Part 1: Project Scope

Title: Wine Knowledge & Training for Restaurant Wait Staff

The scope of this project is to create an entire storyboard that can be converted into an active online learning course. The modules in the course cover the importance of wine service, the basic knowledge of the most popular red and white wines, how to open a wine bottle and wine etiquette.

Part 2: Background

1. Problem Statement/ Identified Performance Gap: Many restaurant servers struggle to recommend, sell, and serve wine due to a lack of knowledge and/or intimidation. This ultimately costs the server time to find out questions for their guests while serving them as well as money due to a lack of knowledge and expertise in selling the right wine to customers. This course provides learners with the basic necessities to be confident while recommending and talking about wine to their guests.
2. Project Objectives (strategic/organizational): Learners will be provided with the essential knowledge of wine to flourish in their serving career and will then be able to build their knowledge based on the wine list their specific workplace provides.
3. Target Audience: This course will be focused on restaurant servers, particularly in an environment where wine service is common and/or mandatory.
4. Learning Objectives (participant): After completing this course, learners will be able to describe the characteristics of staple red and white wines, understand basic wine terminology and etiquette, use a wine key properly, and demonstrate proper steps of wine service. Learners’ final project will demonstrate the learning objectives by creating a movie between 2-3 minutes of a staged scenario where they will recommend, open, and serve wine to a customer.
5. Outcomes Assessment (measurement of strategic and learning objectives): Learners will complete a pre and post-assessment to measure learning throughout the course. Each module will be followed by quizzes and assessments to track the learner’s progress.

Part 3: Design Approach

1. Format: Online asynchronous, as-needed
2. Explanation of Format Choice: Servers come and go at different times so for that reason, this course is asynchronous. However, this course could be used synchronously. For example, if management of a restaurant wanted to confirm or enhance wine knowledge amongst their entire staff, this course would be a wonderful tool to do so synchronously.
3. Flow/Sequence of Lesson/Module/Course/Program: The course will begin with a pre-assessment and then learners will be able to complete modules in any order they choose. Each module will be followed by an assessment. A post-assessment as well as final video project will be due after learners complete each module and their assessments.
4. Technologies/Approaches: Interactive screen buttons, screen texts with audio and subtitles available, and video demonstration.
5. Acquisition of Learner Needs/Interest Information: There will be interviews conducted to get feedback from restaurant managers and servers. Also, feedback from a few testers of the course will be documented.
6. Team: I will be the SME and will design this course. My teachers and mentors from the Instructional Design Course at the University of Washington will help in guiding me throughout the process. Outside help needed will be for videos recorded, props needed for videos (a restaurant setting, wine bottle, etc.), and creating animations/video editing.

Part 4: Implementation

1. Context: The course will launch during the Summer of 2024 on an undetermined platform.
2. Approval/Organizational Buy-In: As someone who has been in the fine-dining service industry for quite some time, I have feedback from current servers, bartenders, and even customers who confirm that such a course would be of great benefit.
3. Time/Budget Constraints: There are no extra budget or time constraints.
4. Resources Needed/Available: Powerpoint, Adobe Storyline, animator/graphic designer, video equipment (including props, place, people, etc.)
5. Relevant Organizational Considerations: Caution toward using the tool to open wine bottles, as well as dealing with delicate glassware.
6. Technical Support Expectations/Plan: Assessing learner’s skills post course in person/ on the job, providing guides that servers can use on the go, and feedback from others.