HTM 480 Leadership and Coaching in Hospitality
Kaleidoscope 2 (K2) Fall 2015
LSN-132
Professor:
Mark R. Testa, Ph. D.
mtesta@mindspring.com
Office Hours:
PSFA 443
Tuesday-8:30-9:30, Thursday- 8:30-9:30 and by appointment
Course Description
This course is designed to help Hospitality and Tourism Management students to develop
“people savvy” competencies as assessed in HTM 301 Service Leadership Development. More
specifically, this course focuses on developing the student’s Interpersonal Communication and
Coaching & Training Skills in order to maximize employee performance in the service setting.
The course identifies the process leaders use to set service expectations, train and develop
employees, develop employee relationships, motivate and inspire, assess service performance
and provide feedback. In addition, strategies for developing a service climate and an effective
service team are covered.
Course Objectives
Upon completion of this course, the student should be able to:
Objective
Assessment
1.
Define the “people savvy” competency and describe its
relationship to service quality.
2.
Apply and practice the HTM coaching cycle in various
settings. (vision, expectations, relationships, training,
motivating, assessing, feedback)
3.
Differentiate effective vs ineffective leadership in action
based on the HTM coaching cycle
4.
Explain his or her own personal leadership philosophy
as it relates to people in the service setting.
5
Practice the art of reflection as a means for leadership
development
Leader Shadow Reflection
Leadership Experience
Peer Mentoring Reflection
Exam
Point-Counter Point
Leader Shadow Reflection
Leadership Experience
Peer Mentoring Reflection
Exam
Point-Counter Point
Leader Shadow Reflection
Leadership Experience
Peer Mentoring Reflection
Leader Shadow Reflection
Leadership Experience
Peer Mentoring Reflection
Leader Shadow Reflection
Leadership Experience
Peer Mentoring Reflection
Competencies
Creative Decision-Making
Interpersonal Communication
Expressive Service Quality
Coaching & Training
Spirit of Optimism
Self-Development
Professionalism
Books & Resources
Kouzes, J. M, & Posner, B. Z. (2007). The Leadership Challenge, 4th ed.
Current articles will used to provide background information on each of the topics covered in this course.
Several articles and other research materials will be distributed throughout the course. Current Webbased articles will be assigned from a variety of sources including Fastcompany.com,
Businessweek.com and Wallstreetjournal.com
Blackboard
Blackboard will be used to supplement lectures and for students to obtain additional materials.
All students should get a Blackboard account and visit the HTM 302 course site each Monday
morning before class. Visit http://courses.sdsu.edu.
Structure and Assessment
This course will use a variety of teaching methods including, lecture, case studies, role plays,
small group activities, paper & pencil assessments, guest speakers and videos to address a
variety of learning styles. Active participation is strongly encouraged so that you can maximize
your learning experience.
Leadership
Experience
10%
Peer
Mentoring
Experience
20%
Leader
Shadow
15%
HTM 480
Exams
40%
Active
Contribution
&
Participation
15%
Assignments:
Leader Shadow
To provide specific examples of positive and negative leadership behaviors you will be
responsible for arranging and executing an 8 hour job shadow of an industry manager. Consider
past employers, friends and your professional network. Choose a manager in an industry
segment that interests you. Your goal will be to identify lessons learned from your experience.
Peer- Mentoring Experience
Students will be responsible for creating and maintaining a mentoring relationship with an HTM
student in HTM 301. Following the process mapped out in class, you will establish a
relationship, set goals, develop trust and assist your mentee over the course of the semester.
Your grade will come from a reflection assignment and an evaluation by the mentee.
Leadership Experience
As another method of helping you develop your people savvy skills, you will have the
opportunity to engage in a leadership experience of your choice. This could include taking a
leadership position, volunteering for community service, working with a community organization,
engaging in a team activity or working with industry. The experience should force you to actively
deal with others engaging in several of the behaviors listed on the coaching cycle.
Point-Counter Point Debates
As part of the participation and contribution grade, small groups will engage in debates relating
to the topic of the current week. The debate will take place in class for up to 10 minutes with
each team taking an opposing side. For example, does employee job satisfaction lead to greater
customer service quality? One team will argue that it does, while the other will argue against.
The remaining students will judge the debate and award the winner. Please be FLEXIBLE. Be
ready on the date assigned but we will actually conduct the debates depending on how
we progress.
Exams
A midterm and final exam will be given midway and at the end of the course respectively. The
midterm will focus on the first half of the class, while the final will be cumulative. The information
will come from class lectures, readings, and discussions. Both poor attendance and failing to
read the assigned material will make it difficult to do well on the exams.
Contribution and Active Participation
“Just showing up isn’t good enough”
Grading
Evaluation
Peer-Mentoring Experience
Leader Shadow
Active Contribution & Participation
Exams
Leadership Experience
94 and above
90-93
87-89
84-86
80-83
A
AB+
B
B-
77-79
74-76
70-73
60-69
Below 60
Weight
20%
15%
15%
40%
10%
C+
C
CD
F
Academic Integrity
The faculty and staff demand the highest levels of academic and professional integrity in all
work at San Diego State University and especially in the HTM program. Positive leadership
cannot exist without integrity and your actions determine your level of integrity. Plagiarism,
cheating on exams or any other type of academic dishonesty, will be referred directly to the
Office of Student Rights and Responsibilities for disciplinary action.
Optional Industry Experiences
You will have opportunities throughout the semester to get involved in the industry. San Diego
professionals in the HTM industry are solidly behind the HTM degree program and will offer job
shadows, training sessions, meetings, and other mentor opportunities throughout the semester.
Students are encouraged to make contacts early, learn about the tremendous array of
opportunities in the field, and engage themselves in practical experiences to complement the
classroom experiences.
The Nitty Gritty

