • Summary: Provides basic guidelines for
accepting and handling employment
applications.
Pre-screening the Applicant 11-13 • Summary: Provides basic guidelines for
pre-screening employment applications to
check for completeness and the candidate’s
suitability for the job in terms of basic ability
and availability.
Candidate Interviews 13-14 • Summary: Provides basic guidelines for
conducting employment interviews.
Reference Checking 14-15 • Summary: Provides basic guidelines for
conducting reference checks on candidates.
Offer of Employment 16 • Summary: Provides basic instructions for
making an offer of employment.
New-Hire Paperwork 16 • Summary: Introduces the section covering
new-hire paperwork requirements.
Form I-9 16 • Summary: Explains that employers must
verify a team member’s legal eligibility to
work in the U.S. Reviews Form I-9.
Work Opportunity Tax Credit 17 • Summary: Introduces the WOTC program,
(WOTC) which offers tax credits for hiring candidates
from specific groups with high unemployment
or special employment needs.
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New Hire Paperwork Checklist 17 • Summary: Identifies the new-hire paperwork
required of all team members and
paperwork required when hiring minors.
Effective Interviewing – The 18 • Summary: Emphasizes that a successful
Essence of Good Hiring interview answers two questions:
 Is the job a motivational fit?
 Is it a job fit?
The Impact Of A Poor Hiring 18 • Summary: Emphasizes that the cost of
Decision making poor hiring decision can be high.
What if They Leave? 18-19 • Summary: Provides an example of the
potential cost of hiring a new team member
who leaves shortly after being are hired.
What if They Stay? 19 • Summary: Identifies the impact that
dissatisfied team members can have on the
success of a business.
The Right Questions – The Key To A 19 • Summary: Explains that effective questions
Successful Interview help a Manager determine whether a
candidate is likely to be good fit.
What You Cannot Ask 19-21 • Summary: Explains that legally, Managers
can only ask questions related to the
requirements of the job. All other questions
should be avoided.

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21 • Activity: The Learner reviews eight interview
questions, decides whether they are legal
or illegal to ask, and re-writes any illegal
questions to make them legal.
1. Legal or Illegal: Assuming we do everything we can to adapt the job, do you have
any impairments that would interfere with your ability to perform the job for which you
applied?
Illegal: Under the Americans with Disabilities Act, Title 1, you are not to ask about a
candidate’s disabilities; rather you CAN define the job tasks specifically, and seek to
determine whether the candidate can perform them.
Suggested Alternative: “Can you perform the tasks identified in the job description of the
position you are applying for?”
2. Legal or Illegal: How old are you?
Illegal: Hiring decisions cannot be based on age unless the age is a requirement of the
job (e.g., no one under 18 can operate the Hobart mixer or slicer, the company does not
hire minors under a certain age, or state law forbids hiring of minors under a certain age).
In these cases, you should only ask if they are “at least age __.” Asking age in any other
way for any reason other than a legitimate job requirement can be considered pretext for
age-based discrimination.
Suggested Alternative: “Are you at least 18 years old?”

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3. Legal or Illegal: This job requires that you move 45-pound boxes to the storeroom when
deliveries are made. Are you able to do that?
Legal: The question is legal provided it is in regards to a legitimate requirement of the
job that the candidate is interviewing for and provided that all candidates are asked the
same question (e.g., not just female candidates). Ask “are you able,” vs. “is there anything
that would prevent you from...” in order to avoid any pretext for
disability-based discrimination.
4. Legal or Illegal: Where were you born?
Illegal: Can be considered pretext for race, national origin, or
ethnicity-based discrimination.
Suggested Alternative: None. National origin has nothing to do with the candidate’s
ability to do the job or eligibility to work in the U.S.
5. Legal or Illegal: I’m going to need a copy of your birth certificate. Is that okay
with you?
Illegal: This can be considered pretext for race, ethnicity, or age-based discrimination.
Some states require minors to provide a copy of their birth certificate as proof of age, but
only after a job offer has been made. Documentation proving age or eligibility to work
in the U.S. should only be requested once a job offer has been made. For the purposes of
verifying eligibility to work in the U.S., any of the qualifying documents listed on the back
of the I-9 form are acceptable; you may not require the candidate to bring
specific documents.
Suggested Alternative: None. This document should not be asked for in an interview.

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6. Legal or Illegal: Would you be available for work on Saturdays and Sundays?
Legal: Only if it is a requirement of the job. If it is not a legitimate requirement of the job,
this question can be considered pretext for religion-based discrimination. This point also
applies to religious holidays such as Christmas and Hanukkah.
7. Legal or Illegal: Who will take care of your children while you are working?
Illegal: This can be considered pretext for marriage or family status-based discrimination.
A person having stable childcare is not a job requirement. What you really need to
determine is whether they can work when scheduled.
Suggested Alternative: “The schedule (attendance expectations) of this job are ________
___. Will you be able to meet those expectations and be at work when you
are scheduled?”
8. Legal or Illegal: We require a one year commitment when hiring. Are you planning to
take any maternity leave in the next year?
Illegal: Can be considered pretext for marriage, family status, pregnancy, or
sex-based discrimination.
Suggested Alternative: None. All questions related to pregnancy are illegal.
22 • Summary: Provides a summary of the
most common illegal interview questions
and provides examples of how to ask the
questions legally.

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What You Should Ask 23 • Summary: Explains that during an interview,
Managers should ask questions about the
following:
 Job requirements
 Key background
 Motivational fit
 Past performance
JOB REQUIREMENTS QUESTIONS 23 • Summary: Explains that job requirement
questions enable the interviewer to
determine is the candidate has the basic
abilities to do the job, is available, and is
willing to perform the job.
KEY BACKGROUND QUESTIONS 24 • Summary: Explains that key background
questions enable the interviewer to
determine if the candidate has performed
similar activities in the past and whether their
past experiences will likely benefit them and
the team in the future.

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25 • Activity: The Learner reviews the Past Job
Experience section of the sample application
shown in the Learner’s Guide and creates
3-5 key background questions and identifies
what the candidate’s answer will tell about
their experience.
EMPLOYMENT RECORD LIST BELOW YOUR THREE LAST EMPLOYERS, BEGINNING WITH THE MOST RECENT ONE.
NAME AND ADDRESS OF EMPLOYER

DATE
EMPLOYED 
POSITION AND DUTIES SALARY REASON FOR LEAVING
COMPANY NAME
ADDRESS
 Convergys FROM
12/14/09
NAME OF SUPERVISOR
Steve Nelson
STARTING
Still employed
X
TO ENDING NAME, IF DIFFERENT
Present 888-555-1234
Erringer, KY
CITY, STATE, ZIP CODE TELEPHONE MAY WE CONTACT? Y N
COMPANY NAME
 Kay Jewelers FROM
Feb 2009 NAME OF SUPERVISOR
Rose Smith
STARTING
9:00  Internship ended
101 North Street
ADDRESS
TO ENDING NAME, IF DIFFERENT
CITY, STATE, ZIP CODE
Cincinnati, OH Aug. 2009 TELEPHONE
888-555-4321
MAY WE CONTACT? XY N
9:00
 Leftinternship
to accept an
COMPANY NAME
Olive Garden FROM
1/08 NAME OF SUPERVISOR
STARTING
2:13
Tom Jones
ADDRESS
CITY, STATE, ZIP CODE

Fairfield, OH TO
2/09 TELEPHONE MAY WE CONTACT? XY N
ENDING
2:13
NAME, IF DIFFERENT

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Your Key Background Question Why: What Will the Answer Tell You?
Whether their most recent job provided experience or skills similar or

What is Convergys and what were your
1 transferable to the job they are applying for here and whether or not the
duties and responsibilities there?
study for which they interned was applicable to the next job they worked.
Why did you not write any of your duties The candidate’s attention to detail and ability and willingness to follow
2
at your former employers? instructions and/or solve problems.
Are they trying to avoid disclosure of their current job performance

Why is it that you would not like us to
elsewhere, or simply trying to prevent retaliation by their current employer for
3 contact your current employer for a
seeking another job? May also indicate some of what they don’t like in a job,
reference?
and signs of the applicant’s integrity.
What experience did you have at Kay Whether this job provided experience or skills similar or transferable to the
4 Jewelers that would help you succeed in job they are applying for here and potentially some of the traits, skills and
this job? abilities they see as important or valuable in a job.

