|
|
|
|
|
| |||||||||||||||||||||||||||||||||||||||||||||||||||
Assesment Pattern | |||||||||||||||||||||||||||||||||||||||||||||||||||
Assessment Pattern
*Only VIVA will be conducted at the end of the semester. No End Semester examination for Practical
Continuous Internal Assessment Criteria
Assessment Pattern for Practical
| |||||||||||||||||||||||||||||||||||||||||||||||||||
Examination And Assesments | |||||||||||||||||||||||||||||||||||||||||||||||||||
Continous Internal Assessment (CIA) & LCA, Mid Semester Examination (MSE) & End Semester Examination (ESE) | |||||||||||||||||||||||||||||||||||||||||||||||||||
Department Overview: | |||||||||||||||||||||||||||||||||||||||||||||||||||
The Department of Hotel Management was started in the year 1991,with the objective primarily being to train students to join the hotel industry .It is a four year professional course where the students chooses and specialise in the final year. The academics focus on the core aspects of hospitality with a mix of management subjects. Bachelors of Hotel management has a melange of practical subjects and theory subjects. Industry interface is a key aspect for integrated learning. Hotels like the Taj group, The Oberoi's, ITC hotels are few hotels with which the department works closely on the aspect of "Teaching and Learning". The Department of Hotel Management has its own training and placement cell which monitors the placement of the students and the placements till date has been 100%. Last but not the least the department has always been ranked among top business magazines like the out look, India Today and The Week, where in Christ University, Hotel Management was chosen to be the most preferred college in the country for hospitality studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||
Mission Statement: | |||||||||||||||||||||||||||||||||||||||||||||||||||
Our vision is to be an institution of excellence developing leaders serving enterprises and society globally. Our mission is to develop socially responsible business leaders with the spirit of inquiry through academic and industry engagement*Introduction To The Programme | |||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Program: | |||||||||||||||||||||||||||||||||||||||||||||||||||
The professional BHM course at CHRIST (Deemed to be University) aims at developing young talent for the hotel industry and build in them other strengths such that they are able to venture into allied fields too. The training programme focuses on imbibing technical knowledge and skills in hotel operations. The aim of this course is to provide “a cut above the rest” man-power to the ever growing demands of the hotel and tourism industry. The interactive method of teaching at CHRIST (Deemed to be University) is to bring about attitudinal changes to future professionals of the industry. The Department of Hotel Management, CHRIST (Deemed to be University) is to bring about attitudinal changes to future professionals of the industry. The Department of Hotel Management, CHRIST (Deemed to be University) has always been committed to its academic excellence, professional competency and has been providing quality manpower to the hospitality and service industry since 1991. The infrastructural capabilities of the department can support 4-year programme with class strength of 60 students. Equal importance is given both to practical and theoretical methods of learning. While theory is taught through classroom lectures, discussions, presentations and demonstration, the vestibule laboratories help in teaching core subjects like Front Office, Food and Beverage Production, Food and Beverage Service and Housekeeping to provide first hand practical training. Apart from the syllabus, the college emphasises on Value Addition Programmes like Current Affairs, Holistic Education, certificate courses, Placement Training Programmes, which include training students in group discussions, facing interviews and so on. | |||||||||||||||||||||||||||||||||||||||||||||||||||
Program Objective: | |||||||||||||||||||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PLG1/PO1: Social Responsibility and Ethical SensitivityPLG2/PO2: Functional Knowledge and Application PLG3/PO3: Communication PLG4/PO4: Lifelong Learning PLG/PO5: Design Thinking Programme Specific Outcome: PSO1: Lifelong LearningPSO2: Design Thinking Programme Educational Objective: PEO1: Graduates possessing subject knowledge, analytical ability and skills to manage businessPEO2: Graduates exhibiting spirit of inquiry, innovation and ability to solve problems in dynamic business environment PEO3: Graduates with value based leadership skills, entrepreneurial capabilities and global awareness serving enterprises and society | |||||||||||||||||||||||||||||||||||||||||||||||||||
BHM131 - FUNDAMENTALS OF CULINARY - I (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This paper is offered as a learning tool on the basics of culinary and attain knowledge todevelop culinary into the next phase of operations and execution. Acquired knowledge andskills in Culinary Fundamentals will inherently provide a solid foundation for professionalapplicationsinproductionkitchens.Studentswillbeintroducedtothefundamentalconcepts,skillsandtechniquesofbasiccookeryandkitchenorganization.Studentsshouldbefocused,committedtolearningandsuccessfullybuildupontheexperiencegainedtograspthebroaderbasesof knowledge. |
|
Learning Outcome |
|
CO1: Illustrate the theory of food and its history CO2: Demonstrate and understand cooking methods and techniques CO 3: Illustrate the construction of sauces, soups and stocks and the basics of cuisines. CO 4: To classify Kitchen equipment CO 5: Classifying various Bakery ingredients & equipment's and discovering the science behind them. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to the Art Of Cookery ,Kitchen Organization Layout and Hierarchy
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Uniform, kitchen tools, safety procedures, Middle Ages to modern cookery, Menu terms.Kitchenlayoutandfunctions,receivingarea,storagearea, coldbutchery, andvegetablemisenplacearea,coldkitchen,hotkitchen,gardemanger,bakeryandconfectionery.Theclassicalandnewkitchenbrigade,dutiesandresponsibilitiesandjobdescriptionofthekitchenpersonnel. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Methods of Cooking & Basics Of Vegetable Cookery
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Aims and Objectives of Cooking Food- Importance classifications-Principles - Equipmentsrequired-Methodsofcooking-boiling-roasting-poachingbraising-grilling-baking-roasting-broiling-stewing-sautéing-blanching-steaming-micro-wavingetc.Potatoandvegetablepreparations using all techniquesof cooking | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Bakery and Confectionery
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
BreadandPastry:AhistoricalPerspectiveandcurrentopportunities. 3.2 Equipment’s used in Bakery and Confectionery- Types of Ovens and its differentTemperatures. 3.3IntroductiontoCreams, Custards&Sauces. 3.4 Ingredientsusedinbakeryandconfectionery-Flour:Wheat-TypesandMilling,Physicalstructure of Wheat, Types of flour - Sugar: Source and Manufacturing of Sugar, Types ofsugar,CookingofsugarwiththeirTemperatures-Yeast:History,TypesofYeast,andActionof Yeast in leavened dough - Eggs: Structure-Grading-Properties of eggs-Cream: Types ofCream. 3.5 Basicsof Cakes, Sponges& Muffins. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Culinary Fundamentals
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Stocks ,Soups ,Sauces & Salads - Stocks – Types & Uses, Sauces – Classification andImportance -Soups – Classification, Importance, Salads – definition, parts, types and saladdressings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Kitchen Equipment
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Typesofequipment-specialequipment-refrigeration-kitchenmachinery,storagetables,handtools, weighing & measuring, potwash, diagrams,uses, maintenance Definition, Characteristics, principles, concepts, food chains, types, advantages,disadvantages–Indianand Western Menuexamples,equipmentsused,differences,roleoffastfoodoperations,Fastfoodoutletsandtheir chains, brandsof conveniencefoodetc. Advantagesanddisadvantagesofconveniencefood,labor&costsavingaspect,fastfoodoperatingprocedures, layout and staff | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
6.1 Food Commodities
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
ClassificationofIngredientswithexamplesandusesincookery-Cereals,pulses,vegetables,mushrooms,fruits, eggs, fats and oils etc. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
6.2 Introduction to Eggs and egg cookery
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction,Structure, Classification, types,selection, storage,uses,cooking principles. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Bali,P.S.(2012).InternationalCuisine&FoodProductionManagementParvinderS.Bali.Oxford. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Bali,P.S(2014).QuantityFoodProductionOperationsandIndianCuisine.OxfordUniversity, Pr. Bhatnagar,S.,&Saxena,R.K.(1997).Dastarkhwan-e-Awadh.NewDelhi:HarperCollinsPublishers,India. Gill, P. (2011). Punjabi Cuisine.Culinary Operations, Parvinder Bali,Practical Cookery, Kinton & CesraniOnFood&Cooking, HaroldMcGee
Bakery:TheoryofBakeryandPatisserie-AbookbyParvinders.BaliAdvanced Bread & Pastry-MichaelSuas | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM132 - FUNDAMENTALS OF FOOD AND BEVERAGE SERVICE - I (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
The fundamentals of food and beverage service -I is a basic course to introduce various sectors of the food service industry, food and beverage operations, classifications of food service establishments and the different types of food and beverage services. This course will allow students to comprehend the various sectors, areas in hotels, equipment and the process and practices followed in a restaurant. Students will learn the modules to understand the higher level courses in future. This course will enable students to orient and understand the service skills which are necessary for food and beverage personnel. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: To classify various profit and non-profit sectors of food service industry. (RBTL 2) CO2: To identify the various types of food and beverage service establishments.(RBTL 3) CO 3: To compare the duties and responsibilities of different food and beverage service
personnel. (RBTL 4)
CO 4: To evaluate various factors challenges faced by the food and beverage service industry.
