Starbucks Leadership Development Training

Starbucks Leadership Development Training
Instructional Plan
Enhancing the Third Place Environment: Shift Lead
Perspective
Phillip Chau, Liliana Llamas, Melissa Maffei, Michelle Nielsen
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Enhancing the Third Place Environment: Shift Lead Perspective Instructional Plan

CONTENTS
Contents........................................................................................................................2
Project Purpose...............................................................................................................3
Business Case and Background.........................................................................................3
Needs Analysis ...............................................................................................................3
The Problem .............................................................................................................3
The Solution .............................................................................................................3
Expected Business Results..........................................................................................4
Organizational Analysis.................................................................................................4
Training Considerations.................................................................................................5
Stakeholder Analysis Table..........................................................................................6
Audience Analysis .......................................................................................................6
Audience Analysis Table (one per Audience)..................................................................7
Item...........................................................................................................................7
Findings......................................................................................................................7
Delivery Constraints & Enablers......................................................................................8
JOb & Task ANalysis + KSA Gap Analysis (Or Competency Analysis) + KSA Gap Analysis.......9
Instructional Design.......................................................................................................13
Learning Objectives.....................................................................................................13
Evaluation Plan...........................................................................................................13
Evaluation Procedure (Research Design) .......................................................................14
Teaching Points: Content Usable for Instructional Design and Materials Development.........16
Instructional Flow/Curriculum PLan/Lesson Plan .............................................................20
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PROJECT PURPOSE
The purpose of the project shall be to create a training that will develop Shift Leaders enabling them to:
• Clearly and concisely communicate tasks and goals to partners.
• Raise the morale of partners during times of stress.
• Professionally resolve tensions involving partners and/or customers.
• Successfully problem solve complex situations.
BUSINESS CASE AND BACKGROUND
Starbucks is an international company with approximately 10,000 coffee houses in 32 countries.
Corporate maintains a central vision, overarching brand, and a standard set of rules, regulations, & policies
that guide their coffee houses all over the world. Each store does have “wiggle room” to develop a micro
culture or personality of its own. For example, to a certain degree, coffee houses vary on strictly adhering to
the rules and regulations versus pleasing and accommodating the customer. This creates different
environments unique to each coffee house.
The target training audience will be Starbucks Shift Leads who are required to learn how to navigate these
diverse situations to be successful. At the end of training, Shift Leads will be able to problem solve for
complex situations, effectively communicate and advise baristas through difficult situations, and efficiently
lead baristas to ensure customer satisfaction, manage difficult situations amongst customers and/or baristas.
The word barista and partner will be used interchangeable; referring to a line-level employee.
NEEDS ANALYSIS
THE PROBLEM
The Starbucks located in Tarzana, California is a full service coffee house and drive thru, serving
customers from 4:30 am to 12:00 am. Compared to other stores in the Greater Los Angeles area the Tarzana
location is struggling to increase its revenue. Recently, the store has had several changes in Shift Leads,
which has resulted in an increase in turnover and decrease in employee morale.
New Shift Leads are challenged to familiarize themselves with the new store’s practices and the
different abilities and personalities of each barista. Their responsibilities include balancing concurrent
demands from corporate, managers, baristas, and customers while maintaining the *“third place”
environment.
THE SOLUTION
A comprehensive three-month development plan will be mapped out for new Shift Leads. The training will
be the initial part of that development plan. Training will be delivered in a classroom setting. E-learning and
on-the-job training would not work best for the intended training because the skill needed require personal
attention and sensitivity to the Shift Leads personality and leadership style. After training has been delivered,
Shift Leads will be expected to put into practice what they have learned.
• Clearly communicate expectations to baristas.
• Recognize and deal with high stress situations effectively.
• Complete tasks in a uniform manner.
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• Raise morale among team members.
• Build a network with Shift Leads from other locations.
During the three months after the training, there will be continuous follow-ups with their manager and district
manager to gage their progress and troubleshoot difficulties they may be encountering. Trainers will be made
available to answer any questions Shift Leads have. At the end of the three-month period, partners and
managers will evaluate Shift Lead progress. Results will be delivered in a consultation meeting with the
district manager and goals will be adjusted to meet their status.
SMART Goal for the training:
By the end of the 3 months development plan, Shift Leads will exemplify leadership skills by providing
support to partners, increasing positive communication, utilizing active listening and emphasizing customer
service and maintaining the *“third place” environment.
EXPECTED BUSINESS RESULTS
As a result of accomplishing the SMART Goal:
• Employee morale will increase.
• Customer satisfaction will increase.
• Increase in store profit earnings.
• Problem solving process and solution implementation will be consistent among all Shift Leads.