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Your Key Background Question Why: What Will the Answer Tell You?
Are they trying to avoid disclosure of their job performance elsewhere, or

Why did you not stay on at Kay Jewelers
5 were there no permanent positions available there? May also indicate some
after your internship was completed?
of what they don’t like in a job, and signs of the applicant’s integrity.
Why did you leave the address and Were they making efforts to prevent you from contacting this employer or
6 telephone number for Olive Garden are there issues with this applicant’s attention to detail and/or following
blank? instructions? May also indicate drive and integrity.
Have they abandoned or postponed their original career goals and why?
What field or career was your internship Could indicate drive and commitment and whether or not they intend to stay
7
for and how does it apply to the job here? or are just seeing this job as temporary. There may also be transferable
learnings and experience that could help them be successful here.
MOTIVATIONAL FIT QUESTIONS 26-27 • Summary: Explains that motivational fit

questions tell the interviewer whether the
team member will like the job and work well
with the team.
PAST PERFORMANCE QUESTIONS 27-28 • Summary: Identifies that past performance
questions should be the focus of the job
interview because the team member’s past
performance is the best predictor of future
performance.
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Performance Answers 28-31 • Summary: Explains that the team member’s
answers to the interviewer’s performance
questions must include:
 C - Circumstances, Conditions, or Context
 A - Actions or Activities
 R - Results
31 • Activity: The Learner reviews examples of candidate responses to interview questions and
identifies whether the answer provides a complete C.A.R.
1. Complete car.
 Conditions: I couldn’t ever remember the temperatures
 Actions: So one day I made a little card up, had it laminated, and at the beginning of
my shift I taped it someplace so that I could see it.
 Results: I never had to worry about getting the temperatures right again.
2. Lemon. This answer is a generality and does not provide any specific past examples
of conditions, actions, or results. It appears to claim that the candidate never had any
problems making guests happy and that is probably not the reality.
3. Lemon. This answer is a generality and does not provide any specific past examples of
conditions, actions, or results. Though it doesn’t hurt to hear what a candidate thinks, it
must be remembered that they will tend to try to tell us what they think we want to hear.
Instead, focus on finding out what they actually have done that demonstrates ability to do
this job.

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4. Missing A.
 Conditions: My restaurant was in a college town. The busiest time was just before a
football game.
 Results: I made sure that we got everybody fed and happy by game time.
There is no explanation of what actions the candidate took in this circumstance to make
sure that “everyone was fed and happy by game time.”
5. Complete car.
 Conditions: We had nobody to bus the tables – some scheduling problem.
 Actions: So, I jumped in and helped bus tables.
 Results: Point is, the customers didn’t even know that there was a problem.
6. Missing A.
 Conditions: Last Wednesday, things were slow, so I asked the boss if I could help learn to
put the schedule for next week together. I wasn’t trying to get more hours or anything - I
just wanted to learn.
 Results: And I did!
Though we were told that they ended up learning to put the schedule together, we don’t
know what exactly that learning entailed as there are no specific actions or activities that
describe the learning process or how they learned it.
7. Lemon. “I dropped a spoon down the garbage disposal” could be the conditions or it
could be a result of the conditions. “It had to be fixed” could be part of the conditions,
or it could be actions or even the candidate’s perceived results. We need to ask this
candidate to give us more detail on all three parts of the C.A.R.

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8. Lemon. This answer does not tell us anything about the circumstances, so we don’t know
why the manager didn’t want to open the extra dining room, if the candidate assumed
this or if the manager actually gave that instruction, or what challenge, if any, compliance
presented. “I really watched the traffic” does not describe specific actions taken to avoid
opening the room. We also did not hear whether the candidate was successful in keeping
the room closed and why or why not.
9. Missing R.
 Conditions: My scheduled hours ended and it was time for me to do my sidework and
get ready to go home.
 Actions: So I introduced Manny to each of my tables.
We don’t know the results of the action. Did Manny’s introduction to the candidate’s guests
ensure that those guests were taken care of?
10.Missing R.
 Conditions: I had a tough time in the beginning. I made a lot of mistakes.
 Actions: But I just kept doing my best to learn my job, practice, and improve my skills.
Did they continue to learn? Did they improve their skills? Did the tough times get easier
and did their rate of mistakes reduce? We don’t know the results of their actions.

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Traits, Skills and Abilities – What 32-33 • Summary: Explains that to ask effective
to Ask About past performance questions, interviewers
must know what traits, skills, and abilities
are required to do the job and the types
of behaviors that demonstrate those traits,
skills and abilities. The interviewer must then
write questions to elicit examples from the
candidate’s work history.
34-35 • Activity: Selecting 5 traits from the list on • Trainer Note: This activity can be
page 32, or choosing 5 of their own, the challenging, so stay involved with the
Learner writes behavioral interviewing Learner. It may be helpful to complete and
questions to elicit examples of discuss the first example together before
past behaviors. having the Learner complete the other four.
Principles of Effective 36 • Summary: Identifies the following 5
Interviewing principles for effective interviews:
1. Prepare ahead and use a “blueprint.”
2. Ask the right questions.
3. Record the candidate’s responses and
take notes.
4. Watch the timing.
5. Treat the candidate as if they were
a guest.

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Putting It All Together: The 37-41 • Summary: Introduces the “Interview • Trainer Note: A sample of the blueprint
Interview Blueprint Blueprint” as a tool to help plan and conduct is included in Figures 4-7 in the Learner’s
effective interviews. Guide and in the Appendix.
Interview Guides 42-50 • Summary: Introduces the “Interview Guide”
as an alternative to the interview blueprint
and provides examples of two versions.

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• Managers have the responsibility of ensuring compliance with employment laws, which can have great impact on employment decisions, from
recruitment through to dismissal. From issues of harassment to discipline, you must learn your legal responsibilities under State and Federal
employment laws; failure to do so can be costly.
• The three basic principles behind employment laws are fairness, equity, rights.
• Employment law includes provisions that make it illegal to retaliate against a person who complained about an employer’s violation of the
law, filed a charge or claim of employer violation of the law, or participated in an investigation or lawsuit.
• State and Federal laws require employers to post all existing labor laws in an area accessible to team members.
• At IHOP, we require every team member be trained, at a minimum, on the basic issues surrounding harassment, which include, but are not
limited to the following: that every team member has the right to a harassment-free workplace, an understanding of what behavior and
activities are not appropriate in the workplace, and an understanding of what actions a team member should take if they feel they are the
victim of harassment.
• Effective interviewing, which is the essence of good hiring, answers two questions that will tell you if the team member is likely be successful: is
the job a motivational fit (will the candidate like the job and work well with the current team) and is it a job fit (do they have past experience
or performance that indicates their ability to do the job)?
• To ensure that you do not ask questions that are illegal or could be perceived as intent to discriminate, only questions that are related to
requirements of the job and avoid questions that project your assumptions about the candidate’s ability or potential to fulfill
those requirements.
• Past performance questions should constitute 70-80% of your interview’s total question and answer time, because the best predictor of future
performance is past performance.
• Use the acronym “CAR,” Circumstances, Actions and Results, to ensure the responses to your past performance interview questions provide you
the information you need.
• An “interview blueprint” or interview guide serves as a tool for preparing and conducting an effective interview. They save time and effort,
and help ensure that the questions you ask are legal, comparable, fair, and consistent from candidate to candidate and are related to the
job requirements and expectations.