(RBTL 5 |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Food and Beverage service industry
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to the food and beverage industry, Types of catering Establishments, Various food and beverage operations. Restaurant concepts & types of outlets; banqueting, fast food, hotel, industrial, outside catering, institutional, in-flight, restaurant, public house & transport catering. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
food and beverage service area in hotels
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction, Front of the house Area - Restaurant, Coffee shop, Room service, bars, banquets, Discotheques, Snack bar, Lounges, Business centers, Clubs, Ancillary areas and Kitchen stewarding - Still room, Spare linen room, Silver room or plate room, Hot Plate. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Food and Beverage service equipment
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction - Types of table ware (Flatware, Cutlery and Hollow-ware), Disposables, andCriteria for selection, Requirements, Special equipment’s, Equipment usage, Functions,Careand Maintenance. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Food and beverage service personnel
|
|||||||||||||||||||||||||||||||||||||||||||
Peopleinfoodandbeverageservice,Foodandbeverageserviceorganization,Foodandbeverageservicepersonnel-JobdescriptionandJobSpecifications,AttitudesandAttributes ,Competencies,BasicEtiquette'sforcateringstaff,InterdepartmentalRelationship,careerpathin food and beverage service. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Food and Beverage service methods
|
|||||||||||||||||||||||||||||||||||||||||||
Self-service ,Buffet and cafeteria service, Specialized service ,Gueridon, Tray, Trolley,Lounge, Room service, Single point service , Take away, vending, Kiosk, Food courts, BarandAutomats. Use of technology in operating systems, digitalization of payment, smart technologies andwaste management system | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||||||||||||
Menu structure
|
|||||||||||||||||||||||||||||||||||||||||||
Menu,Introduction,History,ClassicalFrenchmenusequence,Types ofmenu,table dhote,alacarte,Accompanimentsand garnishes. Foodand Beverageterminology relatedtothe inputs of the semester. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Singaravelavan, R. (2018). Food and beverage service. New Delhi, India: Oxford University Press. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Cousins, J., Lillicrap, D., & Weekes, S. (2014). Food and Beverage Service (9th ed.). Hodder Education Andrews, S. (2013). Textbook of food and beverage management (7th ed.). New Delhi: Tata McGraw-Hill. Thomas, C., & Hansen, B. (2013). Off-premise catering management (3rd ed.). New Jersey: John Wiley & Sons. McVety, P., Ware, B., & Ware, C. (2009). Fundamentals of menu planning (3rd ed.). New Jersey: John Wiley & Sons. Davis, B., & Lockwood, A. (1998). Food and beverage management (3rd ed.). Oxford [England: Butterworth-Heinemann. Dias, P. (1996). The steward. New Delhi: Orient Longman Limited. Kivela, J. (1994). Menu planning for the hospitality industry. Melbourne: Hospitality Press. Fuller, J. (1992). Modern restaurant service: A manual for students and practitioners. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM133 - FUNDAMENTALS OF ROOMS DIVISION - I (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Relate knowledge of a core body of discipline-specific concepts, including principles of classification and organizational framework. CO2: Illustrate layout, standard contents and space planning of internal areas in a hotel CO 3: Infer the importance of the rooms division department in contributing to the revenue generation CO 4: Interpret policies and procedures to be followed with respect to functioning of the department CO 5: Determine space management in planning areas under fall under housekeeping department |
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Overview of the Hotel Housekeeping Department
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Rooms department,Organizationalstructure,Layoutofthehousekeepingdepartment | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Managing Housekeeping Personnel
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
JobDescription,specificationandanalysis,Manpower/humanresourceplanning,sourcesofrecruitment,objectives,benefits,typesoftraining,performanceappraisal,Motivation,Teamworkand elementsof good teamwork. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Guest Room Layout and Content
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Differenttypesofrooms,importanceofaccessoriesinaroom,differentlinediagrams,placementof guest supplies, typesof fixturesandfittings | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Facility Planning and ergonomics
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Spacemanagement,factorstobekeptinmindwhileplanninghousekeepingdepartmentandwhileplanningguestrooms- space,circulation,standardization,roomratio,minimumactivity space, room widths, room lengths, internal areas, specifications, essential features,facilities and services offered for disabled guests in hotels. Guest facilities for speciallychallenged individuals and the planning ofoperational layout. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Characteristics of Housekeeping Equipment and supplies
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
HousekeepingF.F.&E.-SoftwareandDepartmentEquipment-Design-Furniture-Fixtures-Equipment-DepartmentEquipment-Software-Guestsupplies-Non-reusablesupplies-Reusablesupplies. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Structural Planning Of the Housekeeping Department
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
AreasofHousekeepingResponsibility-AreaCleaningInventories-CleaningFrequencySchedule-PerformanceStandards- Division ofGuestrooms- Staffing Matrix. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Raghubalan-G.&Raghubalan-S. (2016).Hotelhousekeepingoperationsandmanagement.NewDelhi: Oxford university press. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Casado,M.A.(2015). Housekeeping Management.NJ:John Wiley &Sons,Inc. Thomas,J.A.(2013).ProfessionalManagementofHousekeepingOperations.NJ:JohnWiley&Sons,Inc. Nitschke,A.(2008).ManagingHousekeepingOperations.EducationalInstituteoftheAmericanHotel Motel Association. MargaretK.M.(2010).HousekeepingManagement.EducationalInstituteoftheAmericanHotel MotelAssociation. NJ:John Wiley &Sons,Inc. O'Fallon,O.&Michael,J.(2012).HotelManagementandOperations.NJ:JohnWiley&Sons,Inc. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM134 - FUNDAMENTALS OF FRONT OFFICE - I (2024 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
This course focuses on the introduction to the root level basics in front office, introducing them to the various divisions and their work procedures. It also examines the relationship of hotel employees, departments, division and how each contributes to achieving the property’s mission. It presents a systematic approach to front office procedures by detailing the flow of business through a hotel, from the reservations process to check-out and account settlement. This course also examines the various elements of effective front office operations, paying particular attention to the planning and evaluation of front office operations. · To interpret the functions of all departments in a Five-star hotel. RBTL2 · To summarize different types of hotels and the level of service. RBTL2 · To Examine Hotel and alternative Accommodation as a product. RBTL4 · To evaluate the functions of the reservations department. RBTL5
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Identify the characteristics of the business leisure and group travel markets. CO2: Outline the departmental and interdepartmental operations. CO3: Explain various types of hotel ownership, management, and services. CO4: Classify the different types of rooms, tariff and guests CO5: Determine step by step process of guest reservation and the methods involved |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Module 1: Introduction to Hotel Management
|
|||||||||||||||||||||||||||||||||||||||||||
● Hospitality Industry Growth and development ● Meaning Definition and contribution to global economy ● Types of Ownership Eminent Personalities ● Ancillary services, Support services, Hospitality Organizations. Industry Terms and codes
| |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Hotel Organization
|
|||||||||||||||||||||||||||||||||||||||||||
● Organizational Structure of a Star Hotel & Room division in Front Office ● Classification of the product – Rooms, Rate, Plans, ● Clientele-Qualities and Attributes of a Front Office Personnel ● Understanding Duties Job descriptions and Job specification of Front office staff | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
The Accommodation Product
|
|||||||||||||||||||||||||||||||||||||||||||
● Need for hotel brochures,tariff and, Types of guest rooms, executive rClub floor concept Types rates -Meal plans –Types, needs and use of plans ● -Types of guests FIT, Business travelers GIT,Special Interest Tours, domestic - foreign | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Front Office Operations
|
|||||||||||||||||||||||||||||||||||||||||||
● The guest cycle, ● Front office systems, ● Front office forms ● Functions of the front desk section, ● Front office equipment’s and latest advances in terms of technology. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Reservations
|
|||||||||||||||||||||||||||||||||||||||||||
● Reservations Introduction ● Reservation Types ● Reservation Record ● Reservation confirmation and cancellation ● Reservation procedure ● Reservation maintenance and records ● Reservation Reports o Reservation Conditions | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Lobby and Bell desk
|
|||||||||||||||||||||||||||||||||||||||||||
● Role of lobby managers, Role of guest relation executive, Function of bell desk-Layout -equipment used- ● Function of Hospitality desk / Concierge desk-Handling VIPs - Staff Organization, Duty Rota - work schedule – ● Luggage handling procedure -Bell desk forms -formats -Car valet operations
● Bell desk operations
● Safety & security of guests & hotel
● Current trends post pandemic
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Bhatnagar, S. K. (2010). Hotel Front Office. Oxford publications
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Andrews, S. (2009). Hotel Front Office:A training manual. Tata Mcgraw-hill. Dix, C. (2002). Front Office Operations (4 ed.). Pearson education India. Essential Reading / Recommended Reading Bhatnagar, S. K. (2010). Hotel Front Office. Oxford publications | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Assessment Outline
| |||||||||||||||||||||||||||||||||||||||||||
BHM135 - PRINCIPLES OF MANAGEMENT (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Course Description: This subject is a comprehensive learning on what management is all about and different schools of thought on management. It gives a clear understanding of management practices and the various functions of management and also gives away the principles of management developed by eminent management thinkers. The syllabus is structured to provide basic conceptual knowledge on the principles of planning, organizing, staffing, motivation, leadership, controlling and to offer orientation to the recent dynamics of managerial practice. Course Objectives:
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate the basic activities which any manager will conduct in the organization. CO2: Identify the basic concepts, principles and theories of management CO3: Examine the managerial functions having an impact on the organizational effectiveness. CO4: Explain the initiatives to address the contemporary social issues and challenges in management. CO5: Discuss the ethical corporate behaviour and practices. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Introduction & Nature of Management
|
|||||||||||||||||||||||||||||||||||||||||||
Nature, management Vs administration, levels of Management, characteristics of management - concepts, Role of manager, skill of managers, the functions of management, Concepts of PODSCORB, Evolution of Management thoughts, Contribution of F. W Taylor, Henri , Fayol and Contingency Approach, Contemporary Issues & Challenges in Management of 21st century | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Planning & Decision Making
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning, nature and importance of planning, type of plans, characteristics of planning advantages and disadvantages of planning, steps in planning, planning premises, forecasting, components of planning: objectives, strategies, policies, procedures, methods, rules, programmes and budgets. Decision making – Tools and Techinques | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Organizing and Directing
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning, nature and importance of organization, principles of organization, organization charts and manuals-formal and informal organization, types of organization, functional, line and staff and committee, span of management, delegation, centralization and decentralization. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Leadership and Motivation
|
|||||||||||||||||||||||||||||||||||||||||||
Leadership Theories : Great Man Theory, Trait Theory, Behavioural Theory, Contingency Theory, Transactional Leadership theory and Transformational theory, different styles of leadership and their relevance with reference to context and conditions / situations. 31 Meaning, nature and importance of motivation, benefits of motivation, theories of motivation, Maslow’s theory of need hierarchy. Herzberg’s hygiene-motivation theory. Vroom’s expectancy theory-Mc Gregory’s theory ‘X’ and theory ‘Y’, Morale-incentives. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Innovations in Management
|
|||||||||||||||||||||||||||||||||||||||||||
Innovation in Management & Business, Introduction - Kaizen, Japanese 5S practice, TQM, Six Sigma, managing across cultures (Only Concepts and examples applicable to hotel industry) | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||
Coordination & Control
|
|||||||||||||||||||||||||||||||||||||||||||
Need for co-ordination, principles and techniques of co-ordination. Meaning, control process, need for control, control techniques
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Gupta, R.S., Sharma, B.D., & Bhalla. N.S. (2015). Principles & Practices of Management (11th edition). New Delhi: Kalyani Publishers.