*“Third place”: The third place is where customers will want to spend time beyond first two most common
places time is spent (e.g. home & work.). The “third place” is meant to be enjoyed by people for leisure time
or to complete work.
ORGANIZATIONAL ANALYSIS
Starbucks’ competitive advantage is the customer experience that they have created. Starbucks prides
itself on being called the “third place,” a place of leisure for customers. Every Starbucks location around the
world has been made to visually look the same in order to embody sense of familiarity and comfort for the
customer wherever they may be.
The service is unique in that it focuses on the human connection. Every trip to Starbucks is a
personalized experience beginning with each customer’s name written on their cup. Baristas strive to
accommodate customer needs (i.e. adjustable drinks.)
Starbucks’ main product offering and what they are most synonymous with are their beverages items
specifically coffee. In addition to their beverage offerings, they also sell food, gift items, and other coffee
related material goods.
The customer demographic of Starbucks coffee houses is very diverse encompassing all age groups,
ethnic groups, and social economic status. Customers consistently patronize the coffee houses at all times and
every day. There are early morning customers that stop by on their way to work. Students studying late at
night frequent until closing. Churchgoers on Sunday come in on their way to work. There is a customer at
any time on any day.
Starbucks breaks customers into four tiers offering experiences that vary according to how frequent
the customer visits the store:
• First tier - Customers known as the non-users who do not buy any products in the store but use the
facilities (i.e. free wifi, bathroom, order water, etc.) Baristas are encouraged to provide samples of
Starbucks’ product to these customers to entice them in discovering beverages that they might enjoy,
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leading to them to buy the product in the future.
• Second tier - Special promotion customers who come to Starbucks every month when they receive
free rewards and want to redeem their promotion. Baristas can tell that these customers are unfamiliar
with the menu because they do not customize their drinks. As a result baristas are encouraged to
recommend beverages or upsell products (i.e. adding an extra shot or flavoring.)
• Third tier - Regular customers who come to the store weekly. Baristas are advised to sign these
customers up for the Member Starbucks Rewards program (MSR), which encourages them to buy
more products enabling them to obtain rewards.
• Fourth tier - Super regular customers who come into the store every day. Baristas are encouraged to
promote the new mobile order feature of Starbucks to reduce the wait time for their beverage.
TRAINING CONSIDERATIONS
The training budget consists of the following:
Item Cost *Quantity Total
Shift Leads Pay $11/hour/person, 8 hours of training =
$88/day
10 $880
District Manager Pay $40/hour, 8 hours of training =
$320/day
1 $320
Facility (Glendale HQ) $0 1 $0
Training Materials $20/person 10 $200
Partner’s who will need to cover Shift Leads
while they are being trained
$11/hour/person, 6 hours 10 $660
Training Development $50/hour/person, 80 hours/person for
the entire project
10 $40,000
Materials used to develop training $8/book 10 $80
Total - - $42,140
*Quantity is number of people or amount of materials.
The current training climate for Shift Leads to learn how to lead a team is primarily from on-the-job
training. Currently Shift Leads do not receive any formal training on how to lead a team. Shift Leads are
typically promoted from within or hired from “outside” (outside of any Starbucks affiliated store). Whether a
Shift Lead is promoted from within or hired from the outside they are taught what their roles and
responsibilities are through on-the-job training. Part of a Shift Leads role and responsibility is to:
“Create a positive learning environment by providing clear, specific, timely and respectful coaching
and feedback to partners on shift to ensure operational excellence and to improve partner performance”.
However, Shift Leads currently do not receive formal training on how to effectively create said
environment. Current Shift Leads are unable to communicate with baristas in a manner that address the issue
at hand nor do they have the skills to navigate the conversation in a manner that corrects the issue, supports
the barista, and encourages them to continue to strive for excellent customer service. As a result, team morale
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is currently low and baristas currently feel a lack of support from their management team.
Trainers need to understand that Starbucks is a unique culture that values the craft of customizable
beverages, excellent customer service, and creating a “third place” environment. Everything Starbucks has to
offer is done with careful thought about ensuring their customers are satisfied. Starbucks offers a unique work
culture in that baristas are encouraged to use their best judgment when crafting the perfect drink - if the
barista feels the drink has not been made well they are given the liberty to remake the drink to the utmost
perfection. Keeping Partners happy (Shift Leads + Baristas) keeps customers happy.
Starbucks attracts its talent through career fairs, job postings on the company website, and through
social media. Starbucks retains motivated people by developing a career advancement guide for
employees who wish to work outside of the brick and mortar locations. Partners are also encouraged to
transfer within different store to gain further skills and there is a coffee master training that Starbucks
offers to its baristas that is an elite title earned through rigorous study and testing about coffee knowledge
and basics (coffee masters are set apart from other baristas by the black apron that they wear). Starbucks
motivates its baristas by offering competitions for skills such as: drink art; fastest drink preparation, and
re-usable cup designs. During heavy traffic times (i.e. holidays) competitions are placed on baristas for
them to sell to obtain rewards.