IHOP 202 Performance Management & Training - Trainer’s Guide
Module 9
Page 1 of 12
Module 9 Overview
Module Purpose: Introduces the basic procedures and tools that IHOP Managers should be using to maximize the
performance of their restaurant teams. Also, reviews the fundamentals of effective training and
highlights the various IHOP training programs and certifications.
and resources, discusses them with the trainer, and performs practice activities.
Recommended Day of Training Segment: Morning of Training Day 7

Instruction: Performance Management Segment: Morning of Training Day 8
Topics Covered: • Responding to Team Member Performance Issues

• Effective Coaching
• Corrective-action Meetings
• Performance Appraisals
• Training your Team
• IHOP Training Programs and Certifications
Module 9
Page 2 of 12

Performance Management & 1 • Summary: Identifies “performance • Trainer Note: Emphasize that the
Training management” as the constant process of information provided in this module is
keeping the restaurant team focused on what general in nature and that the Learner
matters most. Performance management should discuss these topics with their
includes activities such as praising team Franchisee, Supervisor, or Human Resources
members, correcting unwanted behavior, professional for specific information on
corrective action meetings, performance how to conduct these activities in their own
appraisals, and training. organization.
There’s a Performance Issue... 1-2 • Summary: Introduces the Learner to the
What Now? IHOP Performance Discrepancy Chart,
which helps Managers identify and choose
an appropriate response to
performance issues.
the Using the Performance Problem Chart
in IHOP SOP 1.
Effective Team Member 3 • Summary: Explains that coaching is a
Coaching process of identifying behavior that
either meets or fails to meet performance
requirements, identifying the reasons for the
behavior, communicating the performance
expectation, and following up to ensure
desired results.

Module 9
Page 3 of 12

Coaching to Praise Desired 3-4 • Summary: Explains that a primary goal of
Behavior performance management is to reinforce
the team’s good behavior’s so they continue
to do the right things right. Provides the
following 4 steps to coaching to praise
behavior:
Step 1: Tell exactly what was done correctly.
Step 2: Explain the impact.
Step 3: Share your feelings.
Step 4: Encourage more of the same.
4 • Activity: At some point today, the Learner is
to identify 5 team members in the training
restaurant who are deserving of praise, then,
following the “coaching to praise” steps,
let each team member know. After each
coaching session, the Learner is to record
their thoughts in the Learner’s Guide and
then discuss with you.

Module 9
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Coaching to Correct Behavior 5 • Summary: Identifies the steps to guide a
team member’s performance back on track
when you notice they are not performing to
the expectation. The steps are:
Step 1: Tell the person exactly what they did
that needs improvement.
Step 3: Share your feelings.
Step 4: Ask for feedback and suggestions for
improving.
Step 5: Re-affirm past performance.
6-7 • Activity: The Learner is presented with 8 • Trainer Note: See the notes below for the
role-play scenarios that they are to read, background on the team member’s side of
plan what they are going to say, then each role-play scenario.
role-play following the steps for coaching to
correct behavior with you acting as the team
member.
6 Role-play Scenario 1 - Team Member Background
You are a great and loyal team member. You almost never miss a shift and you’re never really
late. You have noticed a couple of times when you clocked in that the clock at work is wrong by
a few minutes.

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You are tired of doing laundry every other day. If you had more than 2 uniforms it would sure
make more sense. It is unbelievable that your employer would expect that everyone would
have the time or energy to go to the laundry-mat every two days.
You were talking and having fun with two of your really close friends in the back of the
restaurant while the three of you did your work today. It’s great to be able to have fun
at work.
A Server came up to the passbar today and wouldn’t even take their food out. They wanted
some eggs re-cooked, but hadn’t even brought the plate out to the guest. The Server insisted
that the eggs were too runny but the guest ordered the eggs over-easy. Besides, the eggs
were more to the medium side anyway, so you asked her to try them first. The Server refused.
She was obviously in a bad mood today.
They are so picky about uniforms here. The Lead Trainer and the DM did a lineup to approve
uniforms before the restaurant even opened. It took forever to find comfortable pants that they
approved of. They were a bit expensive, but they have lasted you almost a full year. Thank
goodness, because you can’t afford new ones right now.
You had to call in sick again yesterday. You could tell the Manager was mad, but you always
bring in a doctor’s note, so you’re doing what you’re supposed to.
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You have a medical condition that requires you to take medication, and one of the side-effects
of the medication is that your body produces a distinct odor. There’s nothing you can do; not
taking the medication is not an option. You’re doing your job, and your odor doesn’t get in the
way of it.
You’re sick of the same old thing here. You are the best team member here but you never get
any recognition and you don’t make enough money for what’s expected of you. Nobody does.
You’ve tried so many times to tell the Managers here how things could be run better, but they
ignore all of your ideas. Now you’ve just given up and you’ll just shut up and do your job.
Corrective Action Meetings 7-8 • Summary: Explains that corrective action
meetings are sometimes necessary when
other coaching sessions are effective.
Identifies the following steps:
Step 1: Explain the reason for the meeting.
Step 2: Review previous coaching session(s).
Step 4: Ask for feedback and suggestions for
improvement.
Step 5: Gain agreement on improvement
needed.
Step 6: Explain the deadline and
consequences if improvement is not achieved.
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8 • Activity: Have the Learner think of a
situation they experienced at a previous
or current job or during training that
warranted a corrective action discussion.
Have the Learner complete the Coaching
& Corrective Action Form shown in Figure
2 in the Learner’s Guide, then role-play the
discussion with them, with you acting as the
team member.
Termination Discussions 9 • Summary: Explains that the termination • Trainer Note: Emphasize to the Learner
of a team member is a difficult situation that they should speak with their Franchisee,
and specific guidelines must be followed to Supervisor, or Human Resources professional
ensure it is done properly. for direction on their organization’s
termination procedures.
Documentation of Coaching 9-10 • Summary: Emphasizes that it is absolutely • Trainer Note: Show the Learner your system
Sessions and Performance necessary to document and maintain the for documenting coaching and corrective
Discussions documentation on any and all coaching action discussions.
or corrective action discussions. Any
organized system is allowable; however,
IHOP recommends using the Coaching and
Corrective Action Form shown in Figure 2.

Module 9
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Effective Performance 11 • Summary: Explains that the formal
Appraisals performance appraisal is an important
part of helping team members understand
performance expectations and how they
have measured up during a specific period.
Characteristics of an Effective 11-12 • Summary: Identifies nine characteristics of
Appraisal good performance appraisals.
Performance Appraisal meeting 12-13 • Summary: Provides a “blueprint” for
Guide conducting a performance appraisal
meeting.
Using a Performance Appraisal 13-14 • Summary: Explains performance appraisals
Form must be documented and filed in each team
member’s personnel file.
15 • Activity: The Learner will think of a team
member from a previous job or their home
restaurant and complete a Restaurant
Hourly Performance Appraisal form for the
team member. Then, using the performance
appraisal guidelines and with you acting as
the team member, the Learner will role-play
the delivery of the performance appraisal.

Module 9
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Training Your Team 15 • Summary: Emphasizes that training is an
important part of the overall success of a
restaurant.
the Training Properly section of IHOP SOP
1 for an overview of the operational areas
impacted by training.
“...But I Don’t Have Time To Train!” 15-16 • Summary: Discusses some of the common
obstacles to training and the potential
impacts of failing to properly train the team.
When to Train 16 • Summary: Explains that is it important for
Manager to recognize when there is a need
for training.
the When to Train section of IHOP SOP 1
for an overview of situations when training
would be appropriate.
How to Train 17-18 • Summary: Discusses some of the basic
principles of effective training.
17 • Activity: The Learner must complete the
Training Others Module at this time, if not
previously completed.