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM151 - FUNDAMENTALS OF CULINARY - I (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
This paper is a practical paper of Culinary Fundamentals, which deals with all the practicalaspectsofthebasicsofknifeskills,basicfoodpreparation,organizingakitchen,identification of Equipments, tools and ingredients. This paper is offered as a learning toolon the basics of culinary and attain knowledge to develop culinary into the next phase ofoperations and execution. Acquired knowledge and skills in Culinary Fundamentals willinherently provide a solid foundation for professional applications in production kitchens.Students will be introduced to the fundamental concepts, skills and techniques of basiccookery and kitchen organization. Students should be focused, committed to learning andsuccessfullybuildupon theexperience gainedtograsp thebroader basesofknowledge. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: To demonstrate skills in the usage of knives. CO2: To classify & compare the list of vegetables & meat CO 3: To interpret different culinary techniques CO 4: To outline the international kitchen hygiene practices CO 5: Demonstrate basic bakery techniques and mise em place |
Unit-1 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit ? 1
|
|||||||||||||||||||||||||||||||||||
GroomingStandards,IdentificationofEquipmentsandIngredientsandlectureonKitchenHygiene.WorldHistory aboutcuisines andbackground about cooking methods. | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit ? 2
|
|||||||||||||||||||||||||||||||||||
Identificationof Vegetables andtheVarious CutsofVegetables –I | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit ? 3
|
|||||||||||||||||||||||||||||||||||
Identificationof Vegetables andtheVarious CutsofVegetables –II | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit ? 4
|
|||||||||||||||||||||||||||||||||||
BasicCookingmethods, BlanchingofTomatoes, PreparationofConcasse,Boiling,Stewing,Steaming,Poaching | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit ? 5
|
|||||||||||||||||||||||||||||||||||
Basic Cooking Methods | |||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit ? 6
|
|||||||||||||||||||||||||||||||||||
Stocks- TypesofStocks
| |||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit -7
|
|||||||||||||||||||||||||||||||||||
TypesofStocksFishStock, EmergencyStock,FungiStock | |||||||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit-8
|
|||||||||||||||||||||||||||||||||||
Sauces IBéchamelVeloute | |||||||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit-9
|
|||||||||||||||||||||||||||||||||||
EspagnoleTomato | |||||||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Unit-10
|
|||||||||||||||||||||||||||||||||||
Sauces IIMayonnaiseHollandaise | |||||||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Unit-11
|
|||||||||||||||||||||||||||||||||||
Eggcookery Boiled( Soft & Hard) Fried(Sunnysideup,Singlefried,Bull’sEye,Doublefried)Poached Scrambled Omelette (Plain, Stuffed, French, Spanish)Encocotte(Eggs Benedict) | |||||||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||
Unit-12
|
|||||||||||||||||||||||||||||||||||
Baked potatoesMashed potatoesLyonnaisepotatoesAllumettes French friesRostipotatoes | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Ceserani,K., &Foskett,D. (1990).PracticalCookery.London: Hodder&Stoughton. | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Ceserani,K., &Foskett,D. (1990).PracticalCookery.London: Hodder&Stoughton. | |||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||
BHM152 - FUNDAMENTALS OF FOOD AND BEVERAGE SERVICE - I (2024 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
Food and Beverage Service foundation is a basic course to introduce the various skillsrequired for operating a restaurant.The course will allow students to comprehend theequipment andbasic methods followed in the restaurant. Restaurants or food serviceorganizations will find difficult to operate without having personnel who understand thebasicfoodserviceequipment.Thiscoursewilldealwiththeidentificationofequipmentusedin the restaurant, basic napkin folding, simple cover set up, cover for a la carte and tabled’hote, service of water and skills for handling service spoon and fork. Students will learnthese so that they can understand the higher-level course in future.This course will enablestudents to orient and understand the service skills which are necessary for foodandbeveragepersonnel. |
|||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Classify different types of restaurants CO2: Make use of the different equipment used in food and beverage service. CO3: Construct different kinds of napkin folds CO4: Set/Make up a cover for an a la carte or table d hote menu CO5: Analyze guest needs and desires while taking food and beverage order CO6: Make use of the service gear in silver service. |
Unit-1 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Introduction to Food and Beverage industry
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Identification of plates used in a restaurant
|
|||||||||||||||||||||||||||||||||||
TeachingHours:2
| |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Identify glassware and cutlery
|
|||||||||||||||||||||||||||||||||||
TeachingHours: 2
Identify glassware and cutlery, To identify various types and understand the uses of each glassware and cutlery used in a restaurant
| |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Napkin folding
|
|||||||||||||||||||||||||||||||||||
TeachingHours:2
| |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Laying of table cloth
|
|||||||||||||||||||||||||||||||||||
TeachingHours:2
| |||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Relaying of a table cloth
|
|||||||||||||||||||||||||||||||||||
TeachingHours:2
| |||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Demonstration of setting up a basic cover for a restaurant
|
|||||||||||||||||||||||||||||||||||
TeachingHours:2
Tolayabasiccoversetupforaguestandtounderstandthevariouscomponentsthatareplacedon a table | |||||||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Cover set up for a la carte menu
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Cover set up for a table d? Hotel menu
|
|||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Service of water- greeting guests-taking guests? order
|
|||||||||||||||||||||||||||||||||||
TeachingHours:2
Toapproachguestsandgreetthem.tolearnthemethodofservingwaterandtounderstandtheprocedureof takingaguest’s order | |||||||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||
Manipulation of Service Spoon and Fork
|
|||||||||||||||||||||||||||||||||||
TeachingHours:2
| |||||||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||
Revision
|
|||||||||||||||||||||||||||||||||||
Teaching Hours:2 | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||
BHM153 - FUNDAMENTALS OF ROOMS DIVISION - I (2024 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
In this course, we look at lodging as a set of products and services that have evolved out ofguestneedsandpreferences.Webeginwiththeevolutionoflodgingtofittransportationanddestination patterns and individual guest preferences. We then delineate different types oflodging properties, discussing the distinguishing characteristics of each. Emphasis is giventoensuretheefficientfunctioningofhotelhousekeepingdepartment.Housekeepingpersonnelareresponsiblefortheaestheticaspectssuchastheupkeep-designanddecorationof hotel premises as well as safety, and making sure day to day functioning in terms ofpurchasesand routine supplies are in place atanygiventime. Thiscourseoffersfutureindustryprofessionalsthetoolstheyneedtobecompetitiveinnewera-theskillstomanageresources,administerassets,andmanageallthetechnicaloperationsofbusy housekeeping department. |
|||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Demonstrate an understanding of the efficient functioning of hotel operations CO2: Build knowledge about the areas of housekeeping responsibilities and safety in large properties CO3: Classify and learn about housekeeping personnel, aesthetic aspects such as the maintenance- design and decoration of hotel premises. CO4: Explain various operational systems and handling processes CO5: Recommend security and safety processes |
Unit-1 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 1
|
|||||||||||||||||||||||||||||||
TeachingHours:2
| |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 2
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 3
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 4
|
|||||||||||||||||||||||||||||||
Dress CodesandUniformsofHousekeepingandPersonalHygiene | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 5
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 6
|
|||||||||||||||||||||||||||||||
IdentifyingHousekeeping Responsibilities | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 7
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 8
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 9
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Module 10
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Hierarchy
|
|||||||||||||||||||||||||||||||
Hierarchy | |||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||
Revision
|
|||||||||||||||||||||||||||||||
Revision | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Raghubalan-G.&Raghubalan-S. (2015).Hotelhousekeepingoperationsandmanagement.NewDelhi: Oxford university press. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM154 - FUNDAMENTALS OF FRONT OFFICE - I (2024 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Classify hotels in terms of the major target markets and levels of service attracted to the features and benefits they provide. CO2: Examine guest services and guests accounting tasks appropriate to the different stages of the traditional guest cycle CO3: Identify the various forms, equipment's used CO4: Examine the tools managers use to track and control reservation availability CO5: Determine the process reservation requests and maintain records |
Unit-1 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Grooming and Mannerisms
|
|||||||||||||||||||||||||||||||
Grooming, etiquette, Mannerisms, body language and gestures. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Grooming and Mannerisms
|
|||||||||||||||||||||||||||||||
Grooming, etiquette, Mannerisms, body language and gestures. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Telephone Skills
|
|||||||||||||||||||||||||||||||
Telephone Skills | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Telephone Skills
|
|||||||||||||||||||||||||||||||
Telephone Skills
| |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Message Handling
|
|||||||||||||||||||||||||||||||
Message Handling
| |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Know the Hotel
|
|||||||||||||||||||||||||||||||
Know the Hotel
| |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation Procedure
|
|||||||||||||||||||||||||||||||
Reservation Procedure
| |||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation Procedure
|
|||||||||||||||||||||||||||||||
Reservation Procedure | |||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation Procedure
|
|||||||||||||||||||||||||||||||
Reservation Procedure | |||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation Forms and Formats
|
|||||||||||||||||||||||||||||||
Reservation Forms and Formats | |||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation call Handling
|
|||||||||||||||||||||||||||||||
Reservation call Handling | |||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||
Revision
|
|||||||||||||||||||||||||||||||
Revision | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall. Raghubalan,G.,&Raghubalan, S.,(2011). Hotel Housekeeping Operations and Management. New Delhi: Oxford University Press Dix, C. (1998). Front Office Operations (4 ed.). Pearson education India. Ismail, A. Front Office Operation Management (5 ed.). Thomson and Delmer. JeromeJ.V, G. K. (2009). Check in Check Out- Managing Hotel Operations. Darling Kindersley India. Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall.
Casado, M. A., (2000). Housekeeping Management. New York: Wiley | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall. Raghubalan,G.,&Raghubalan, S.,(2011). Hotel Housekeeping Operations and Management. New Delhi: Oxford University Press Dix, C. (1998). Front Office Operations (4 ed.). Pearson education India. Ismail, A. Front Office Operation Management (5 ed.). Thomson and Delmer. JeromeJ.V, G. K. (2009). Check in Check Out- Managing Hotel Operations. Darling Kindersley India. Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall.