STAKEHOLDER ANALYSIS TABLE
Stakeholder Name:
(Individual/ Group)
What Role? What Support Do You Need from Them?
District Manager Would need high-level approval. Would assist in administering the training,
championing the training, reinforcing the training, and evaluating the training.
Store Manager Would need buy-in and would go through the training process and following through
with training objectives. Would need to champion the training to their store partners.
Shift Leads Would need buy-in and would go through the training process and following through
with training objectives.
Baristas Would need their support and understanding as Shift Leads go through the
development process. At the end, would need their honest and constructive feedback
to further develop the Shift Leads.
AUDIENCE ANALYSIS
The Starbucks location in Tarzana California has a total of one store manager and four direct supervisors or
Shift Leads. All four Shift Leads have pursued or are in pursuit of a degree in higher education. Team
members all drive to the Tarzana location and live in neighboring cities.
Members of the Shift Lead team have all expressed an interest in working for a company that believes in
their abilities. Starbucks is branded as a company that cares about their employees. There are benefits and
opportunities provided to members of the team. Shift Leads share the mentality that working for Starbucks
teaches them skills that can be implemented in any field. Aligned work goals include creating ‘third place’
environment, fostering a greater human connection, and providing higher quality customer service.
Company goals also align with attitudes held by the Shift Leaders. Shift Leads understand that they can
make a difference in their customers’ lives. With their customer service they can brighten someone's day.
Shift Leads are proud of the relationships they have with their customers. They recognize that their work goes
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beyond pouring a cup of coffee.
The organizational culture at the Tarzana location is hostile and unwelcoming for new members. Members
have described the environment as “cliquey” with several groups isolating others. The ideal work
environment is a welcoming and friendly environment focused in team building and keeping employee
morale high. A safe place where team members feel comfortable enough to speak to their managers in
difficult situations.
Baristas don’t need to be employed for a specific amount of time before becoming a Shift Lead. Store
managers do take into consideration, however, if employees have any previous food servicing experience.
Some barriers that are present for Shift Leads include facility constraints. They all work within a tight
workspace. It can be especially difficult when trying to train new employees, no matter what the first priority
is always to provide great customer service to the client. Under those circumstances it may be difficult for a
shift lead to effectively do both at the same time.
The training implementation will help shift leads be more efficient and create a stronger connection with their
customers and fellow baristas.
AUDIENCE ANALYSIS TABLE (ONE PER AUDIENCE)
ITEM FINDINGS
Audience Title Starbucks Baristas (partners).
Job Titles of Typical
Trainees
Shift leads.
# of trainees 10
Trainee Locations &
Dispersion (#’s in each
area)
There will be multiple different training sessions with one shift lead from every
store at the training. The training will be conducted at the Glendale corporate
office in a conference room where access to computers and a projection screen are
available.
Typical Background
Education
All Shift Leads have obtained their B.A. or are in school to complete their B.A.
degrees.
Prior Instruction Shift Leads are expected to take classes online in order to become a shift lead and
are taught the day-to-day responsibilities that they will be expected to complete
when running a shift.
WIIFM for Typical Trainee
in this Audience
Shift Leads will have shifts that run smoother when employees start performing
better.
Typical Trainee Goals &
Aspirations
Members of the Shift Lead team have all expressed an interest in working for a
company that believes in their abilities. Starbucks is branded as a company that
cares about their employees. There are benefits and opportunities provided to
members of the team. Shift Leads share the mentality that working for Starbucks
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teaches them skills that can be implemented in any field. Aligned work goals
include high standards in work ethics.
Instructional preferences Shift Leads will be taught first through a lecture/discussion with visual backup
instruction.
Time constraints Training has to be implemented in multiple different training classes with one
different shift lead from each store at the different training sessions, since not all
shift leads can be trained at the same time.
Other descriptors critical
for training (e.g., language
spoken, technological
capacity or limits)
All Shift Leads speak English as a first language. Shift Leads have access to an
off-site location in the Glendale corporate office to conduct training as needed.
DELIVERY CONSTRAINTS & ENABLERS
Starbucks cafes are fast paced retail environments, which make it difficult to deliver certain types of
training. Employees are hourly and are not guaranteed to have access to a computer or would be willing to
access training outside of work hours, thus any type of e-learning based training would not do this training
justice. On-the-job training is most effective to train specific tasks but any other training needed outside of
tasks will require an alternative method. Our training will be classroom based held in the Glendale corporate
office.