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IHOP Training Programs and 18 • Summary: Introduces the section covering the
certifications training and certification programs offered
by IHOP.
IHOP 101 Training Program For 19 • Summary: Provides an overview of the
Hourly Team Members training program used to train new hourly
team members.
Certified Trainers 19 • Summary: Explains the requirements and
process for certifying trainers.
Crew Chief Training 19 • Summary: Explains the Introduction to
Leadership self-study program is the main
resource for preparing Crew Chiefs to
advance.
Assistant Manager Training 19 • Summary: Explains that the Next Steps in
Management self-study program is the main
resource for preparing Assistant Managers
to advance.
IHOP Certified Manager Training 20 • Summary: Identifies the requirements for
Requirements a Manager to become an IHOP Certified
Manager.

Module 9
Page 11 of 12

Supplemental Development 20-21 • Summary: Identifies the following additional
Training training resources that are available to
franchisees:
 IHOP Training Programs
 Topical Training Programs
 IHOP Training Library
21 • Activity: Have the Learner locate and
review the IHOP Training Library Catalog
and check-out procedures that are posted on
insideIHOP.com.
• Performance management is a never-ending process of leading your team to success by keeping them focused on what matters
most through activities such as praising team members for work done well, giving team members feedback for improvement,
conducting corrective action meetings, conducting performance appraisals, and providing ongoing on-the-job training.

Module 9
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• Coaching is a process of identifying behavior that either meets or fails to meet performance requirements, identifying the
reasons for the behavior, communicating the performance expectation, and following up to ensure desired results. Generally,
there are two situations when you would coach a team member: if a team member does a task well, you would praise them so
they repeat the behavior; if a team member performs below the standard, you would provide feedback for improvement to
correct the behavior.
• To make the most impact and ensure continued performance, all praise should include the four elements: tell the person
specifically what was done correctly, explain the impact on guests and other team members, share your feelings, encourage
more of the same behavior.
• To make coaching to correct behavior more effective and guide the team member to performance that meets the standard,
you should include these five 5 elements: tell the person specifically what they did that needs improvement, explain the impact
on guests and other team members, share your feelings, ask for feedback and suggestions for improving, re-affirm
past performance.
• It is absolutely necessary to document and maintain in the team member’s permanent personnel file, any coaching or corrective
action measures taken to improve team member performance. It is also a good idea to document instances where you have
praised a team member’s performance as well.
• The ultimate goal of any training is to create a lasting impact on the team member that guides their behavior beyond the
completion of the training itself.
• Training does not “just happen,” but is the result of careful planning, thoughtful implementation and disciplined,
structured execution.

IHOP 202 Financial Controls - Trainer’s Guide
Module 10
Page 1 of 17
Module 10 Overview
Module Purpose: Introduces the basic procedures for monitoring and controlling the financial “health” of the restaurant.
Recommended Day of
Instruction:
Topics Covered: • The Profit & Loss Statement

• Controlling Restaurant Costs

Module 10
Page 2 of 17

Financial Controls 1 • Summary: Explains that the two facets of
financial control are knowing what money
is coming in and going out and controlling
spending and expenses.
Profit & Loss Statements 1-2 • Summary: Identifies the P&L statement as
(P&L) a financial “scorecard” for the restaurant,
which is used to measure and analyze
business performance.
2 • Activity: Learner discusses the ways in which • Suggested Discussion Points:
the financial health and profitability of the  Morale
business personally impacts the Manager.  Job satisfaction
 Stress
 Pay rate
 Bonus potential
 Employment
 Career
 Time off
Profit & Loss Statement Basics 3 • Summary: Provides background on the P&L
statement. Explains that the statement is
always composed of Sales - Costs = Profit
and is broken into six main sections.
Finding P&L Variances 3-4 • Summary: Discusses the importance of using
the P&L to identify variances.

Module 10
Page 3 of 17

Using the P&L to Analyze and 4-6 • Summary: Discusses the use of the P&L to
Control Costs identify and control costs .
5-6 • Activity: Using Worksheet 1, identify and discuss the following P&L concerns and issues.
A. Sales $5252 more than budgeted and $1240 more in credits than planned, but still
$5265 less profit than budgeted this month.
B. Meat up 0.5% this month though have been running at or just below budget.
C. Though the percentages are in line, the extra dollars spent in Paper are adding up:
$131 extra this month and $1104 extra spending YTD.
D. Cooks consistently about 4% more than budgeted.
E. Almost $750 less used for Servers this month than budgeted—that’s $186 per week.
F. Wasted money for overtime that was not budgeted.
G. Workers Compensation is high for both the month & YTD.
H. Vacation is not being used as expected—could this come back to haunt you later?
I. Credit Card fees are low for the month, but high YTD.
J. No China or flatware purchased yet this year.
K. Janitorial/Maintenance costs consistently almost double budget.
L. Electricity costs consistently high.
M. Water dramatically high this month.
N. Phone/Internet costs consistently over double the budget.
O. Unexpected Cash Payouts are adding up.
P. What Other Expenses were budgeted for that are not being used?
Q. The extra expenses are adding up—YTD Profit is almost $57,000 less than budget
despite sales and credit amounts being more than budgeted.

Module 10
Page 4 of 17
Pseudo Inc., dba IHOP Restaurants

Profit & Loss Statement
Period Ended May FY 2010
P&L Review Answer Key - Worksheet 1
Unit 0000 - This or That City, CA Current Month Current Month Budget Year to Date Year to Date Budget
$ % $ % $ % $ %
Net Retail Sales 182,762 100.0% 177,500 100.0% 960,673 100.0% 959,152 100.0% A.
Cost of Sales - Flour 3,193 1.7% 3,018 1.7% 19,347 2.0% 16,306 1.7%
Cost of Sales - Meat 11,775 6.4% 10,473 5.9% 56,295 5.9% 56,590 5.9% B.
Cost of Sales - Produce 3,667 2.0% 3,728 2.1% 24,500 2.6% 20,142 2.1%
Cost of Sales - Dairy 7,705 4.2% 7,988 4.5% 46,069 4.8% 43,162 4.5%
Cost of Sales - Bakery 2,517 1.4% 2,485 1.4% 13,588 1.4% 13,428 1.4%
Cost of Sales - Paper 1,906 1.0% 1,775 1.0% 10,696 1.1% 9,592 1.0% C.
Cost of Sales - Grocery 14,772 8.1% 14,200 8.0% 79,249 8.2% 76,732 8.0%
Cost of Sales Before Credits 45,535 24.9% 43,665 24.6% 249,744 26.0% 235,951 24.6%
Rebates (724) -0.4% 0 0.0% (1,686) -0.2% 0 0.0%
Employee Meals (2,049) -1.1% (1,533) -0.9% (10,231) -1.1% (10,167) -1.1%
Total Cost of Sales 42,762 23.4% 42,132 23.7% 237,827 24.8% 225,784 23.5%
Net Before Operating Expenses 140,000 76.6% 135,368 76.3% 722,846 75.2% 733,368 76.5%
Labor - Host/Hostess 4,760 2.6% 4,440 2.5% 23,285 2.4% 23,979 2.5%
Labor - Cooks 29,335 16.1% 21,362 12.0% 150,205 15.6% 115,099 12.0% D.
Labor - Servers/Expeditors 7,601 4.2% 8,347 4.7% 42,649 4.4% 45,081 4.7% E.
Labor - Combos 7,679 4.2% 7,814 4.4% 46,316 4.8% 42,200 4.4%
Labor - Miscellaneous/Crew Chief 2,069 1.1% 2,564 1.4% 11,597 1.2% 14,387 1.5%
Labor - Overtime Premium 311 0.2% 0 0.0% 3,059 0.3% 0 0.0% F.
Craft Labor 51,755 28.3% 44,527 25.1% 277,111 28.8% 240,746 25.1%
Labor - General Manager 4,065 2.2% 4,000 2.3% 21,341 2.2% 21,000 2.2%
Labor - Assistant Managers 9,350 5.1% 9,457 5.3% 49,087 5.1% 49,650 5.2%
EE Benefit - Burden Rate 11,065 6.1% 11,094 6.3% 50,549 5.3% 59,947 6.3%
Employee Benefit - Worker Comp 586 0.3% 500 0.3% 4,239 0.4% 2,500 0.3% G.
Vacation and Sick 799 0.4% 1,775 1.0% 2,772 0.3% 9,592 1.0% H.
Management Incentive 1,565 0.9% 1,565 0.9% 7,825 0.8% 7,825 0.8%
Total Labor 79,185 43.3% 72,918 41.1% 412,924 43.0% 391,260 40.8%