Casado, M. A., (2000). Housekeeping Management. New York: Wiley | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
ENG121 - ENGLISH-I (2024 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:2 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various
literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
Unit-1 |
Teaching Hours:6 |
Unit 1 1. The Happy Prince By Oscar Wilde 2. Shakespeare Sonnet 18
|
|
Unit-1 |
Teaching Hours:6 |
language
|
|
Common errors- subject-verb agreement, punctuation, tense errors
| |
Unit-2 |
Teaching Hours:6 |
unit 2
|
|
1. Why We Travel-Pico Iyer 2. What Solo Travel Has Taught Me About the World – and Myself -ShivyaNath- Blogpost
| |
Unit-2 |
Teaching Hours:6 |
language
|
|
sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-3 |
Teaching Hours:6 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:6 |
unit 3
|
|
1. Thinking Like a Mountain By Aldo Leopold 2. Short Text: On Cutting a Tree By Gieve Patel | |
Unit-4 |
Teaching Hours:6 |
unit 4
|
|
1. The Story of B24 By Sir Arthur Conan Doyle 2. Short Text: Aarushi Murder case
| |
Unit-4 |
Teaching Hours:6 |
Language
|
|
Newspaper report | |
Unit-5 |
Teaching Hours:6 |
unit 5
|
|
1.Long text:My Story- Nicole DeFreece
2. short text: Why You Should Never Aim for Six Packs
| |
Unit-5 |
Teaching Hours:6 |
Language
|
|
Essay writing | |
Unit-6 |
Teaching Hours:6 |
unit 6
|
|
1.Long Text: Sir Ranjth Singh- Essay by SouravGanguly 2. Short text: Casey at the Bat- Ernest Lawrence Thayer | |
Unit-6 |
Teaching Hours:6 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-7 |
Teaching Hours:3 |
visual text
|
|
Visual Text: Before the Flood | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
BHM231 - FUNDAMENTALS OF CULINARY - II (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course emphasizes the history of cheese, preparation of cheese making, types of cheeseand international cheese. Topics covered include principles of meat cookery, including beef,veal, lamb and pork and principles of poultry, game, fish and shellfish. Students will learnthe composition and structure of meat, poultry, fish and shellfish, and will learn qualityindicators when purchasing these products. Students will learn the proper cooking methodsforvarious cuts of meat,poultry, fish and shellfish. |
|
Learning Outcome |
|
CO1: Classify and compare the various types and categories of Meat used for hotel operations. CO2: To outline the principles of the purchase department and its functions in relation to kitchen operations. CO 3: To identify the different types of stores and their importance in a catering organization CO 4: To classify cheese, understand the manufacturing process and utilization. CO 5: To demonstrate basic baking and pastry and chocolate skills and theory knowledge. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Cheese
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Classification,History,makingofcheese,typesandinternationalcheese. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Meat
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Introductiontomeat,Cuts ofbeef,veal,lamb, mutton,Cutsof Pork,Poultry,Varietymeats – Classification,characteristics,selection,grading,processing,categories,cookingmethods,menu, Examplesand yieldtest. Definitionandmethodofpreparationof:Farcis,Terrines,Pates,Galantines,Ballotines,Mousses,Quenelles -types, menu examplesand cooking methods.
Charcutiere,sausages,types,preparation,popularsausages,cookingmethods,casings,storage.
Cold sauces,dips,chaudfroid,aspics,methodsof preparations,examples,
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Fish & Shell Fish
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction, characteristics, selection of fish and shell fish, classification with examples,categories,cutsoffishwithmenuexamples,effectofcooking,variouscookingmethods– Indian andcontinental,menu examplesand yieldtest. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Stores
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Principles of storage, Types of stores, Layout of Dry stores and cold room, Staff Hierarchy,Guidelines for efficient storage, control procedures, Inventory Procedures, Re-order levels,Bin Cards,Formandformats,Functionofastoresmanager,inventory,controlprocedures,portion control,modifyingrecipes,challenges,indenting,purchasesystem, checkingpilferage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Purchases
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
QuantityPurchase&Storage,Introductiontopurchasing,Purchasingsystem,Purchasespecificationsand Purchasing techniques | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Classical French Pastries
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
SweetPastry, Short crustPastry, Choux Pastry | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Bakery & Confectionery Chocolate
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
ManufacturingChocolate,Phasesofchocolate,ChocolateTemperingProcess,Typesofchocolate- Storage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Baking and Confectionery Term (self-Learning)
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
A-Ztermsused inconfectionery-Uses andApplications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Cookies
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Cookies-Characteristics-Makingmethods-Styles-Faults | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Gelling, Thickening and Raising Agents
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Gellingagents-types-uses-Thickeningandraisingagents-types-uses-naturalandchemicalagents- Flavoringagents-typesandfoodcolors-natural andchemical. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Bali, P. S. (2014). Food Production Operations. New Delhi: Oxford University Press.Bakery: Theory ofBakeryandPatisserie -Abook by Parvinders.Bali Advanced Bread & Pastry-MichaelSuas | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Achaya,K.T.(1994).Indianfood:AHistoricalCompanion.Delhi:OxfordUniversityPressArora,K.(n.d.). (2013) Theory OfCatering. Frank Brothers. Foskett, D., & Paskins, P. (2011). The theory of hospitality & catering: For levels 3 and 4.Jaffrey,M., Wilson, H.,& Hanscomb, C. (1995). A TasteofIndia. London: Pavilion. Mathew,K.M.(1964).ArtofIndianCookery:ByMrs.K.M.Mathew.Kottayam:Manorama Pub. House. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM232 - FUNDAMENTALS OF FOOD AND BEVERAGE SERVICE - II (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
FoodandBeverageServicefoundationisacoursetodeveloptheskillsrequiredforoperatingarestaurant.Thecoursewillallowstudentstocomprehendthevariouspracticesfollowedinthe restaurant industry. This course will deal with menu planning, menu analysis, functioncatering,differenttypesofmealsanditscoversetup,non-alcoholicbeveragesandthebillingproceduresfollowed in thefood serviceoutlets. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Compile a food menu keeping in mind the various techniques and principles of menu compilation. CO2: Identify the various room service management techniques that can be adapted in a hotel. CO 3: Process the various billing systems in a hotel. CO 4: Plan different themes and set-ups for function catering. CO 5: Recommend different non-alcoholic beverages. CO 6: Design a restaurant keeping in mind various operational needs |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
MENU PLANNING, DESIGN AND ENIGNEERING
|
|||||||||||||||||||||||||||||||||||||||||||
Menu design – Menu compiling- menu card design and format - Menu writing – Steps inmenu planning- menu planning for large quantities of clientele. Menu evaluation - Pricingofthemenubotha’lacarteandtabled’hote.Prioritiesofamenuplanner,MenuEngineering | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||||||||||
IN ROOM DINING
|
|||||||||||||||||||||||||||||||||||||||||||
Room service / in room dining (IRD) - Introduction to In room dining- Types of roomservice- general principles- room service menu planning- forms and formats. Room serviceworkflow. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Catering and Function administration
|
|||||||||||||||||||||||||||||||||||||||||||
Function catering and Function administration - To compile a Function prospectus forvarious catering operations- Types of Function- Function staff responsibilities- servicemethodsinfunctioncatering.Bookingandorganizationoffunctions-Seatingarrangements-Banquetlayouts-ODCorOffPremisesCatering.IntroductiontoBuffetsandVarioussetups –Informalandformal.Seatingarrangements andlayouts- Typesofbuffets. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:3 |
||||||||||||||||||||||||||||||||||||||||||
Food and beverage control methods
|
|||||||||||||||||||||||||||||||||||||||||||
Food and beverage control methods - Legal considerations- basic type of licensing- billingmethods – Duplicate checking system and triplicate checking system- taking and orderthroughKOT/BOT-makingaKOT/BOT-PlacingfoodordersinKitchen-ComputerizedKOT/BOT.PointofSaleSystem. (POS). | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Non Alcoholic beverages
|
|||||||||||||||||||||||||||||||||||||||||||
Non – Alcoholic beverages - Nourishing- Refreshing and Stimulating- Hot and Cold Non -Alcoholic beverages – Types- Service methods- Mock-tails – Classical and Non classical-Types-Preparation- Equipments used-servicemethods
CulturalelementsassociatedwithNonAlcoholicbeverages | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Restaurant Planning and Design
|
|||||||||||||||||||||||||||||||||||||||||||
RestaurantPlanning-Preliminaryplanningprocess-Planningvariousfoodandbeverageoutletsandancillaryandsupportareas.Factors-concept- menu-spacerequirements. Restaurant design team.CreatingRestaurantexperiences | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Singaravelavan,R.(2018).Foodandbeverageservice.NewDelhi,India:OxfordUniversityPress. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Cousins, J., Lillicrap, D., & Weekes, S. (2014). Food and Beverage Service (9th ed.).HodderEducation. Andrews, S. (2013). Textbook of food and beverage management (7th ed.). New Delhi:TataMcGraw-Hill. Thomas, C., & Hansen, B. (2013). Off-premise catering management (3rd ed.). NewJersey:John Wiley & Sons. McVety,P.,Ware,B.,&Ware,C.(2009).Fundamentalsofmenuplanning(3rded.). NewJersey: JohnWiley & Sons. Davis,B.,&Lockwood,A.(1998).Foodandbeveragemanagement(3rded.).Oxford[England:Butterworth-Heinemann. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM233 - FUNDAMENTALS OF ROOMS DIVISION - II (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Tilladecadeback-housekeepingwasconsideredanunskilledandlabor-orienteddepartment- but today it has emerged as the backbone of hotel operations. This departmenthasevolvedintoanorganizeddepartmentwherehousekeepersutilizethemanagementtoolsofplanning-organizing-directing and controlling. Students are instructed and trained in Housekeeping skills that this new era demands. Thethree types of expertise required in housekeeping department: management of resources-administration of assets-and knowledge ofhousekeeping technicaloperations. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Discuss the necessity of achieving high productivity in Housekeeping while also considering the needs of the employees in the department. CO2: The purpose of conducting inventories CO 3: Strategies to be followed in purchasing Housekeeping reusable and non-reusable guest essentials and expendables. CO 4: Establishing linen pars and importance of effecting linen controls and conducting physical inventories. CO 5: Provide benchmarks for cost management and controls. |
Unit-1 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
The Executive Housekeeper as Department Manager
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
ManagementConceptasTheyApplytotheExecutiveHousekeeper-Concernandcombiningconcernforpeople and production-Coordination of effortin theWorkplace. ExecutiveHousekeeperasDepartmentHead-Technical-peopleandconceptualskills-Supervision- Leadership- Motivation- Communication- Power/Authority and DelegationManagementResponsibilitiesof the ExecutiveHousekeeper-TimeManagement-Problemsolving-Total Quality Management-EthicalValues- Decision Making | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Housekeeping Staffing Patterns
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Controldesk – Importance–Role–Coordination- Section Housekeeper NeedTableStanding Schedules-AdjustedDaily Schedules(Rotational &Alternative) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Management of Inventory and Equipment
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
ClassificationofMaterial-CapitalExpenditureandOperatingBudgets-PurchasingHousekeepingMaterial-Inventory Control | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Chemical management
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Chemical management in the hotel housekeeping department, major players in the market,suppliers,vendormanagement,sourcingchemicals,identifyingchemicals,use,andprecautions, orientation on various surfaces and chemicals identification, MSDS. Chemicalmanagementfor surfacecleaning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
The Cleaning Function
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Guestroomcleaning andServicing-PublicAreasandBack-of-the-HouseCleaning | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Linen Management
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
LinenCharacteristics-BedLinen-Bathlinen-Napery-ShowerCurtains,LinenPurchasing -ParLevels-LinenControl–Issuing-Inventories | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Raghubalan-G.-&Raghubalan-S.(2011).Hotelhousekeepingoperationsandmanagement.NewDelhi: Oxford university press | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading O’Fallon,M.andRutherford,D.(2013).HotelManagementandOperations. Hoboken,NewJersey:JohnWiley&Sons,Inc.