Shift Leads are necessary in order to run cafes. Each Shift Lead is scheduled to cover a specific
store’s shift. In order for training to occur and have the store remain open, it is vital for there to be coverage.
Two constrains we might face are: aligning coverage for Shift Leads who will be attending the training will
be a large component to the success of training attendance. Additionally, depending on the level of seniority
of Shift Leads, training may be seen as unnecessary to them.
Because Starbucks prides itself in supporting their frontline employees, the organization will be open
to training that will enhance the environment of their cafes. In addition, the training climate within Starbucks
is such that it supports continuous training. The budget developed for this training will allow Shift Leads to
attend and further develop their skills on how to handle situations.
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JOB & TASK ANALYSIS + KSA GAP ANALYSIS (OR COMPETENCY ANALYSIS) + KSA GAP ANALYSIS
For our training we decided to conduct a cognitive task analysis (CTA). A CTA helped us understand the thought process for high and low
performing Shift Leads. Four Shift Leads were interviewed individually both in person and over the phone. Shift Leads were given scenario-based
questions that aimed to understand their reasoning behind making key decisions throughout their shift. Specifically we gave Shift Leads complex
scenarios and asked for their thoughts on how to solve a problem that was given to them. Examples of such questions include:
“It is 7:45 am. You have 5 cars in the drive thru, and 12 customers at the cafe. What thoughts, concerns, and/ or considerations are you
thinking about? What do you do in this situation? How do you direct partners to meet these demands? How did you come up with this process?”
We aimed to get as much insight into their prioritization and thought process behind common workplace conflicts that may arise at
Starbucks. The shift leads at the Tarzana Starbucks were credible sources because they all had experienced similar scenarios. They all provided
examples of their own experiences and gave their opinion on having to face difficult circumstances. We also made sure to include probing
questions to help them further observe the decisions they were implementing with their partners. Questions were asked in an effort to having a
clear picture of their working and leading styles.
Importance: 4 = very important, 1 = not important.
Task Difficulty: 4 = even high performers find it difficult, 1 = easy for most job incumbents.
Current level of skill/knowledge: 4 = expert, 3 = proficient, 2 = competent (adequate for performance on own), 1 = needs assistance to perform
well enough for the job, 0 = lacking.
Learning Difficulty: 4 = Too high for formal training, 3 = Just right for formal training, 1 = Easy enough for OJT (on the job training.)
High priority (H) = If Importance rated 3-4, Level of Difficulty 3-4, Current Level 1-2
Low priority (L) = If Importance rated 1-4 but Level of Difficulty 1-2, and Current level is 1-2
Stable (S) = If Importance rated 1-4, level of difficulty is 1-4, and Current levels is 3-4
Size = 4 (Excellent) - Current Level
Cognitive Task Analysis
Expectations High Performing Behaviors Importance Level of Difficulty Current Level of K/S Size H/L/S
Planning and Prioritizing: Managing & Directing
Partners
Identify partner strengths 3 2 4 0 S
Provide partner with task Support 4 3 1 3 H
Maintain role clarity 3 3 2 2 H
Provide clear expectations 3 2 3 1 S
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Makes tasks relatable 2 2 3 1 S
Planning and prioritizing: store needs Identify time bound items 3 3 1 3 H
Update store manager and fellow shift leads when tasks are not
completed on time
3 2 3 1 S
Assess store environment 3 2 3 1 S
Contact other Starbucks stores in the area if running low on product 3 2 3 1 S
Adaptability: Transfer from Another Store Build trust with partners 4 3 1 3 H
Understand store process & procedures 3 2 4 0 S
Understand store culture and norms 3 2 2 2 L
Build a strong relationship with store manager 3 3 4 0 S
Process Improvement: Change Management Garner input from partners when designing the new process 4 3 1 3 H
Clearly communicate to partners about the change 4 3 1 3 H
Explain the benefits of the new process 3 3 1 3 H
Train partners on new process 4 3 3 1 S
Reassure partners that change was done in their best interest 4 3 1 3 H
Professionalism: Relationships with Partners Directly communicate expectation to partners 3 2 2 2 L
Maintain professional boundaries with partners 2 2 3 1 S
Offer outside resources to partners when presented with questions that
are out of scope
3 2 1 3 L
Provide coaching and development opportunities to partners 4 4 2 2 H
Motivation: Stress Management Maintain a fun working environment 3 2 1 3 L
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Able to assess partner’s emotional state through external cues or signals 4 4 1 3 H
Provide continuous emotional support 4 4 1 3 H
Acknowledges partner perspectives 4 4 1 3 H
Obtains full understanding of situations before making decisions in
regards to conflicts
4 4 2 2 H
Able to direct partners to prevent conflicts 4 3 2 2 H
Flexibility: Policies and Procedures Determine best course of action depending on situation 3 4 2 2 H
Able to assess benefits and consequences of actions 4 4 2 2 H
Understand that there are grey areas when dealing with customers 3 3 2 2 H
Customer Relations Understand customer service is first priority 4 3 4 0 S
Able to empathize with customers 4 4 3 1 S
Apologizes to customers for mistakes 4 3 4 0 S
Educates customers on policies to prevent future demands 3 3 2 2 H
Places the interests and safety of the customers as a priority 4 3 4 0 S
Gap Analysis
Training
Priority Rank
(1-4)
Expectations Training Audience Gap Audience’s Common Errors Why is it difficult to perform?