Module 10
Page 5 of 17
Net Before Other Controllables 60,815 33.3% 62,450 35.2% 309,922 32.3% 342,108 35.7%
Credit Card Fees 1,351 0.7% 1,420 0.8% 12,799 1.3% 7,673 0.8% I.
Supplies & Services - China/Flatware 0 0.0% 355 0.2% 0 0.0% 1,918 0.2% J.
Supplies & Services - Linen/Laundry 232 0.1% 533 0.3% 2,124 0.2% 2,877 0.3%
Supplies & Services - Janitorial/Maint. 4,351 2.4% 2,308 1.3% 21,249 2.2% 12,469 1.3%
P&L Review Answer Key - Worksheet 1
K.
Supplies & Services - Security 0 0.0% 0 0.0% 0 0.0% 0 0.0%
Supplies & Services - Other 3,217 1.8% 3,550 2.0% 21,745 2.3% 19,183 2.0%
Repair/Maintenance 1,702 0.9% 1,420 0.8% 10,014 1.0% 7,673 0.8%
Utilities - Gas/Oil 1,859 1.0% 2,663 1.5% 18,369 1.9% 14,387 1.5%
Utilities - Electric 3,402 1.9% 2,663 1.5% 17,048 1.8% 14,387 1.5% L.
Utilities - Water/Sewer 2,119 1.2% 888 0.5% 4,510 0.5% 4,796 0.5% M.
Utilities - Telephone/Internet 901 0.5% 355 0.2% 4,917 0.5% 1,918 0.2% N.
National Advertising 1,828 1.0% 1,775 1.0% 9,607 1.0% 9,592 1.0%
Co-Op Advertising 4,569 2.5% 4,438 2.5% 24,017 2.5% 23,979 2.5%
Unit Promotion - LRM 32 0.0% 100 0.1% 482 0.1% 500 0.1%
Recruitment/Relocation 0 0.0% 50 0.0% 326 0.0% 250 0.0%
Work Tax Credit 0 0.0% 0 0.0% (2,400) -0.2% 0 0.0%
Cash Variance (40) 0.0% 0 0.0% 12 0.0% 0 0.0%
Cash Payouts - Non-Food 33 0.0% 0 0.0% 653 0.1% 0 0.0% O.
Royalty Fees 8,224 4.5% 7,988 4.5% 43,230 4.5% 43,162 4.5%
Other Expenses 84 0.0% 196 0.1% 512 0.1% 1,056 0.1% P.
Total Other Controllable Expenses 33,864 18.5% 30,699 17.3% 189,214 19.7% 165,821 17.3%
Net Before Non-Controllables 26,951 14.7% 31,752 17.9% 120,708 12.6% 176,287 18.4%
Rent - Land & Building 8,125 4.4% 8,125 4.6% 40,625 4.2% 40,625 4.2%
Rent - Equipment 318 0.2% 196 0.1% 1,590 0.2% 980 0.1%
Rent - CAM Charges 0 0.0% 0 0.0% 0 0.0% 0 0.0%
Property Tax - Real Est. & Personal 2,605 1.4% 2,022 1.1% 13,025 1.4% 11,277 1.2%
Taxes & Licenses - Bus. Tax, Permits 0 0.0% 256 0.1% 1,349 0.1% 2,374 0.2%
Property Insurance 625 0.3% 625 0.4% 3,125 0.3% 3,125 0.3%
Services - Accounting, Payroll, Legal 930 0.5% 930 0.5% 4,650 0.5% 4,650 0.5%
Note Payments 5,252 2.9% 5,237 3.0% 26,260 2.7% 26,185 2.7%
Total Non-Controllable Expenses 17,855 9.8% 17,391 9.8% 90,624 9.4% 89,216 9.3%
Net Profit/Loss 9,096 5.0% 14,361 8.1% 30,084 3.1% 87,071 9.1% Q.

Module 10
Page 6 of 17

Cost Controls 7 • Summary: Explains that profit is directly
impacted by the ability to control costs.
Sales Controls 8 • Summary: Explains that sales are the fuel
for profit, but costs are dependent on sales.
So, controlling sales is the place to start when
controlling costs.
Increasing Sales 8 • Summary: Introduces the concept that when
increasing sales, there is the opportunity to
reduce costs by taking maximum advantage
of the supplies and labor you already have
on hand.
Keeping Sales 8 • Summary: Explains that keeping the sales
brought in was covered in the Revenue
Accounting Procedures module.
Food Cost Controls 8-9 • Summary: Explains that food cost generally
consumes about ¼ of a restaurant’s sales.
the Food Cost Control Chapter of IHOP
SOP 2.
How to Set Accurate Pars 9-10 • Summary: Describes the procedures for
establishing pars based on projected volume.

Module 10
Page 7 of 17

10-12 • Activity: Explain and demonstrate how to
set weekday and weekend ordering pars
for bacon using Worksheet 2, then have the
Learner do the same using Worksheet 3.
13 • Activity: Work with the Learner to calculate
weekday and weekend prep pars for the
daily prep of sliced and diced ham using
Worksheet 4.

Module 10
Page 8 of 17
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Setting Ordering Pars Answer Key - Worksheet 2
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Module 10
Page 9 of 17

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Module 10
Page 10 of 17
2UGHU'DWH

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Module 10
Page 11 of 17

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Module 10
Page 12 of 17
Meats/ Carnes
Shelf Life Portion Container Weekday Par Weekend Par Monday Lunes Tuesday Martes Wednesday Miercoles Thursday
Item Name/ Nombre del Producto Uso entre Uso en fin de Have Need Have Need Have Need Have
Vida Util Porcion Recipiente
semana semana Hay Necesita Hay Necesita Hay Necesita Hay
Ham - Breakfast Slice 3 Days 4 oz Wrap
__ Orders __ Orders
Jamon en rebanadas para desayuno 3 Dias 6" 1/6-Pan
Ham - Diced 3 Days 1 oz Paper Cup
__ Pan __ Pan
Jamon Picado 3 Dias 6" 1/3-Pan
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Module 10
Page 13 of 17
y Jueves Friday Viernes Saturday Sabado Sunday Domingo

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:NQG :NQG


Module 10
Page 14 of 17

Advance Preparation Sheet (Prep 14-15 • Summary: Describes the importance, function
Sheets) and use of a Prep Sheet.
Analyzing Trends or Changes 16 • Activity: Have the Learner locate and read
the Changes in Food Cost section of the
Analyzing Trends or Changes chapter of
IHOP SOP 1.
Preventing Theft 16 • Summary: Provides guidelines for
preventing theft.
Food Cost Survey 17-24 • Activity: Using the Internal Food Cost Survey
form found on Worksheets 6-12 in the
Learner’s Guide, have the Learner complete
a food cost survey of the restaurant and then
discuss the results with you.
Labor Cost Controls 25 • Summary: Explains that roughly 40% of
sales are consumed by labor costs.
Analyzing Trends or Changes 25 • Activity: Have the Learner locate and read
the Labor Cost Changes section of the
Analyzing Trends or Changes chapter of
SOP 1.