Matt,A. (2011).Housekeeping Management. JohnWiley & Sons, Inc
ThomasJ.A.(2007).ProfessionalManagementofHousekeepingOperations.JohnWiley& Sons, Inc | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM251 - FUNDAMENTALS OF CULINARY - II (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
The course focuses on developing students’ understanding of the history of the culinaryindustry as well as examining proper identification, preparation, and evaluation of basicculinary ingredients. This course trains the students in various aspects of basic Europeancuisineanduniquenessofingredientsandsimple recipes.Thiscoursewillexplorethebasicprocurement,preparation,cookingandsuccessfullypairingtheseitemswithsauces,vegetables,andstarchestocreatecompleteplatedproducts.Thiscoursewillimpartconceptsandknowledgediscussedinthelectureclassandwillteachbasiccookingmethods,cookingtechniquesincludingmoistheat,dryheatandcombinationcookingmethodsaswellasbasickitchen safety, knife safety, and sanitation principles. This course educates students toprotect customers from biological, chemical, and physical hazards as food moves throughtheoperation. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate a basic understanding of European Cuisine skills and practical knowledge in French dishes. RBTL2 CO2: Experiment with practical skills. RBTL3 CO 3: Examine the application of various classical European ingredients to interpret recipes of French cuisine. RBTL 4 CO 4: Develop on cooking techniques RBTL3 CO 5: Interpret why certain cooking techniques are used. RBTL5 |
Unit-1 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 1
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 2
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-4 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 4
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 5
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 6
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-7 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit -7
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-8 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit-8
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit-9
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-10 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit-10
|
||||||||||||||||||||||||
Corn Chowder Chickena la King /Braised Rice orBakery
| ||||||||||||||||||||||||
Unit-11 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit-11
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-12 |
Teaching Hours:8 |
|||||||||||||||||||||||
Unit-12
|
||||||||||||||||||||||||
Revision/Bakery | ||||||||||||||||||||||||
Text Books And Reference Books: Ceserani, K., &Foskett, D. (1990). Practical Cookery. London: Hodder & Stoughton.Evaluation Pattern | ||||||||||||||||||||||||
Essential Reading / Recommended Reading Ceserani, K., &Foskett, D. (1990). Practical Cookery. London: Hodder & Stoughton.Evaluation Pattern | ||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||
BHM252 - FUNDAMENTALS OF FOOD AND BEVERAGE SERVICE - II (2024 Batch) | ||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
|||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||
Fundamental of Food and Beverage Service is a course to develop the skills required foroperating a restaurant. The course will allow students to comprehend the various practicesfollowed in the restaurant. Restaurants or food service organizations will find difficult tooperate without having personnel who understand the basic food service techniques. Thiscoursewilldealwiththemenuplanning,servicetechniques,functioncatering,coffeeandteaservice, nonalcoholic beverages followed in the food service outlets. Students will learn thevarioustechniquesusedinrestaurantoperationsalongwithmenuplanningprocedureswhichwill enable them to apply in future in hotels or food service organizations. This course willenable students to develop food service skills which are necessary for food and beveragemanagersor leaders in the hospitality industry. |
||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||
CO1: Compile a food menu keeping in mind the various techniques and principles of menu planning. CO2: Set up a cover for a given menu. CO 3: Serve various courses and or dishes from Hors doeuvre, Potage, Poisson, Entre, Releve, Roti, Entremets, Fromage, Dessert, Coffee, and Tea. CO 4: Organize a tray and trolley for room service. CO 5: Create classical and innovative mocktails. CO 6: Organize a buffet arrangement keeping in mind various operational needs. |
Unit-1 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit ? 1
|
|||||||||||||||||||||||||||||||
Compilation of threecoursemenu andcover set-up. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit ? 2
|
|||||||||||||||||||||||||||||||
Setting up of cover for a three course menu.Breakfastcover setup | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit ? 3
|
|||||||||||||||||||||||||||||||
ServiceofHorsd’oeuvre | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit ? 4
|
|||||||||||||||||||||||||||||||
Serviceof Potage. | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit ? 5
|
|||||||||||||||||||||||||||||||
ServiceofPoisson/Entre/Releve/Roti. | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit ? 6
|
|||||||||||||||||||||||||||||||
Serviceof Entremetscourse. | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit -7
|
|||||||||||||||||||||||||||||||
ServiceofFromageandDessert | |||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit-8
|
|||||||||||||||||||||||||||||||
ServiceofCoffee/Tea. | |||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit-9
|
|||||||||||||||||||||||||||||||
Room ServiceTraysetup. | |||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit-10
|
|||||||||||||||||||||||||||||||
Mocktails | |||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Unit-11
|
|||||||||||||||||||||||||||||||
Setting ofBuffet and Service. | |||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||
Unit-12
|
|||||||||||||||||||||||||||||||
CIA/Revision | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Ceserani,K.,&Foskett, D.(1990). PracticalCookery. London:Hodder&Stoughton | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Singaravelavan,R.(2018).Foodandbeverageservice.NewDelhi,India:OxfordUniversityPress. EssentialReference: Cousins,J.,Lillicrap,D.,&Weekes,S.(2014).FoodandBeverageService(9thed.).HodderEducation. | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM253 - FUNDAMENTALS OF ROOMS DIVISION - II (2024 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Gain knowledge of the efficient functioning of hotel operations- housekeeping personnel, aesthetic aspects such as the maintenance- design and decoration of hotel premises. CO2: Define the areas of housekeeping responsibilities in large properties. CO 3: Learn composition of a staffing matrix. |
Unit-1 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 1
|
||||||||||||||||||||||||
Layout-SpaceManagementand Ergonomics | ||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 2
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 3
|
||||||||||||||||||||||||
SpaceManagement andErgonomics | ||||||||||||||||||||||||
Unit-4 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 4
|
||||||||||||||||||||||||
DutyRota (FloorWise) | ||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 5
|
||||||||||||||||||||||||
| ||||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit ? 6
|
||||||||||||||||||||||||
PoliciesandProcedures(Daily RoutinesandSystems) | ||||||||||||||||||||||||
Unit-7 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit -7
|
||||||||||||||||||||||||
ControlDesk | ||||||||||||||||||||||||
Unit-8 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit-8
|
||||||||||||||||||||||||
StandardOperatingProcedures–PhaseI | ||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit-9
|
||||||||||||||||||||||||
TheCleaning Function | ||||||||||||||||||||||||
Unit-10 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit-10
|
||||||||||||||||||||||||
ManagingInventory:Creatinganinventoryprocessforvariousareas.Proposalstobesubmittedby thestudents. | ||||||||||||||||||||||||
Unit-11 |
Teaching Hours:2 |
|||||||||||||||||||||||
Unit-11
|
||||||||||||||||||||||||
Situation Handling | ||||||||||||||||||||||||
Unit-12 |
Teaching Hours:8 |
|||||||||||||||||||||||
Unit-12
|
||||||||||||||||||||||||
Revision. | ||||||||||||||||||||||||
Text Books And Reference Books: CasadoM.A.(2010). Housekeeping management.NJ:John Wiley &Sons,Inc. | ||||||||||||||||||||||||
Essential Reading / Recommended Reading Raghubalan-G.&Raghubalan-S. (2015).Hotelhousekeepingoperationsandmanagement.NewDelhi: Oxford university press. | ||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||
BHM254 - FUNDAMENTALS OF FRONT OFFICE - II (2024 Batch) | ||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
|||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||
|
||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||
CO1: Classify hotels in terms of the major target markets and levels of service attracted to the features and benefits they provide. CO2: Examine guest services and guests accounting tasks appropriate to the different stages of the traditional guest cycle CO3: Identify the various forms, equipment's used CO4: Examine the tools managers use to track and control reservation availability CO5: Determine the process reservation requests and maintain records |
Unit-1 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Grooming and Mannerisms
|
|||||||||||||||||||||||||||||||
Grooming, etiquette, Mannerisms, body language and gestures. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Grooming and Mannerisms
|
|||||||||||||||||||||||||||||||
Grooming, etiquette, Mannerisms, body language and gestures. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Telephone Skills
|
|||||||||||||||||||||||||||||||
Telephone Skills | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Telephone Skills
|
|||||||||||||||||||||||||||||||
Telephone Skills
| |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Message Handling
|
|||||||||||||||||||||||||||||||
Message Handling
| |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Know the Hotel
|
|||||||||||||||||||||||||||||||
Know the Hotel
| |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation Procedure
|
|||||||||||||||||||||||||||||||
Reservation Procedure
| |||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation Procedure
|
|||||||||||||||||||||||||||||||
Reservation Procedure | |||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation Procedure
|
|||||||||||||||||||||||||||||||
Reservation Procedure | |||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation Forms and Formats
|
|||||||||||||||||||||||||||||||
Reservation Forms and Formats | |||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||
Reservation call Handling
|
|||||||||||||||||||||||||||||||
Reservation call Handling | |||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||
Revision
|
|||||||||||||||||||||||||||||||
Revision | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall. Raghubalan,G.,&Raghubalan, S.,(2011). Hotel Housekeeping Operations and Management. New Delhi: Oxford University Press Dix, C. (1998). Front Office Operations (4 ed.). Pearson education India. Ismail, A. Front Office Operation Management (5 ed.). Thomson and Delmer. JeromeJ.V, G. K. (2009). Check in Check Out- Managing Hotel Operations. Darling Kindersley India. Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall.
Casado, M. A., (2000). Housekeeping Management. New York: Wiley | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall. Raghubalan,G.,&Raghubalan, S.,(2011). Hotel Housekeeping Operations and Management. New Delhi: Oxford University Press Dix, C. (1998). Front Office Operations (4 ed.). Pearson education India. Ismail, A. Front Office Operation Management (5 ed.). Thomson and Delmer. JeromeJ.V, G. K. (2009). Check in Check Out- Managing Hotel Operations. Darling Kindersley India. Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall.