To receive full credit for assignments, they must be submitted on time in a complete and
error-free fashion. All assignments must be typed, conform to 1” margins, in 12-point font,
and double-spaced. All assignments are due at the beginning of class on the due date
specified in the attached course outline.

I will be available to discuss papers and presentations with you before they are due. I can
be used as a “sounding board” for your ideas and outlines and, as time allows, I can read
rough drafts and make suggestions.

All papers and presentations will be graded based on content (how deeply you have thought
about the topic, integration of your experiences with course concepts, communication of
insights, accuracy of concept application, etc.) and presentation (organization, grammar,
spelling, style, etc.). Remember, you will be evaluated on both what you say and how you
say it.

No make up exams will be given after the fact. If you know for certain you cannot make an
exam, please see me prior to the test day.

Please inform me if any special circumstances arise for you during the semester. That is, if
you are having difficulty in class due to extenuating outside circumstances, please talk to me
as soon as possible so we can minimize the effects of these circumstances.
Remember, HTM is all about exceeding expectations!
HTM 480 Course Schedule
Day
Date
Topic
T
8/25
Th
8/27
T
9/1
Role Modeling and Mentoring
Point-Counter Point Assignments
Mentoring Experience Guidelines
Th
9/3
T
9/8
Reading Roundtable
Credibility, Values, Example Takeaways
Mentoring Questionnaire
The HTM Coaching Cycle 1- Creating a
Shared Vision
Discuss Readings
Th
9/10
The HTM Coaching Cycle 2- Developing
a Service Climate, Setting Service
Expectations and Standards
T
9/15
Th
9/17
T
9/22
Climate and Service Expectations
Continued.
Discuss Readings
The HTM Coaching Cycle 3- Developing
Employee Relationships- Trust Building
Role Plays Assigned
Win As Much As You Can
Th
9/24
Trust and Ethical Scenarios
T
9/29
The HTM Coaching Cycle 4- Developing
Employee Relationships- Practical
Communication
Introduction and Course Overview
Leader Shadow Overview
Coaching Overview- They Cycle
XY Assessment and Examples
Reading & Assignments Due
Article: More Effective Leadership Can
Bring Higher Service Quality
Article: Leadership and Employee
Commitment to Service Quality (Only
P.209-214)
Article: Building a Successful
Mentoring Program
Leadership Challenge Ch 1-4
Articles: Awakening Leaders, When to
Lead
Leadership Challenge Ch. 5
Point Counter Point 1
Leader Shadow Due
Article: The Effects of Service Climate
and the Effective Leadership Behavior
(p. 1-6),
Point Counter Point 2
Leadership Challenge Ch 6
Article: Creating Trust
Point Counter Point 3
Point Counter Point 4
Bring role plays and be ready!
Take empathy quiz:
http://www.chemistrypanel.co.uk/blog/tests/EQLife
Quiz%5B1%5D.swf
or
http://glennrowe.net/BaronCohen/EmpathyQuotie
nt/EmpathyQuotient.aspx
Th
10/1
Communication Continued
Reading Roundtable
Leadership Challenge Ch. 9 & 10
T
10/6
The HTM Coaching Cycle 5- Developing
Employee Relationships- Conflict
Resolution
Point Counter Point 5
Th
10/8
Trigger Reports
T
10/13
Midterm Exam
Th
10/15
Mentor Meetings
T
10/20
The HTM Coaching Cycle 7- Teaching
and Training for Service Quality
Th
10/22
The HTM Coaching Cycle 7- Teaching
and Training for Service Quality
Point Counter Point 6
T
10/27
Complete Training
