For some time I have been a spokesperson for an idea that is not new, but that is not so old, perhaps this seems like a tongue twister to you, but in essence it is something that is speculated a lot but little is done and when it is done you only look to one side and that's when the results show us where we were wrong.

I will try the usual style, which has allowed me "Efficient de restaurants”, Expose my ideas in this regard. Today I will talk about the practicality and necessity of converting, or at least making the attempt, to our restaurants in teaching units.
See the restaurant As a teaching unit it is not a utopia, rather it has been for a long time an alternative that many organizations have adopted for various purposes, fundamentally the one associated with the salary issue, since having advanced students in their training to carry out the actions that hired workers they can perform allows them to decrease their personnel costs.
Perhaps this is the main motivation for many entrepreneurs to adopt this form of links with the academy, but the truth is that if you look a little beyond how much you stop spending or earn, you can get other benefits.
Recently, among the many demands made on those of us who aspire to a higher scientific degree, we were asked to research on a topic with a social impact, and logically mine was focused on gastronomic training and the realities and challenges it is facing. call; Of course, although the essence of it was to measure how socially this type of training had a positive or negative implication, which clearly shows that its greatest weight lies in the skills that this professional must develop, somewhat enriched by theoretical knowledge. Also, it was impossible for me to put aside the financial variable, because we want it or not, formation, society and money are closely linked.
It turns out that many things happen when the student receives academic training and when faced with the reality of daily work, and in a very summary way I will try to expose them one by one.
The first one is the change of environment.
When the student only receives training in schools and is not linked to a company, he suffers from rehabilitation disorder. Practical activities are carried out in a school without the pressure of a client, therefore the result of what is done will be successful; not being so when you are already linked as a professional to a restaurant, in which the qualityThe speed of the service (cycle or duration) must respond to the demands of that customer and to the level at which the company has always provided it.
The foregoing allows me to say that the loss or delay in offering a service will lead to the discontinuation of customer service and, consequently, to stop entering. Likewise, this pressure to which this new professional feels subjected may have consequences such as that of wasting resources, especially in the area of ​​preparation, since the terms of cooking or that flavor that characterizes the dish that has traditionally been offered they can be affected, as well as the rational use of raw materials.
If, in this sense, we look at contact personnel, those who transport food and drinks from the processing points to the tables, can have fatal consequences, poor training on how to move between the different areas of the room or how to transport them can easily lead to them spilling before reaching the client or on them and again there will be a dissatisfaction that may or may not be expressed.
The second of them, I associate it with the fact of proper use of available means:
In this sense, I am referring to the technological means that support the elaborations and inputs that must be used for them. Not all training centers, often due to carelessness and other times due to lack of budgets, have their laboratories available, or vice versa, the schools have them but the restaurants no and eh there the great dilemma.
The student is trained in a different environment than the one that will then face and develops skills according to the material reality that is available to them during their training. In this sense, several states of nature worthy of analysis can be presented:
  1. The student has the material resources necessary to develop skills and the restaurant too. Here there is no confrontation between school - company because it will be able to give an adequate response to a demand for service.
  2. The student has certain material resources, those necessary to give an answer and the restaurant do not. Here the first confrontation occurs. The student is capable of responding to a service demand if the necessary supplies are within reach, otherwise an adaptation process must begin that will practically take a long time. The school did not prepare him to face an environment lacking means, therefore all the skills he develops are marked by technical or ultra-mechanical support not available at the time of putting them into practice.
  3. The student does not have in his training the means and supplies necessary for the development of the different skills and the restaurant yes. As in the previous case, a training period that may be short or long will be required, if this is capable of perceiving that need and if the professional is not able to hide it.
The third and last I associate it with the creating customs or bad habits.
And I consider it of great importance. The fact that the student can interact with the company will allow him to appropriate different ways of offering the service that he theoretically receives in his training and which is practically developed according to what the "manuals" say and adapt them to the reality that he experiences in the practice.
It may also happen that the professionals with whom you interact during this practical learning process have developed bad habits in the service, assuming facilistic attitudes when offering a complex service and that are not controlled by the company and they appropriate the themselves putting them into practice and multiplying them in the different spaces to which they have access.
Why then do I speak of teaching units and their impact on the economic and financial results of the organization?
Well, if the above was not enough, I present my ideas:
When in the company there is an interaction with the academy and the professional training is subordinated to the needs of the company, that is, they intervene in the training process, both interact, the different states of nature previously exposed can be avoided.
In this sense, Henry Etzkowitz and Loet Leydesdorff1 They propose a model called “Triple Helix” that needs to be analyzed, and where I risk saying that, seen from the angle in which it has addressed the issue of the present, a transformation is promoted to the model, adapting it to the context in which the forms of government in companies.
The company and the government intervene in all training processes. But when it comes to specialized training, the greatest weight falls on that link, which must necessarily occur, between the company and the school, but which should not be left aside to the government, because a profitable company, whether public or privately, it represents profits for society. Therefore, the school creates for the company and is taxing the government generating jobs and money.
In summary, if this interaction process occurs (school - company) that begins by defining the characteristics of the professional that is needed (commissioned by the school) and contributes to ensuring that the skills set for the type of work to be performed means to be able to bring them to reality (commissioned by the company), theoretical, practical and human confrontations will not be generated in these professionals whose output will respond to an identified need and of course there will be a social contribution.
Another way to interpret the above may be:
  • The school will invest in creating professionals who will be quoted by companies, whose main contribution will be in providing knowledge.
  • Companies become professional production centers by developing practical skills.
  • Schools benefit from having business support that invests in them.
  • Companies will be able to train their future professionals in the ideal work environment for them.
  • By having related companies, schools acquire greater prestige in society.
  • Businesses solve problems by having a qualified workforce whose spending is less than the benefits reported to it.
In short, take your own accounts, multiply, divide, add, and subtract, and find out how much schools benefit, but how much more schools benefit. restaurants when becoming extensions of the academy, note:
  • Staff costs are less.
  • The professional responds to your needs. You are part of their creation.
  • It is distinguished by the fact that, in addition to being a restaurant, it is a school. That gives him prestige before the community.
  • The student does things as they have been taught, so the quality of the service is guaranteed.
Anyway, I only recommend that you evaluate, always looking to the future, taking the best of your past and living in the present that each day can be much better.
I am a dreamer and in my dreams I believe that a better world is possible, that no one knows more than anyone, we all learn from everyone. I love gastronomy, numbers, teaching and sharing all the little I know, because by sharing I also learn. "Let's all go together from foundation to success"
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