Casado, M. A., (2000). Housekeeping Management. New York: Wiley | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
ENG221 - ENGLISH - II (2024 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:2 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics CO2: Understand and develop the ability to reflect upon and comment on texts with various themes CO3: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO4: Develop the ability to communicate both orally and in writing for various purposes |
Unit-1 |
Teaching Hours:6 |
language
|
|
Common errors- subject-verb agreement, punctuation, tense errors
| |
Unit-1 |
Teaching Hours:6 |
Unit 1 1. The Happy Prince By Oscar Wilde 2. Shakespeare Sonnet 18
|
|
Unit-2 |
Teaching Hours:6 |
unit 2
|
|
1. Why We Travel-Pico Iyer 2. What Solo Travel Has Taught Me About the World – and Myself -ShivyaNath- Blogpost
| |
Unit-2 |
Teaching Hours:6 |
language
|
|
sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-3 |
Teaching Hours:6 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:6 |
unit 3
|
|
1. Thinking Like a Mountain By Aldo Leopold 2. Short Text: On Cutting a Tree By Gieve Patel | |
Unit-4 |
Teaching Hours:6 |
unit 4
|
|
1. Violence in the name of God is Violence against God By Rev Dr Tveit
2. Poem: Holy Willie's Prayer By Robert Burns | |
Unit-4 |
Teaching Hours:6 |
language
|
|
Paragraph writing | |
Unit-5 |
Teaching Hours:6 |
Language
|
|
Newspaper report | |
Unit-5 |
Teaching Hours:6 |
unit 5
|
|
1. The Story of B24 By Sir Arthur Conan Doyle 2. Short Text: Aarushi Murder case
| |
Unit-6 |
Teaching Hours:6 |
unit 6
|
|
1.Long text:My Story- Nicole DeFreece
2. short text: Why You Should Never Aim for Six Packs
| |
Unit-6 |
Teaching Hours:6 |
Language
|
|
Essay writing | |
Unit-7 |
Teaching Hours:6 |
unit 7
|
|
1.Long Text: Sir Ranjth Singh- Essay by SouravGanguly 2. Short text: Casey at the Bat- Ernest Lawrence Thayer | |
Unit-7 |
Teaching Hours:6 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-8 |
Teaching Hours:3 |
visual text
|
|
Visual Text: Before the Flood | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Addfitional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks online and 50 marks written exam | |
BHM331 - CULINARY ARTS AND SCIENCE I (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Thecoursein‘CulinaryartsandscienceI’providesanin-depthknowledgeonvarioustypesofvolumecateringandtheirchallengesfacedbythem.ItalsoaimstogainaprofessionalknowledgeandunderstandingofthevariousRegionalCuisinesandInternational Cuisines, their culture, cooking methods, local ingredients, eating habits,preparation of popular dishes and their festivals and festival foods, It also gives a thoroughknowledgeof meringues,baked custards, pastries and theirpreparations. |
|
Learning Outcome |
|
CO1: Demonstrate a basic understanding of volume cooking operations and explain the concept of institutional and industrial catering. CO2: Identify significant regional cuisines of India, their location, customs and special equipment's. CO3: Analyse the cooking techniques, seasonal ingredients, staple diet, cooking styles, menus and popular dishes of regional cuisines of India.
CO4: Discuss the effects of topography on the cuisines of various countries in Europe & their historical perspectives and food culture around the world. CO5: Classifying various types of Meringue based on the process of making, textures & its application. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Volume Catering
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Large scale commercial cooking - contract catering, Industrial catering.Typesofcateringestablishments-winebars,hotels,restaurants,saladbars,privateclubs,countryhotels, motels,contractservices, franchising etc. Institutionalcatering,Layoutofalargequantitykitchen,staffhierarchy,productionworkflow-schools, hostels, work allotment chartetc. Menuplanning forvolumecatering,volume indentand purchasesystem | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Indian regional cuisines
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Introductionto IndianCuisine Characteristicsof the cuisine,cooking techniques, LocalSpicesand distinctiveingredients (staple, vegetables, breads etc.). History, Concepts, Tradition, Customs,Festivals,and Sweets. Jammu KashmirPunjab Awadh
IntroductiontoNorth Easterncuisine | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Characteristics of the cuisine
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Characteristicsofthecuisine,cooking techniques,LocalSpicesanddistinctiveingredients(staple, vegetables, breads etc.) History, Concepts, Tradition, Customs, Festivals, andSweets Hyderabadi KeralaKarnataka Tamil Nadu AndhraCuisine | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Characteristics of the cuisine
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Characteristicsofthecuisine,cooking techniques,LocalSpicesanddistinctiveingredients(staple,vegetables, breads etc.) History, Concepts, Tradition, Customs, Festivals, and SweetsMaharashtra BengalGoan
Introductionto GujaratiCuisine | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
International Cuisines
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Spanish Cuisine, Mexican Cuisine, French Cuisine, Italian Cuisine– Introduction, history,geographical condition, climate, weather, culture, tradition, physical features, food habits,importanceof meat, vegetables, spices, herbs, staplefood, popular dishes etc.
Introductionto Greek,Moroccan, LebaneseCuisine | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Bakery
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
6.1 Meringue – Introduction, types- French, Italian and Swiss, Texture, method ofpreparation. BakedCustards= Introduction,differencebetweenbakedand stirred,Classic creamsandmenu examples Puff pastry and phyllo pastry – Introduction, Different types, Different folds, storage –self lifeand menuexamples | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Bali,P.S.(2012).InternationalCuisine&FoodProductionManagementParvinderS.Bali.Oxford. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Bali, P.S (2014). Quantity Food Production Operations and Indian Cuisine. Oxford University, Pr. Bhatnagar, S., & Saxena, R. K. (1997). Dastarkhwan-e-Awadh. New Delhi: HarperCollins Publishers, India. Gill, P. (2011). Punjabi Cuisine. Jaffrey, M., Wilson, H., & Hanscomb, C. (2011). A Taste of India. London: Pavilion. Kalra, J. I. (2011). Prashad: Cooking with Indian Masters. Allied Pub. Private. Karan, P., & Welcomgroup Hotels, P. (1998). A Princely Llegacy, Hyderabadi cuisine. New Delhi: HarperCollins Publishers India. Mathew, K. M. (1964). Art of Indian Cookery: By Mrs. K.M. Mathew. Kottayam:Manorama Pub. House. Mohan, R. (2008). Art of Indian Cookery (4th ed.). Roli Books Pvt Ltd. Ruhlman, M., & Polcyn, B. (2005). Charcuterie: The craft of salting, smoking, and curing (1st ed.). New York: W.W. Norton. Sapru, S. A. (2009). Zaika: Kashmiri Pandit Cuisine. New Delhi: HarperCollins Publishers India. T. (n.d.). The Book of Ingredients. Waza, K. M., Waza, K. M., & Waza, K. M. (2010). Wazwaan: Traditional Kashmiri cuisine. New Delhi: Roli Books. Achaya, K. T. (1994). Indian food: A Historical Companion. Delhi: Oxford University Press Restaurant review, Street food assignment, group presentation and Workshop write up Theory of Bakery and Patisserie - A book by Parvinder s.Bali Advanced Bread & Pastry- Michael Suas.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM332 - WINE STUDIES AND MANAGEMENT (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
This course provides an in-depth knowledge of wine, from its production to sales andservice.ThecoursewillcovervariouswinegrowingcountriesfromtheOld-Worldcountrieslike France and Italy to New World countries such as the USA, Australia, and India. Thetheoretic and practical approach to learning offered, will broaden, and deepen the studentsunderstandingon wineand wine business. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Interpret the understanding of wine industry, manufacturing process, types, sales and service. CO2: Choose and identify different types of wines based on varietals and geographical regions.its style, grape variety and producing region.
CO3: Identify and classify different laws for alcoholic beverages CO4: Recommend appropriate wine for various dishes CO5: Propose a restaurant wine list. |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Alcoholic Beverages
|
|||||||||||||||||||||||||||||||||||||||||||
Willinitiatethestudentstotheworldof alcoholicbeverages.Studentswillhave knowledgeof alcohol, types of alcohol, ill effects of alcohol and social responsibility towards the trade | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Wines
|
|||||||||||||||||||||||||||||||||||||||||||
Knowledgeoftheexcitingworldofwines-Origin-Viticulture-Vilification-manufacture-moderntrends. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Old World Wines
|
|||||||||||||||||||||||||||||||||||||||||||
WinesfromthecountriesofFrance,Italy,Germany,Spain,etc.Aboutappellationsinvolvedforthesame, laws, regions and other keydevelopments relatedwithrespect tothetrade | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
New world wines
|
|||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Fortified and Aromatized Wines
|
|||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Food and Wine Harmony
|
|||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading AndrewDurkan,.(2012).Beverage BookLondon:ELBS | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM333 - ROOMS DIVISION MANAGEMENT (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Thissectionexploresthekeyelementsofhotelhousekeeping,thetheoreticalfoundationandtechniques of operations and management. The lessons provide an exhaustive coverage ofthecore andimportant conceptsintermsofsettingupand runningtheoperationssmoothly.
StudentsareinstructedandtrainedinHousekeepingskillsoperationsandmanagement,taskbreakdowns and actual application of the important concepts narrated in the modules. Themodulesalso focus on therealproblems and situations hospitalitymanagersface. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Outline the Characteristics and classification of different textiles CO2: Develop processes towards contract services CO3: Analyse the functions of laundry operations CO4: Assess the process towards safeguarding assets CO5: Elaborate on cost management as a control tool |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Textiles and fibers in housekeeping
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Origin,characteristics, types,sizesofdifferent fabrics inhotels | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Outsourcing and contracting
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Definingoutsourcingandcontracts,hiringcontractproviders,pricingacontracts,advantagesand disadvantages of outsourcing
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Controlling Operations
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Energy and Water Conservation in Lodging properties.