4 Planning and Prioritizing:
Managing & Directing Partners
Provide Partner with Task Support Shift leads focus on too many tasks and
ignore partner needs.
Shift leads are required to complete many tasks during their shift.
Shift leads need to focus on the big picture rather than on
individual tasks.
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3 Planning and Prioritizing:
Managing & Directing Partners
Maintain Role Clarity Offers no information on role
expectations.
There is an interdependent function to all roles in the store,
crediting the success of the store to a team effort.
3 Planning and prioritizing: store
needs
Identify time bound items Focuses on too many tasks, has
difficulties completing time sensitive
tasks.
There are specific guidelines for all shift leads on what needs to
be completed every time they work a shift.
4 Adaptability: Transfer from
Another Store
Build trust with partners Inability to understand partner roles and
needs.
There are different cultures in stores and shift leads have ‘best
practices’ that they feel should be used.
Duties of fellow partners are no longer a primary responsibility of
the shift lead.
4 Process Improvement: Change
Management
Garner input from partners when
designing the new process
Makes changes without considering
partner needs.
Shift leads think they know best.
Management
Clearly communicate to partners
about the change
Implements change without partner input Store culture is one of doing what you are told.
Management
Explain the benefits of the new
process
No information is provided to employees. Store is constantly changing (i.e seasonal drinks, food products)
making the shift lead tiresome of having to explain oneself
repeatedly.
Not all partners work the same shift together, making it difficult
for shift leads to communicate with every partner regularly.
Management
Reassure partners that change was
done in their best interest
Fails to understand that their ideas may
not always be best.
Starbucks recognizes partners that have a lot of experience
regardless if they are high performers.
Partners who are seasoned think that they know best and don’t
listen to shift leads.
4 Motivation: Stress Management Able to assess partner’s emotional
state through their cues or signals
Doesn’t know partners well enough to
understand partner's cues. No follow up.
Lack of training on how to handle difficult situations.
Lack of awareness training on how to develop partners based on
their strengths.
4 Motivation: Stress Management Provide continuous emotional support No trust built with employees. Partners are seen as replaceable.
Partners are seen as temporary not permanent employees (i.e.
college students).
4 Motivation: Stress Management Able to understand partner
perspectives
Unwilling to understand partner needs. No established developmental plan in place.
No training on how to coach/mentor a partner.
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3 Flexibility: Policies and
Procedures
Determine best course of action
depending on situation
Dictates policies and procedures without
being flexible.
Starbucks focuses on high customer satisfaction.
Penalties for the store if there is a customer complaint.
3 Flexibility: Policies and
Procedures
Understand that there are grey areas
when dealing with customers
Managers follow the rules, ignoring
customer demands.
Weekly forecasts are required to be met and if not met, funding
from corporate is limited.
INSTRUCTIONAL DESIGN
LEARNING OBJECTIVES
Objective:
LO Determine best course of action depending on the situation through increasing Shift Lead soft skills by:
• Utilizing 4R’s (Recognize, Reassess, Resolve, Reevaluate).
• Understanding how to use STARbook.
• Building a network with other Shift Leads.
o Creating a support system.
• Pairing Shift Leads with other Shift Leads to:
o Remain accountable.
o Reinforce support system.
o Provide opportunities to view issues from alternative perspectives.
EVALUATION PLAN
Audiences Evaluation Purposes Dimensions to Measure & When Measure What Statistic Will Be Reported
Store
Manager
Increase store’s bottom line - Before training financial analysis of store’s bottom
line
- Cost of training
- Post training financial analysis of store’s bottom
line
ROI
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Shift Lead Improve leadership skills to
better manage store, leading to
an increase in store’s bottom
line
LO 3:
C. Process Improvement
1. Interpret input from partners when designing
the new process. (Level 3)
2. Clearly communicate to partners about store
changes. (Level 3)
3. Explain the benefits of the new process.
(Level 4)
4. Reassure partners that change was done in
their best interest. (Level 1)
- % of conversations effective at identifying
which shift leads are able to recognize, react,
and resolve store issues (employee and
customer related).
- Powerful impact
- Stories
Partners Partner feedback will provide
perspective if shift leads
leadership skills have improved.