Module 10
Page 15 of 17

Labor Cost Survey 25-31 • Activity: Using the Internal Labor Cost
Survey Form found on Worksheets 13-18
in the Learner’s Guide, have the Learner
complete a labor cost survey of the
restaurant and then discuss the results
with you.
Other Controllable Costs 32 • Summary: Explains that other controllable
costs consume 15-17% of sales.
read the Energy Management and Other
Controllables Chapters of SOP 2. Also, have
the Learner locate and read the Energy
Crisis Bulletin posted to insideIHOP.com.
Analyzing Trends or Changes 32 • Activity: Have the Learner Locate and
read the Changes to Other Controllable
Expenses section of the Analyzing Trends
or Changes chapter of SOP 1.
More Key Controls 33 • Summary: Provides additional guidelines
to effectively control other controllable
expenses.

Module 10
Page 16 of 17

• A Profit and Loss Statement (P&L) is essentially a numerical summary of the daily actions and decisions made in the restaurant.
• All P&L Statements have the same basic structure and report three financial performance components: SALES - COSTS =
PROFIT.
• The most valuable uses of a P&L Statement for a restaurant Manager are to analyze whether the operating costs are in line
with expectations and restaurant needs, and to apply the learnings from that analysis to more effectively control costs in order
to further increase profitability and prevent losses. A P&L can guide you to the questions to ask and may suggest areas for
operational improvement.
• The “Bottom Line” of business is PROFIT, and because the profit equals sales minus costs, your restaurant’s profitability is largely
a function of how effectively you control costs.
• The most accurate pars are primarily based on actual past usage trends with adjustments made for anticipated future
increases or decreases in usage. To calculate usage: add prior Inventory Unit Count + Units Purchased/Prepped - Remaining
Inventory Unit Count.

Module 10
Page 17 of 17

• Pars should be updated at least once each season and anytime a significant change in guest volume (such as a coupon
distribution or expiration) or product mix (such as with a new LTO) is expected.
• Proper, thorough and daily use of an Advance Preparation Sheet (Prep Sheet) is one of the best tools for controlling food cost
as it helps the Manager establish prep pars, ensures that just enough of each item is prepared, and that nothing gets missed.
• The two most effective ways to control labor costs are proper team member scheduling and proper management
of productivity.

IHOP 202 IHOP
Managing
202 Trainer’
Equipment
s Program
- Trainer’
Guidelines
s Guide
Program
Module
Page
Guidelines
Page 11 of
11
of 17
4
Module 11 Overview
Module Purpose: Discusses the tools and resources available to Managers to assist the proper maintenance of
restaurant equipment and for minimizing equipment maintenance expenses and downtime.
• IHOP SOP 4 - Equipment Manual
• Training Restaurant’s Deep Cleaning & Preventive Maintenance Chart
• Training Restaurant’s Repair & Maintenance Log
• Training Restaurant’s Equipment Documentation Log (this may be contained in the SOP 4 - Equipment
Manual or in a locally-created binder).
Recommended Day of
Instruction:
Topics Covered: • Preventive Maintenance

• Equipment Warranties
• Equipment Troubleshooting
• IHOP SOP 4 - The Equipment Manual
• When to Call for Repairs

IHOP 202 IHOP
Managing
202 Trainer’
Equipment
s Program
- Trainer’
Guidelines
s Guide
Program
Module
Page
Guidelines
Page 22 of
11
of 17
4

Managing Equipment 1 • Summary: Introduces the concept that • Trainer Note: Emphasize the impact of
by investing time and money into the equipment breakdowns on time and money
maintenance of restaurant equipment, is usually far greater than the investment
maintenance costs and equipment downtime in time and money that is spent conducting
can actually be reduced. preventive maintenance.
Preventive Maintenance 1 • Summary: Defines the benefits of and
activities involved in preventive maintenance.
Regular Equipment Cleaning 2 • Summary: Explains that regular cleaning • Trainer Note: The Staff Management
(a.k.a. Sidework) of equipment is completed as a part of the Module covers the procedures for
restaurant team’s sidework. monitoring sidework assignments.
Deep Cleaning 2-3 • Summary: Explains that deep cleaning is • Trainer Note: Show the Learner the Deep
the less frequent, more detailed cleaning of Cleaning schedule used in your restaurant.
equipment and details the procedures for
creating a deep cleaning schedule.
the Preventive Maintenance Schedule
Chapter of SOP 4.
Scheduled Maintenance 3-5 • Summary: Explains that scheduled • Trainer Note: Show the Learner the
maintenance is routine maintenance that Scheduled Maintenance Chart and Repair &
keeps equipment in operation. Introduces the Maintenance Log used in your restaurant.
Scheduled Maintenance Chart for creating
a maintenance schedule and the Repair &
Maintenance Log for tracking repairs.

IHOP 202 IHOP
Managing
202 Trainer’
Equipment
s Program
- Trainer’
Guidelines
s Guide
Program
Module
Page
Guidelines
Page 33 of
11
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4

Equipment Warranties 6 • Summary: Explains that before any
equipment repairs are attempted or
ordered, the warranty must be checked to
avoid possibly voiding the warranty.
Warranty, Owner’s Manual, & 6 • Summary: Explains that all records • Trainer Note: Show the Learner where your
Service Records Retention related to equipment maintenance must restaurant equipment documentation is
be maintained. The Equipment Manual maintained.
provides a location to store these documents.
Repair/Rebuild versus Replace 7 • Summary: Explains that the decision to
repair or replace an item can only be made
after considering the factors listed.
Equipment Troubleshooting 8-9 • Summary: Provides a troubleshooting • Trainer Note: Emphasize that, above all,
process-flow that gives step-by-step the safety of team members and guests
instructions on what to do if equipment is the highest priority when dealing with
breaks down. malfunctioning equipment
IHOP SOP 4- Equipment 9-10 • Summary: Explains that SOP 4 should be
Manual the first resource used to help make good
decisions about equipment problems.
10 • Activity: Have the Learner review the
Equipment Manual and locate the
information on pg. 10 in the Learner’s Guide.
When to Call for Repairs 11 • Summary: Discusses points to consider when
deciding when to call for repairs.
IHOP 202 IHOP
Managing
202 Trainer’
Equipment
s Program
- Trainer’
Guidelines
s Guide
Program
Module
Page
Guidelines
Page 44 of
11
of 17
4

Who To Call 11-12 • Summary: Explains that every restaurant • Trainer Note: Show the Learner the Who to
should maintain a “Who to Call” list that Call list used in your restaurant.
identifies primary services vendors to call for
equipment repairs and maintenance.
• Preventive maintenance is the cleaning and periodic care of equipment that is essential to keeping it in good working condition.
The two major benefits of preventive maintenance are that it ensures the equipment will be available and it saves money.
• A preventive maintenance program includes cleaning and routine maintenance.
• Before calling a vendor or performing any repair, know the terms of the equipment’s warranty. If the equipment is still under
warranty, call the manufacturer’s service department before performing even the most minor of repairs. Many warranties will
be voided if repairs are not performed by authorized service personnel or if you attempt to make repairs yourself.
• To save time and money on unnecessary service or repair calls and to do all you can to quickly return a piece of equipment to
operation without having to call for a repair technician, review the equipment troubleshooting steps found in the
Equipment Manual.