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Risk and Environmental Management
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
New Dimensions and changing trends in Housekeeping
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: CasadoM.A.(2014). Housekeeping management.NJ:John Wiley &Sons,Inc | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM334 - COST ACCOUNTING (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Description: The course aims to provide the students an understanding of the costing principles with a special emphasis on the hospitality industry and understand the various terms used in cost accounting. The course also aims to explore the various cost control techniques used in manufacturing and service industry, analyze cost management techniques like material costing, Marginal costing and standard costing, construct cost sheet and analyze the methods and techniques used for cost management in the hotel industry. Course Objectives:
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Analyse core concepts of costing and the role of cost accounting in business and society CO2: Examine and propose an appropriate cost control technique for the Costing function CO3: Analyse costing strategies based on product unit, process, and techniques used for cost management in the hotel industry. CO4: Examine different tools and techniques in hotel costing CO5: Analyse and design an appropriate cost management technique in the hotel industry |
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Cost Accounting- Introduction
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Cost Accounting- meaning and scope- objective- Advantages & Disadvantages of cost accounting- Cost concept-Cost unit- Cost center - Elements of costing- Costing methods and techniques. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Preparation of cost sheet
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Preparation of cost sheet: meaning- importance-methods of preparing cost sheet, Objectives of food costing or material costing, Food Cost Sheet or Ingredient Cost Sheet, Labour Cost, After-wage profit, Hotel cost Sheet. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Material cost
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Analytical
Classification of material- meaning- objectives of material control- methods of pricing material- issues: FIFO method and LIFO method. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning- significance- Cost-Volume-Profit (CVP) Analysis, Break Even Point- Problems on BEP- P/V ratio, Angle of Incidence, and Margin of Safety. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Standard Costing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning of Standard Costing, Advantages and Disadvantages of Standard Costing, Types of standards, Problems on material and labor variance only. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Uniform System of Accounting
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, Advantages, Limitations, and Remedies of Uniform System of Accounting and Departmental Accounting | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Menu Costing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Menu Costing-Meaning-Methods of Menu Costing-Banquet Costing | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Kumar, P., & Daniel, L. (2012). Cost and Financial management for hotels. New Delhi: Tata McGraw-Hill. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM335 - HYGIENE AND SANITATION (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:1 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Thecourseisaimedatfamiliarizingthestudentsregardingcontaminatedfood,causesofcontaminationandsanitarytechniquestodevelopethicstowardsmaintaininghygieneandsanitationinandaroundthehotelproperty.Thiscoursealsocoverstheprinciplesandpracticesofhygieneandsanitation as applied to the food service industry. The course undertakes a holistic approach byenlighteningthestudentsaboutthehygieneandsanitationfollowedinthehotelindustryandtheirill effectsif notfollowedstrictly. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate an understanding about the role of food safety and hygiene in a food service operation. CO2: Identify the significance of the cleaning and sanitizing procedures of the equipments and the environment. CO3: Analyse the techniques used in the method of preparation and storage of food, high risk foods, food contamination and food hygiene regulations. CO4: Explain the different types of food laws and regulations. CO5: Discuss the various types of food borne illnesses and the safe food handling and sanitary procedures. |
Unit-1 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Hygiene and Sanitation
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Hygiene, Necessity for personal hygiene, Sanitation, Types of hygiene, Principles of the Sanitationand Hygiene, Importance of hygiene and sanitation in The Hospitality Industry, Management andSanitation, Sanitation training and education, Advantages of the training program, Who should betrained, what a training program should include, steps in planning and implementing a training,employmentpractice | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Hygiene and Sanitation in food sector
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
General principles of food hygiene, Personal hygiene for staff members in the production areas inpreparing food or coming in touch with food and beverages; Hand washing, Protective clothing,Jewellery, Smoking, Nose and mouth, Cuts, boils, and septic spots, Reporting illness. Personalhygieneforstaffcomingintouchwithguests.FoodPoisoningandFoodSpoilage:FoodPoisoning-Meaning,Types,Waterandfood bornediseases,Moulds, Yeasts, Bacteria, HACCP. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Cleaning Procedures
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Cleaningandsanitizing,Necessityforefficientcleaningprogramme,Typesofsoil,water-safety aspectsof processingwater(uses&standards), cleaning,agentsand equipments.Typesofcleaningequipments-Manualandmechanical,Threemethodstowash,Rinseandsanitizefoodcontact surfaces,Cleaning ofpremisesand surroundings, Wastewater and wastedisposalDisinfectants,CleaningSchedules,Pest Control&wastedisposal. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
4.1 Food Laws and Regulations; 4.2 Quality and Food Standards
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
4.1 FoodLawsandRegulations Regulatory agencies, control of food quality, The food safety and standards act, 2006, Specialresponsibilities for food safety. Municipal laws and Swachh Abhiyan, Swachh Urban and SwachhSurvekshan. 4.2 Qualityand FoodStandards Quality, Hazard analysis and critical control point (HACCP), Steps in HACCP, Application stagesand stepsof HACCP. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Proper Care and Food Sanitation
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Foodhandlingforkitchenandservicestaff,High-riskFoods,PreventingContamination,Temperature Control,Storageof variousfoodmaterials,Food hygiene regulation.
IntroductiontoTransportSanitation | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Food Microbiology
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Intruduction,Microorganismsgroup,importantinfoodmicrobiology,viruses,bacteria,fungiAlgae,Parasites,FactorsaffectingthegrowthofmicrobesandBeneficialroleofMicrobes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Lelieveld,H.,Holah,J.,&Napper,D.(2014).Hygieneinfoodprocessing.Cambridge:WoodheadPublishing.
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading .Marriott, N., & Robertson, G. (1997). Essentials of Food Sanitation. Boston, MA: Springer US. Stanga, M. (2010). Sanitation. Weinheim:Wiley-VCH. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM336 - ORGANIZATIONAL BEHAVIOUR (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Organizations are made by people and for the people. Organizational effectiveness dependson the effective management of the people in the workplace. This is when organizationalbehavior comes into the picture.This subject focuses on the basic elements that determinehumanbehavior in an organization. |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: To understand how to individual and group behavior plays role in organizational work-life. CO2: To learn how to manage individual and group behavior towards organizational effectiveness CO3: To understand challenges faced and coping strategies adopted by managers while introducing and changes in the organization. |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||
Organizational Behavior
|
|||||||||||||||||||||||||||||||||||||||||||||||||
LevelofKnowledge:Basic Meaning,DefinitionofOrganizationalBehavior,EvolutionofOBasadiscipline,Contributionfromotherdisciplines,OBFramework,Emergingissuesinorganizationbehavior | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Personality & Learning
|
|||||||||||||||||||||||||||||||||||||||||||||||||
LevelofKnowledge:Basic Definition,Determinantsofpersonality,Approachestounderstandingpersonality–TheBigFive Model, MBTI, DISC and FIRO-B, Types of Problem-Solving Behavior and OtherPersonalityTraitsatworkplace. Meaning of learning – Importance and barriers to learning, Theories of learning- ClassicalConditioning,Operantconditioning,Cognitivetheory,ObservationalTheory/Sociallearningtheory, Principles oflearning. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||
Attitudes, Perception & Values
|
|||||||||||||||||||||||||||||||||||||||||||||||||
LevelofKnowledge:Basic Meaning,Formationofattitudes,ABCmodel,CognitiveDissonance,Changingourattitudesandothers;WorkAttitudes-JobSatisfaction,JobInvolvementandOrganizationCommitment. Values- Types-Instrumental and Terminal; Meaning and definition. Basicstages of Perceptual Process, Perceptual Selection, Perceptual Interpretation, AttributionProcess;OrganizationalApplications. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||
Group Dynamics
|
|||||||||||||||||||||||||||||||||||||||||||||||||
LevelofKnowledge:Basic Meaning – Types of groups – Functions of groups, Stages of Group formation, GroupProcesses- Group Norms, Group Roles, Group Cohesiveness, Group Size; Threats to groupeffectiveness;Evolution ofgroups into teams. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||||||||||
Leadership and Motivation
|
|||||||||||||||||||||||||||||||||||||||||||||||||
LevelofKnowledge:Basic Concept – Leadership and Management; - Ohio & Michigan Studies - Managerial Grid;ContingencyPerspectiveofLeadership-SituationalLeadershipandPath&Goalofleadership,charismaticleaders, Leaders asmentors and EthicalLeadership. Meaning – Basic Motivation Process, Motivation and Performance; David McClellandmodel,AlderferERGTheory;PorterandLawlermodel,Typesofrewardsandtheirimplication. | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||
Organizational Development
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Concept–Meaning,Definition,Need,FeaturesandImportanceofOrganizationalDevelopment, Process, Managing the Organizational Development, Interventions, Clientconsultantrelationships and BenefitsofOrganizational Development | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Singh,K.(2014).OrganizationalBehaviour:TextandCase.NewDelhi:PearsonEducation. | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading · Aswathappa,K.(2010).OrganizationalBehaviour(Text,CasesandGames).Bangalore:Himalaya Publication. · Greenberg,J.,&Baron,R.A.(2008).BehaviourinOrganizations.PearsonPrenticeHall. · Nelson,D.L.,&Quik,J.C.(2008).OrganizationBehaviour.ThomsonSouthWestern. · Robbins,S.P.,Judge,T.A.,&Vohra,N.(2011).OrganizationalBehaviour.PearsonEducationAsia. Fincham,Robin;Rhodes,Peter;(2010).PrinciplesofOrganizationalBehaviour,OxfordUniversity Press | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||
BHM351 - QUANTITY CULINARY OPERATIONS- REGIONAL CUISINE (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:2 |
||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||
ThepracticalcourseisdesignedforallstudentsofIIISemesterwhichwillsurfacearoundIndianspices,masalas,cookingmethods,cookingtechniquesandmenus.Itwillgivea practical experience for students to analyze and taste the flavors of certain Indian Regionalcuisine with an emphasis to house flavors. It will provide students hands on compilation ofmenus to experiment on. This course introduces students to current culinary trends whichincludesavarietyofpreparationmethods.Topicsincludecurrentanddevelopingtrendssuchas adaptation of native/regional ingredients and preparation methods into conventionalcuisines.Uponcompletion,studentsshouldbeableletodemonstrateknowledgeofavariety ofcontemporarycuisines. |
|||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate a basic understanding of cooking skills and practical knowledge in regional dishes of India. CO2: Experiment with various Indian spices and ingredients. Understanding their flavors, textures, and specific uses in the regions of India. CO3: Classify and understand various cooking methods and techniques of regional foods of India CO4: Identify the significance of local produces, customs and believes in food of the regions of India CO5: Analyze the flavors, ingredients, nutritional aspects of various regional cuisines of India
|