Before and 3 months after training via survey to
determine if there is an increase in shift lead’s ability
to better recognize, react and resolve store issues.
- Employee’s perspective on shift leads
leadership development (i.e. Do you feel your
shift lead has improved on resolving employee
conflict?)
- Stories
EVALUATION PROCEDURE (RESEARCH DESIGN)
Pre-Training Post-Training 3 Month Follow-up Post Training
Note stores current profits to
determine a baseline
Note stores profit 3 months after training
deployment
Collect current shift lead
performance via survey
Shift Lead post-training opinion survey and conversation to
better understand what has worked for them and what has not
Collect current Shift Lead’s performance via
survey (3 months after training deployment)
Collect partner’s perspective of
Shift Lead performance via survey
Collect partner’s feedback on Shift Lead
performance via survey
Information will be collected on the Shift Leads in three phases: pre-training, post-training, and 3 months after the training is completed.
A survey will be given to partners to collect information on Shift Lead performance on the following criteria:
• Stress management
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• Planning and prioritizing
• Task improvement
• Adaptability and flexibility
The first phase is in determining a baseline of how Shift Leads perform in their stores. Partners will be asked to complete a survey on their
perspective of shift leads.
The second phase is in assessing the Shift Leads right after they finish the training to understand their knowledge of the learning objectives. This
will give us an insight into how much the shift lead is able to remember the knowledge that they learned in the classes.
The third phase is where we will survey partners of the Shift Leads to evaluate how well the Shift Lead is able to implement the skills they
learned in the training. Starbucks partners will be asked questions on their perspective of how well the Shift Lead manages stress, plans and
prioritizes daily tasks, improves tasks that they perform, and how well the Shift Lead is able to be flexible and adaptable when in situations that
are outside the daily norm. This will give us an insight into how effectively the Shift Lead is able to apply the knowledge they learned during the
training to their work.
In some instances where there is still a gap in the Shift Leads performance, there will be a follow up performance critique that seeks to
improve on leadership qualities qualified by the ability to resolve conflict, provide support, and improve store profit by looking at store ROI.
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TEACHING POINTS: CONTENT USABLE FOR INSTRUCTIONAL DESIGN AND MATERIALS DEVELOPMENT
Introduction Activity:
“What is Your Spirit Starbucks Drink”
Duration:
• 10 min.
Materials needed:
• None.
Objectives:
• Initial introduction purposes to get to know fellow training participants.
ACTIVITY TIMELINE
Time Topic/Category Instruction/Facilitator Script
1 min Welcome Goal: set tone for the day
• [Script]: Welcome everyone to “Enhancing the Third Place Environment: The Shift Lead’s Perspective.”
• [Script]: Before we get started we would like everyone to introduce him or herself, but we will be adding a
little Starbucks twist.
4 mins Explain
Introduction
Activity
• [Script]: In addition to telling us your name, what store you’re representing, and what type of store it is (i.e.
cafe only, drive-thru only, hybrid), we would also like you to tell us “What is your spirit Starbucks Drink?”
and why?
• [Script]: What do we mean by your spirit Starbucks Drink?
• [Script]: We want to know what Starbucks Drink represents you.
• [Do not say out loud]: [ALL FACILITATORS INTRODUCE THEMSELVES WITH THEIR SPIRIT
STARBUCKS DRINK]
o (i.e.) “My spirit Starbucks drink is a Tall Peppermint Soy Latte because it is short, effective, fresh,
and a little healthy”
• [Script]: Now who already has their Starbucks Spirit Drink in mind and would like to go first?
• [Do not say out loud]: [ALLOW FOR BRIEF MOMENT FOR VOLUNTEER. IF NO ONE
VOLUNTEERS, PICK SOMEONE AT RANDOM]
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[Do not say out loud]: *The key to making the introduction successful: having participants identify their Spirit
Starbucks Drink.
5 mins Spirit Starbucks
Drink Activity
• [You have already said the instructions. You can reiterate the information you would like them to share]:
Attendees will introduce themselves by stating the following:
o Name
o Store that they are representing
o Type of store (i.e. cafe only, drive-thru only, hybrid)
o *Spirit Starbucks Drink
 Starbucks drink that represents who you are:
 Example: “My spirit Starbucks drink is a Tall Peppermint Soy Latte because it is
short, effective, fresh, and a little healthy”
Ice breaker Activity:
“The Starbucks Inner Circle”
Duration:
• 0.5 hours.
Materials needed:
• PowerPoint containing brief activity instructions.
• Prepared questions to ask participants.
Objectives:
• To find commonalities amongst Shift Leads and begin developing a sense of camaraderie.
• To begin to develop psychological safety amongst Shift Leads present in order to create better dialogue and sharing of experiences
throughout the day.