IHOP 202 IHOP Inspections - Trainer’s Guide
Module 12
Page 1 of 6
Module 12 Overview
Module Purpose: Introduces the Learners to the inspections and assessments sponsored by IHOP for the purpose of
ensuring quality and consistency across the brand.
• Health Inspection Report Fax Coversheet from insideIHOP.com
• The training restaurant’s OAR Resource Binder
• OAR Resource Binder instructions from insideIHOP.com
• A copy of a blank Operations Assessment Report Form from insideIHOP.com
• OAR Point Deduction Challenge instructions on insideIHOP.com
• A/B Operator Criteria from insideIHOP.com
Recommended Day of
Instruction:
Topics Covered: • Staying “Inspection Ready”

• Health Inspections
• Operations Assessment Reports (OARs)
• A/B Operator Criteria

Module 12
Page 2 of 6

IHOP Inspections 1 • Summary: Explains that the main purpose
of IHOP-sponsored inspections, is to ensure
quality and consistency across the IHOP
brand. Inspections should be viewed as tools
to help ensure the restaurant is measuring up
to the IHOP standard.
Staying Inspection Ready 1 • Summary: Emphasizes that the best method
for success on any inspection or assessment is
to ensure the restaurant is ready at all time,
not just when an inspection is imminent.
Health Inspections 2 • Summary: Explains that IHOPs are subject to
inspections by local health departments.
Health Inspection General 2 • Summary: Identifies general information on
Information local health department inspections.
Inspection Occasions 2 • Summary: Identifies the five occasions
restaurants may be subject to inspections.
Critical vs. Non-critical Violations 3 • Summary: Explains the difference between • Trainer Note: The most common health
and provides examples of critical and non- inspection violation, according to the FDA,
critical health violations. is failing to maintain proper hot and cold
holding temperatures.
How to Prepare for a Health 3-4 • Summary: Provides specific steps to take to
Inspection prepare for a health inspection.

Module 12
Page 3 of 6

What to Do When a Health 4-5 • Summary: Provides specific steps to take
Inspector Visits when a health department inspector arrives.
What To Do if You Are Cited 5 • Summary: Provides guidelines on actions to
take should the restaurant be cited.
Submitting Health Inspection 5-6 • Summary: Explains that results of every
Documentation health inspection must be reported to IHOP
and provides reporting instructions.
5-6 • Activity: Have the Learner locate the Health
Inspection Report Fax Coversheet on
insideIHOP.com and review the submission
procedures.
Operations Assessment 7 • Summary: Explains that the OAR evaluates
Report Inspections IHOP restaurants on whether they are
meeting the standards in four areas.
OAR Background Information 7-8 • Summary: Provides background information
on OAR frequency and procedures.
The Operations Assessment Form 8 • Summary: Identifies OAR Form sections.
9 • Activity: Have the Learner locate the OAR
Form on insideIHOP.com. Review each
section with them, calling specific attention to
what must be done to receive full points.

Module 12
Page 4 of 6

OAR Resource Binder 9-11 • Summary: Explains that the OAR Resource
Binder is a tool for compiling much of the
information that the OAR inspector will be
asking for during the inspection.
9 • Activity: Have the Learner review the OAR
Resource Binder used in your restaurant and
then locate the instructions for creating their
own resource binder, which are posted on
the Performance page of insideIHOP.com.
OAR Point Deduction Challenges 11-12 • Summary: Provides instructions for
challenging the findings of an OAR
inspection.
12 • Activity: Have the Learner locate the OAR
Point Deduction Challenge Procedures
posted on the Performance page of
insideIHOP.com.
OAR Action Plans 13-14 • Summary: Provides guidelines for creating
an OAR action plan to correct discrepancies
noted during an OAR inspection.
A/B Operator Criteria 15-16 • Summary: Provides an overview of the A/B
program and information on the
program criteria.

Module 12
Page 5 of 6

16 • Activity: Have the Learner locate the A/B
Operator Criteria on the Performance page
of insideIHOP.com and review the criteria.
• Your restaurant should be ready for an inspection every day. If you train your team to perform to the IHOP standard, and set
and maintain that expectation each and every day, inspections will be nothing more than affirmations that your team is doing
the right things.
• To assess your readiness for a Health Department inspection, you should conduct periodic self-assessments using the same form
or inspection points that your Health Department uses.
• When a Health Inspector visits, view it as a learning opportunity, ask to see the inspector’s credentials, accompany the
inspector and take notes, refrain from offering food or any other item that can be misconstrued as an attempt to influence the
inspector’s findings, ask the inspector to explain the findings to you and offer suggestions on areas that need improvement, fix
small problems during the inspection, send inspection report to the IHOP Operations Department within five days for passing
inspections and within 24 hours for failed inspections.

Module 12
Page 6 of 6

• An Operations Assessment Report (OAR) is an IHOP evaluation of your entire restaurant with the goal of ensuring your
restaurant is meeting IHOP standards in these four areas: food safety and sanitation, product specification Standard
Operating Procedures (SOP) and training.
• To be successful on any OAR, you should become familiar with the OAR form and ensure all functional areas are meeting the
identified standards.
• In the event of an OAR failure, you must immediately formulate an action plan for correcting the deficiencies noted. A
workable action plan should include the following information: a goal for overcoming the deficiency, the action required to
overcome the deficiency, the follow-up activity that is required to ensure the action is taken, the time frame in which the action
should be taken, and the resources needed, if any, to correct the deficiency.
• While it is generally the franchise operator’s responsibility to ensure the entire organization meets the A/B Operator criteria, it
is important for the Manager to be familiar with the criteria and ensure their restaurant is in compliance in the areas they can
directly control.

IHOP 202 IHOPIHOP
Marketing
Inspections
Programs
- Trainer’
- Trainer’
s Guide
s Guide
Module 1312
Page 1 of 6
7
Module 13 Overview
Module Purpose: To introduce the Learner to IHOP’s marketing strategies and programs.
• Limited Time Offer Training and POP Kits in restaurant or on insideIHOP.com
• LTO Training Acknowledgement Application on insideIHOP.com
• IHOP ‘N Go Program Guide from insideIHOP.com’
• Gift Card support tools and resources from insideIHOP.com
Recommended Day of
Instruction:
Topics Covered: • Limited Time Offers (LTOs)

• New Product Development Program
• IHOP Core Menu Update Program
• National Pancake Day
• Gift Card Program
• IHOP ‘N Go Program
• IHOP Dinner
• Local Restaurant Marketing (LRM) programs

IHOP 202 IHOPIHOP
Marketing
Inspections
Programs
- Trainer’
- Trainer’
s Guide
s Guide
Module 13
12
Page 2 of 6
7

IHOP Marketing Programs 1 • Summary: Emphasizes that in addition to
offering great food and service, IHOP must
constantly market our restaurants.
Limited Time Offers (LTOs) 1-2 • Summary: Provides background information
on LTO offerings, frequency, and training
and POP kits.
2 • Activity: Review with the Learner each the
LTO training and POP kits components in
the restaurant and have them locate the
materials on insideIHOP.com.
Manager’s Role 2 • Summary: Explains that ultimate success of
any promotion depends on the Manager’s
ability to ensure proper execution.
Scheduling LTO Training Meetings 2 • Summary: Provides guidelines and action
steps for planning and scheduling LTO
training meetings.
Prepare Yourself to Run an LTO 3 • Summary: Explains the preparation steps
Training Meeting that a Manager should personally take prior
to conducting an LTO training meeting
Preparing for the LTO Training 3 • Summary: Provides guidance on preparing
Meeting the meeting room, training tools, and food
for the training meeting.