The HTM Coaching Cycle 8- Practical
Motivating and Inspiring for Service
Quality
Point Counter Point 7
Point Counter Point 8
Th
10/29
Reading Roundtable Motivating and
Inspiring Continued
Leadership Challenge Ch. 11 & 12
T
11/3
Motivating and Inspiring Cont’d
TH
11/5
Training Project Meetings
T
11/10
The HTM Coaching Cycle 9- Assessing
Service Performance/KRAs
Th
11/12
Mentor Meeting
T
11/17
The HTM Coaching Cycle 10- Providing
Feedback
Assign Older Worker Interview
Point Counter Point 9
Article: Providing Feedback
http://www.fastcompany.com/magazine/17/f
eedback.html
Th
11/19
Providing Feedback Continued
Point Counter Point 10
Training Module Due
T
11/24
Project Review
Available to meet
Th
11/26
Thanksgiving
T
12/1
Other Topics Managing Difficult
Employees and Older Workers
Th
12/3
Mentor Meeting- Celebration
T
12/8
Managing Older Workers Continued
Th
12/10
Course Recap and Exercise
Articles: Service Sabotage.
Leadership Experience Due
Point Counter Point 11
Debrief Older Worker Interviews
Leadership Challenge Ch. 13
Peer Mentoring Experience Due
Note: This is a tentative course schedule and may shift at my discretion according to class needs,
availability of guest speakers, and the like. Additional readings and assignments will be given in
class.
Point-Counter Point Sign Up
No.
Names
Topic
1
For:
A compelling vision is essential
for service quality.
Against:
2
For:
Against:
3
For:
Against:
4
For:
Against:
5
For:
Against:
6
For:
Against:
7
For:
Against:
8
For:
Against:
Although intangible, a service
climate is necessary for
enforcing service standards.
Employees will either trust or
distrust their leaders based on
their past experiences. Leaders
can do little to impact this.
As a leader, I must make sure
that I’m telling my employees
exactly what to do. Otherwise
they will not know what I expect
from them.
Collaboration is great, but real
collaboration cannot be
achieved in the fast paced
hospitality industry.
People fundamentally want to
learn and develop on a job.
Even an hourly service job.
Providing tips and suggestions
on how to satisfy customers is
critical to motivating my staff
and getting the best levels of
service quality.
Leaders cannot motivate
unmotivated employees.
Especially in an hourly service
job.
Date
9
For:
Against:
10
For:
Against:
11
For:
Against:
If service employees know you
are watching their job
performance, it will only make
them tense up which hurts
service quality.
People only want to know
about the good things they do
at work. Critical feedback for
hourly service employees
doesn’t help service quality.
Managing employees who are
older than you is exactly the
same as managing others who
are your age. Especially in the
service environment.
J. Willard and Alice S. Marriott Student
Center for Professional Development
Pathways to Excellence
Behaviors
Attitudes
We Expect You. . .
To strive for excellence
To be honest- live honor and integrity
To practice self-reliance- take responsibility
To be engaged in your education
To have realistic expectations
To be prepared
To demonstrate good manners
To practice punctuality- being on time is
being late
To wear professional attire
To practice professional communication
To have a plan
To not over commit
We Promise . . .
To put you first
To challenge you
To make learning fun
To provide opportunity
To be honest with you
Going Above and Beyond
Stay
informed
Study/work
abroad
Seek
scholarships
Be active in
associations
Volunteer