• To set the tone of the day and to segue into the next activity (round table experience driven discussion)
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ACTIVITY TIMELINE
Time Topic/Category Instruction/Facilitator Script
5 min Introduce Instructions Goal: Explain the activity and briefly mention purpose.
• [Script]: We would like all of you to get to know each other a little better so we will be playing an activity
that we like to call ‘The Starbucks Inner Circle’.
• [Do not say out loud]: [FACILITATOR EXPLAINS THE INSTRUCTIONS]
Activity Instructions:
• [Script]: Everyone stand up and form a circle.
• [Script]: I am going to read off some questions. If you feel it pertains to you please step forward (into the
circle).
• [Do not say out loud]: Start each question with “Step forward if…”
• [Do not say out loud, but take note of]: The participants will take account of who has stepped forward and
who has not, acknowledging commonality.
• [Script]: If a question pertains to you and you step forward, before I ask the next question please step back
(to where you were before).
[Do not say out loud]: FACILITATOR NOTES
• Questions will be asked in several rounds increasing from “General Characteristic”, “Customer
Experience” to “Starbucks Partner Experience”
• Ask several questions from each category.
• Questions are separated into 3 categories. *see sample question bank below
5 mins General
Characteristic
Questions
Goal: Enable participants to gain familiarity with activity
• [Do not say out loud]: [FACILITATOR WILL ASK A COUPLE OF QUESTIONS FROM “GENERAL
CHARACTERISTIC QUESTIONS” CATEGORY]
• [Script]: Step forward if…
• [Do not say out loud]: At the facilitator's discretion, observational comments or probing questions may be
asked in order to:
o Create a fun and relaxed atmosphere (i.e. “I see you like roller coasters, what is your favorite
rollercoaster and why?” or “I see no one likes ice cream. That’s good we work at Starbucks.”).
o Have participants feel more comfortable with the purpose (i.e. “I see you have had an excellent
customer experience before. Could you briefly tell us about the experience and how it felt?” or “All
of us have experienced a situation where we were not sure how to respond. We are not alone in this
feeling.”
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9 mins Customer Experience
Questions
Goal: Have participants get used to sharing experiences
• [Do not say out loud]: [FACILITATOR WILL ASK A COUPLE OF QUESTIONS FROM “CUSTOMER
EXPERIENCE QUESTIONS” CATEGORY]
asked.
9 mins Starbucks Partner
Experience Questions
Goal: Create an atmosphere of sharing and comfort.
• [Do not say out loud]: [FACILITATOR WILL ASK A COUPLE OF QUESTIONS FROM “STARBUCKS
PARTNER EXPERIENCE QUESTIONS” CATEGORY]
asked.
2 mins Wrap up + Segue to
next activity
Goal: Highlight commonalities between participants and create understanding.
• [Script]: As you can see, we all have different perspectives and many of us have gone through similar
experiences.
• [Script]: Remember that we are all here to support each other. Everyone can experience the exact same
situation and everyone can take something different away from the same situation. We want you to keep
this in mind as we go through the day. This is a safe place to voice your opinions and we want everyone to
share their unique perspective.
Sample Question Bank
1. General Questions
• ...you like ice cream.
• .. you have traveled outside the country.
• ...you enjoy long walks on the beach.
• ...you are a cat person.
• ...you like experiencing new things.
• ...you have a favorite Starbucks drink.
• ...you like the Starbucks green.
• ...you know how to make Starbucks Liquid Cocaine.
• ...you prefer early morning shifts.
• ...you like the music that plays at Starbucks.
2. Customer Experience Questions
• ...a business’ customer service is important to you.
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• ...you have experienced great customer service.
• ...you have experienced bad customer service.
• ...you have a place that you know you would not go back to because of the service they provided.
• ...you have recommended a place where you have received great service.
3. Starbucks Partner Experience Questions
• ...you have felt supported while working at Starbucks.
• ...you have encountered a difficult moment as a Shift lead in which you weren’t sure what you should do.
• ...you read the yelp reviews of your store.
• ...you have had a customer sincerely Thank you.
• You have had a customer get mad at you
• You have been complimented for your work
INSTRUCTIONAL FLOW/CURRICULUM PLAN/LESSON PLAN
Time Title Materials Method Activity/Content Objective
0.5
hr.
Welcome &
Introductions
- PowerPoint (mostly for
visuals)
- Facilitator led - Facilitator Introduction
- Everyone introduces himself/herself, shares what type cafe
you work at (i.e. hybrid, drive-thru only, etc), what Starbucks
drink most describes them
- Describe learning objectives, purpose, and schedule for the
day
- Initial networking purposes to
get to know partners within
district and outside one’s own
store
- Overall understanding of the
activities of the day
0.5 hr. The Starbucks Inner
Circle
visuals)
- Facilitator Led
Group Activity-
Icebreaker
- Icebreaker: Group gets into a circle. Begin with easy
questions (i.e. who likes vanilla ice cream), those people step
forward to show they like vanilla ice cream, then step back in
line with everyone. Move to hard questions (i.e. who has
experienced horrible customer service?). After approx. 10
questions end the activity and debrief.