IHOP 202 IHOPIHOP
Marketing
Inspections
Programs
- Trainer’
- Trainer’
s Guide
s Guide
Module 13
12
Page 3 of 6
7

Conducting the LTO Training 3-5 • Summary: Provides suggested agenda for
Meeting one-day or two-day LTO training meeting.
LTO TRAINING ACKNOWLEDGEMENT 6 • Summary: Provides guidelines for
documenting completion of LTO training.
6 • Activity: Have the Learner locate the LTO
Training Acknowledgement Application on
insideIHOP.com
LTO Checklist 6-7 • Summary: Introduces the LTO Checklist,
which guides Managers through all steps in
preparing and implementing LTO promotions.
Activity: Preparing for an LTO 8 • Summary: If in the middle of an LTO,
Rollout review each step of the GM LTO Promotion
Checklist. If an LTO is about to start, have
the Learner assist you with the preparation
and attend the rollout training meeting.
Manager’s Role During LTO 8 • Summary: Highlights the Manager’s roles
during the actual LTO.
New Product Development 8-9 • Summary: Introduces the strategy and
purpose of IHOP’s three levels of new
product development programs:
 Product Screeners
 Single-Restaurant Validations
 Super Product Operations Test (SPOT)
IHOP 202 IHOPIHOP
Marketing
Inspections
Programs
- Trainer’
- Trainer’
s Guide
s Guide
Module 13
12
Page 4 of 6
7

Core Menu Updates 10 • Summary: Provides the philosophy and
background for IHOP’s Core Menu updates.
Core Menu Training 11 • Summary: Explains that the training
materials and rollout training meetings for
Core Menu updates are basically the same
as those for LTOs.
National Pancake Day 11 • Summary: Provides the history, purpose and
benefits of IHOP’s National Pancake Day.
IHOP ‘N Go Program 12 • Summary: Introduces the philosophy behind
IHOP’s carry-out program.
review the IHOP ‘N Go Program Guide on
insideIHOP.com.
IHOP ‘N Go Best Demonstrated 12 • Summary: Provides best demonstrated
Practices practices from actual restaurant operators
for managing the program.
Taking To Go a Step Further 13 • Summary: Provides additional tips for
increasing the effectiveness of the program.
Gift Card Program 13-14 • Summary: Identifies gift cards as a low
maintenance way to drive revenue through
their in-restaurant, 3rd party, or online sales.
Gift Card Program Tools 14 • Summary: Identifies the Gift Card training
and reference tools available to Managers.
IHOP 202 IHOPIHOP
Marketing
Inspections
Programs
- Trainer’
- Trainer’
s Guide
s Guide
Module 13
12
Page 5 of 6
7

Activity: Locating Gift Card Tools 14 • Activity: Have the Learner locate the gift
on insideIHOP.com card tools on insideIHOP.com and review
the tools with them.
Activity: Processing Gift Cards 14 • Activity: Demonstrate and have the Learner
practice the gift card transactions listed in
the Learner’s Guide.
Dinner at IHOP 14-15 • Summary: Explains that dinner sales
represents potential growth for a restaurant
if dinner if properly executed.
Dinner As Good As Our Pancakes 15 • Summary: Explain that this laminate is to
Laminate be used by Managers to help prepare
their teams to offer excellent service during
dinner meal periods.
Dinner Readiness Checklist 15-17 • Summary: Explain that this checklist is
a resource to help Managers ensure the
restaurant is prepared for dinner meal
periods.
Local Restaurant Marketing 17-18 • Summary: Explains that in addition to
Programs national and regional marketing efforts,
local marketing actions represent a
significant opportunity for restaurants.

IHOP 202 IHOPIHOP
Marketing
Inspections
Programs
- Trainer’
- Trainer’
s Guide
s Guide
Module 13
12
Page 6 of 6
7

Operational Excellence 18 • Summary: Explains that one of the primary
steps in any marketing program is to be able
to deliver operationally. If the restaurant
cannot deliver, no amount of marketing will
bring guests back.
Tapping into Your Team 18 • Summary: Discusses the impact the
restaurant team members have on the
marketing success of the restaurant.
Get to Know the Community 19 • Summary: Explains actions Managers can
initiate in the local community to help tailor
marketing programs to meet community
needs and interest.
Develop Local Marketing 19-21 • Summary: Explains that local marketing
Programs/Initiatives programs can be very simple and do not
need to be expensive. Provides 52 easy-to-
execute LRM ideas.
IHOP 202 IHOPIHOP
Marketing
Inspections
Programs
- Trainer’
- Trainer’
s Guide
s Guide
Module 13
12
Page 7 of 6
7

• No amount of advertising can bring a guest back if they’ve had a poor experience in the restaurant. As the leader of your
restaurant, the ultimate success of a promotion in your restaurant is directly related to how well you prepare your team and
keep them focused on the promotion. The more involved you are, the more successful the promotion will be.
• Aside from the IHOP-branded plating and to go bags, the IHOP ‘N’ Go program is generally not supported by advertising
campaigns. Therefore, it is up to you to get the word out in your community, and most importantly to properly execute to go
orders to ensure repeat business.
• Gift card programs are a low-cost, low maintenance way to drive revenue through gift cards sales as well as drive traffic by
encouraging guests to visit IHOP to redeem their gift cards.
• LRM refers to any actions you take in your local community that have the following purpose: establish a strong relationship with
the community, extend national and regional efforts at unit level, drive traffic and encourage repeat visits.
• Offering great food and hospitable service is important, but so is being an active, contributing member of the community. The
added benefit is that potential guests will see you as a value to the community and support you by visiting your restaurant.
• A first step in marketing your restaurant in the community is to ensure your restaurant is operating according to IHOP standards
and your team is delivering on the promise of “Service As Good As Our Pancakes.”

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Restaurant Manager

© 2010 IHOP IP, LLC.

IHOP 202 Master Training Agenda

DAY 1 DAY 2 Day 3 Day 4 Day 5

10b. Shades for Supervisors

Daily MIT activities

Weekly MIT Activities

Weekly MIT activities should include:

© 2010 IHOP IP, LLC.

Activities an MIT Should Not Perform

© 2010 IHOP IP, LLC.

Training Materials & Tools

© 2010 IHOP IP, LLC.

The 202 Program Components

© 2010 IHOP IP, LLC.

coaching sessions and performance discussions

IHOP 202 - Restaurant Manager Training Module 8

Learner’s Guide Key Learnings Page

© 2010 IHOP IP, LLC.

Day # Day Date / / Day’s Overall Rating %

Daily MIT Evaluation Form

© 2010 IHOP IP, LLC.

Post-Training Action Plan

© 2010 IHOP IP, LLC.

IHOP 202 Post-Training Action Plan

A. Competency or Skill to be Developed

Date Completed Verified By

C. Competency or Skill to be Developed

© 2010 IHOP IP, LLC.

 Completion Certificate

 Completion Record

© 2010 IHOP IP, LLC.

IHOP 202 Completion Record

complete and accurate.

IHOP Training Department

© 2010 IHOP IP, LLC.

Estimated Time Required: 4 hours

© 2010 IHOP IP, LLC.

Topics Covered: • IHOP 202 Program Overview

© 2010 IHOP IP, LLC.

Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

© 2010 IHOP IP, LLC.

Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

© 2010 IHOP IP, LLC.

Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

© 2010 IHOP IP, LLC.

Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

© 2010 IHOP IP, LLC.

Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

© 2010 IHOP IP, LLC.

Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

© 2010 IHOP IP, LLC.

Required Resources: No additional resources are required to complete this module.

Estimated Time Required: 4 hours

Topics Covered: • Leadership Styles

© 2010 IHOP IP, LLC.

Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

Learner’s Guide Section Pg. Key Points/Learner Activity Trainer Action/Notes

© 2010 IHOP IP, LLC.

Estimated Time Required: 4 Hours

© 2010 IHOP IP, LLC.

Topics Covered: • The Importance of Safely Running a Restaurant

© 2010 IHOP IP, LLC.