- To find commonalities
amongst Shift Leads and begin
developing a sense of
camaraderie
- To begin to develop
psychological safety amongst
shift Leads in order to create
better dialogue and sharing of
experiences.
- To set the tone of the day and
segues into the next activity.
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1 hr The Shift Lead
Experience: Deepening
knowledge and sharing
ideas
visuals)
- Flip chart and markers
- Facilitator Led
Discussion/ Round
Table discussion
- Facilitator guides group through a discussion where Shirt
Leads share their experience with problem areas at their store.
- Other Shift Leads who have experienced these problems can
provide information as to how they resolved the problem
- To begin building a supportive
network
- To develop a skill set to
understand multiple ways of
resolving an issue
- To gain a more diverse
perspective
0.5 hr Finding your
Accountability Partner
- Paper
- Tape
- Markers
- Facilitator Led
Activity
- Activity will allow
Shift Leads to find their
accountability partner
- Shift leads will be matched ahead of time via questionnaire.
The questionnaire will help identify Shift Leads who are
similar in personality, shared interest, and who have a similar
store layout.
- The activity will serve as a fun way for Shift Leads to find
who their partner is.
- Activity: a paper with a word will be taped to Shift Lead’s
back. The word will describe half of a partnership (i.e. Peanut
butter for peanut butter and jelly sandwiches). Another Shift
Lead will have the other half of the item taped on their back
(i.e. jelly for peanut butter and jelly).
- Shift Leads will ask each other a series of “yes” or “no”
questions to find out what the word on their back is and to find
their other half!
- To find their partner who will
serve as a source of
accountability after the training
is over
be a person they can directly
reach out to in time of need
be their direct support during
their time at Starbucks
0.5 hr What would you do?
Part 1: The Case
- Paper
- Pens
- Facilitator led
Activity
• Case Study
- Each pair will receive an individual sheet of paper with a
different problematic case study vignette.
- Each pair will read through the case study
- Each pair will be expected to re-enact their case with solution
after lunch.
- Thought provoking discussion questions will be provided to
guide their thinking.
- Begin to build a personal and
professional bond.
- Help pairs understand each
other’s perspectives.
- Establish open lines of
communication.
1 hr LUNCH BREAK
1 hr What would you do?
Part 2: The Response
- Flip Chart + Markers - Facilitator led
Activity
- Role play case study
- Case Study vignette
debrief
- Each pair will act out their case study and how they chose to
resolve the issue.
- Other pairs will have an opportunity to share their alternative
perspectives as to how the issue may be resolved.
- Key thoughts and themes are recorded on the flip chart.
- Shift Leads will gain a better
understanding of how other
would resolve issues.
- Build their knowledge and
problem solving tool kit.
1 hr What would you do?
Part 3: Improving the
Thought Process
- Flip Chart + Markers - Facilitator led activity
- Role-play case study
using 4R’s.
- Present the 4 R’s (Recognize, Reassess, Resolve, Reevaluate)
- Using the case study from before, go through the vignette
again using the 4 R’s.
- Introduce 4R’s and have Shift
Leads familiarize themselves
with utilizing this thought
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- Case study debrief
(focusing on use of
4R’s).
- Each pair will act out the case study another time. This time
using the 4R’s.
- As pairs act out their case study using the 4R’s they must
think out loud (i.e. I recognize a disgruntled customer. I am
reassessing the situation. My options are x, y, z. I will resolve
using x. I will now reevaluate the pros and cons of the
situation).
- Key thoughts and themes are recorded on the flip chart.
process.
- Build their knowledge and
problem solving tool kit.
0.5 hr Let your STARbook be
your reference guide
• PowerPoint
(mostly for visuals)
• Booklet created
by facilitators
- Facilitator Led
presentation of
STARbook
-Present the STARbook
- Explain the usage of it as a Quick Reference Guide
- Facilitator will go over examples mentioned in booklet
- Provide them with a tool to
refer to when they have
questions about how to handle a
situation.
- Enhance Shift Lead
understanding of STARbook
0.5 hr Final Remarks - Flip Chart + Markers - Facilitator Led
- Wrap up and
conclusion
- Facilitator Closing
- Discuss Next Steps
- Discuss any unanswered questions
- Ensure Shift Leads verbalize
what they have learned and
what and how they will begin to
implement the 4R’s.
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