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Tamil Nadu Cuisine
|
|||||||||||||||||||||||||||||||
Tossed Salad Mutton Pepper Fry Cluster Beans Subji Steamed RiceTadkadal Semiya Payasam | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Karnataka Cuisine
|
|||||||||||||||||||||||||||||||
Kosambri FieldbeansandPotatocurryMuttonchops Pulao DalPayasa | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
Macchi Hara MasalaAluBaingan/ChapatiPlain Dal SteamedRice Sheera | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
DhanyaTamatarTomato ShorbaKheema masalaBhindi methi TadkaKhatti dhal/Steamed Rice Lauki kaKheer | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
Fish CutletStuffedCapsicumPrawnCurry Brown Onion Pulao FruitCustard | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
MasalaFriedFishAloo-HingtilTadka’Punjabhi Dal Poori Carrot Halwa | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
Mix Veg Curry Onion Raita ChickenKhorma GheeRice Phirnee | |||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
ChickenTikka Mutter Paneer Punjabi Dal Jeera Pulao Tinda Alu TandooriRoti Carrot Halwa | |||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
Madras Fish CurryMorkozhumbuVendaikka frySteamedRice RavaPayasam | |||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
Kodi kura/ SteamedRice Raw banana fry Spicy Andhra DalT omato pachadi RiceKheer | |||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
Bakery | |||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||
Menu
|
|||||||||||||||||||||||||||||||
Bakery | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Bali,P.S.(2012).InternationalCuisine&FoodProductionManagementParvinderS.Bali.Oxford. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Bali,P.S.(2012).InternationalCuisine&FoodProductionManagementParvinderS.Bali.Oxford. | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM352 - WINE STUDIES AND MANAGEMENT (2023 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:2 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
Thiscourseprovidesanin-depthknowledgeofwine,fromitsproductiontosalesandservice.The course will cover various wine growing countries from the Old-World countries likeFranceandItalytoNewWorldcountriessuchastheUSA,AustraliaandIndia.Thetheoreticandpracticalapproachtolearningoffered,willbroadenanddeepenthestudentsunderstandingon wineand wine business. |
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Demonstrate responsible service of alcoholic beverage CO2: Taste and analyses the tasting notes for a wine and serve it in a professional manner. CO3: Identify the important wine grape varieties. CO4: Recommend food and wine pairing CO5: Develop a wine list. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Welcome and Introduction to Wine Class
|
|||||||||||||||||||||||||||||||||||||||
Identifywineglasses To understand accessories of the wine tradeUnderstanddifferent wineterms | |||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Responsible service
|
|||||||||||||||||||||||||||||||||||||||
Understandtheimpact ofalcohol. Understandtherulesandregulationsregardingsale,serviceandconsumptionofalcoholicbeverages. Practiceresponsible service. | |||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Tasting and Evaluating Wine
|
|||||||||||||||||||||||||||||||||||||||
Tounderstand wine tasting notes in depth Understandandcompare differenttypesofwine tasting | |||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Factors affecting wine quality and price
|
|||||||||||||||||||||||||||||||||||||||
Understand the various factors which determine the quality of a wine Discussthe global wine business | |||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Classic grape varieties
|
|||||||||||||||||||||||||||||||||||||||
Identifytheclassicgrapevarieties | |||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Styles of wines
|
|||||||||||||||||||||||||||||||||||||||
Identifyvariouswinetypesandstyles | |||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Understanding the label
|
|||||||||||||||||||||||||||||||||||||||
Identifyand explain winelabels from different countries | |||||||||||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Sparkling Wines
|
|||||||||||||||||||||||||||||||||||||||
Sparklingwineservice Differentsparklingwineflavors | |||||||||||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Fortified wines
|
|||||||||||||||||||||||||||||||||||||||
Tobeabletoidentifyandcomparedifferenttypesoffortifiedwines. | |||||||||||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Wine Service
|
|||||||||||||||||||||||||||||||||||||||
Explain the job and requirement of a sommelierServiceof different typesofwines | |||||||||||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||
Food and wine paring
|
|||||||||||||||||||||||||||||||||||||||
Understandandapplytheartandscienceoffoodandwineparing | |||||||||||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:16 |
||||||||||||||||||||||||||||||||||||||
Revision/CIA
|
|||||||||||||||||||||||||||||||||||||||
Toplanand createarestaurantwinelist | |||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: AlbertW.A.Schmidt,JohnPeterLaloganes.TheBeverageManager'sGuidetoWines,Beersand Spirits(3rd Edition) MadelinePuckette,JustinHammack(2015)WineFolly:TheEssentialGuidetoWinePaperback | |||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading AndrewDurkan,.(2012).Beverage BookLondon:ELBS | |||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||
BHM381 - INTERNSHIP PROJECT (2023 Batch) | |||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:2 |
||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||
Internship in Hospitality Management is a 3- credit course. This course is a requirement forgraduation and is designed to provide students with an opportunity to apply concepts andtheories from their course work to practical work experiences in the hospitality industryunder the direction of industry professionals. It is the student’s responsibility to secure aninternship position, and all internship experience must have prior approval from his or heradviser. In addition to the field experience, students are also required to complete writtenassignments. |
|||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||
CO1: Illustrate the fundamental concepts of hospitality and the importance of these concepts as the cornerstone of success in the hospitality industry. CO2: Interpret and analyze financial statements and budgets. CO3: Analyze and differentiate the range of technologies used in the operation and marketing of a hospitality business. CO4: Identify and apply principles of sales and current trends in marketing. CO5: Describe and apply skills in human resource management. CO6: Apply principles of leadership and management in the hospitality business operation. CO7: Recognize the strengths and benefits of cultural and generational diversity and its impact on guest experience and employee satisfaction. CO8: Demonstrate how to manage daily operations of a hospitality business. CO9: Summarize and apply principles of business law and ethics and global business etiquette |
Unit-1 |
Teaching Hours:0 |
Instructions
|
|
· Thefollowing questions andprojects are tobe discussedinyour Report. · Includecopiesofmaterialyoucollectedfromyourexperiencesthatarerelevant,i.e.,organizationalcharts, policies & procedures, records, etc. · The Answers should not be in a YES or NO format. You are required to elaborateandexplainindetailwhyyousupportordonotsupportcertainactionsthataretaken,policiesand procedures,methods used etc., · InadditiontothisreportyouarerequiredtomaintainInternshipworkbookandmakeanoteof all observationsmade on daily basis. · PleaseNote:UseA4sizesheet,useArialfont,size12,linespacing1.5usebothsidesofthe sheet. | |
Unit-2 |
Teaching Hours:0 |
Organizational Details and Chart
|
|
· NameoftheProperty · CompanyName · NameofGeneralManager · HistoryoftheProperty · ChallengesfacingtheProperty · Long-termplans fortheProperty · NameoftheDepartmentalHead · No ofRoomsand Types · NamesoftheVariousFood&Beverage Outlets · FacilitiesOffered · Roomtariffrates · ClienteleCategory · PrepareanorganizationalchartofthePropertyand Identifythetotalnumberofstaffineach department · Vision and Mission oftheorganization /facility
· Uniquenessof the property
| |
Unit-3 |
Teaching Hours:0 |
Position information
|
|
· Position information · Discussthe position(s)in whichyou worked.Explain indetail: · Whoyoureported toandstatepositionresponsibilities · Identifyatleastfiveaspectsofyourworkthathelpedyouunderstandtheexpectationsandresponsibilitiesof organization managers. · Identify at least three aspects of your work, if you were the manager of the facility,youwouldliketochange.Discusswhyyouwantthesechangedandhowyouwouldmakethese changes. | |
Unit-4 |
Teaching Hours:0 |
Journal Questions
|
|
· Whathaveyou donein yourinternship? · Howwere youtrainedforyourposition? · How hasyour supervisorintroducedyou toyourco-workers? · Whatareyour first impressionsof your internship? · How hasyour supervisorhelpedyou transitioninto your position? · Whathaveyou learnedduring your internshipthus far? · 7.Whatfrustrationshaveyouhadwithyourinternship,andwhatcanyoudo(orhaveyoudone)towork through them? · Whatstrengths, skills, and abilities haveyou brought from your internship? · What are some of the weaknesses or deficiencies in your abilities or knowledge thatyou will be abletoimproveupon during this internship? · Whathaveyou learned in the processofthisinternship thus far? · 11.Whathaveyou been doing in your internship?Specify department wise. · Whatadditional responsibilitieshave you been given?Specify departmentwise · Isthisthefieldyouwanttoenterwhenyougraduate,orareyoulearningthatyouwould like to exploreotheroptions? · Pleasedescribethemostsignificantthingsthatyouhavelearnedduringyourinternshipand howyou plan toapplythat learningtoyourfuture career. · Overall,howimportantorsignificanthasthisinternshipexperiencebeeninyoureducationin the BHM program? | |
Unit-5 |
Teaching Hours:0 |
Internship workbook
|
|
Take your Logbook with you each day and list your activities as you go. Also give somefeedback on what you enjoyed. Add selfie and pictures as additional information. You mayneedto ask your supervisor for assistance with this. | |
Text Books And Reference Books: Professional experience in Hotels. | |
Essential Reading / Recommended Reading Professional experience in Hotels. | |
Evaluation Pattern Evaluationforstudentswillbebasedonthe-InternshipLogbook,InternshipReportandViva. | |
LAN321A - FRENCH-I (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
The first level of the method allows the acquiring of communicative skills- the mastery ofwhich is absolutely essential for minimal exchanges in India between a professional in aspecific field and a French speaking client. The spiral progression in the method allows thegradualmasteryof languageskills through aseries of exercises. |
|
Learning Outcome |
|
CO1: Learn the very basics of French CO2: Enable students understand the Hotel Familiarized language where French terms are used. CO3: Prepare the student to understand the language gradually in the other semesters to come. |
Unit-1 |
Teaching Hours:10 |
Here you are
|
|
Situations -Reception / Coach Know–how-Greeting/ Showingsomething / Thanking Grammar - DefiniteandIndefiniteArticles/ContractedArticles/PossessiveandDemonstrativeAdjectives. Culturalinformation–Togreetaperson /Names | |
Unit-2 |
Teaching Hours:10 |
Hello / Good Morning
|
|
Situations -Airport / Reception / Bar Know- how- Introducing oneself / Receiving clientsGrammar -Presenttense Culturalinformation-Frenchtouristsabroad/IndiaasseenbytheFrench/ Frenchvisitors in India | |
Unit-3 |
Teaching Hours:7 |
I have a?.
|
|
Situations -Reception/TravelAgency/TravelExchange/TouristspotsKnow-how -Receiving /Communicating Grammar -Present tense / AlphabetsCulturalinformation– Hotelsin France | |
Unit-4 |
Teaching Hours:7 |
A Room for ?..
|
|
Situations -Reception/Bar/TravelAgencyKnow- how-Receiving / Allotting a roomGrammar -Conditionalpresent tense Culturalinformation - Air conditioning/ Noise / Swimming pool | |
Unit-5 |
Teaching Hours:7 |
There?s only?..
|
|
Situations -Reception/TravelAgency/TravelExchange/ShopKnow-how -Receiving/giving rates Grammar -Howmuch? / Howmanyetc? Culturalinformation -Tariffsofhotelroomsin France | |
Unit-6 |
Teaching Hours:4 |
Can you??
|
|
Situations - Reception / Travel Exchange / Bar / RestaurantKnow-how - Helpingwithformalities/WritingrecipesinFrenchGrammar - Imperativetense. Culturalinformation-Formalities forchecking in/foreign currency LearningActivities OralPracticeoftheLanguage-videoandaudioexercises-roleplays-andwrittenskillspracticed.Etc. | |
Text Books And Reference Books: Chandashekar-R.-&Hangal-R(2002).AVotreService I.W.R.Goyal-NewDelhi-2002. | |
Essential Reading / Recommended Reading Chandashekar-R.-&Hangal-R(2002).AVotreServiceI.W.R.Goyal-NewDelhi-2002. | |
Evaluation Pattern It’s acontinuousassessmentandmarkedforGrading. | |
LAN321B - SPANISH-I (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Toteachverbalcommunicationthroughgrammar,vocabularyand exercises.Teaching of language from alphabets to form sentences and progress towards paragraphwriting. |
|
Learning Outcome |
|
CO1: Student will be able to talk casually about topics of current public and personal. CO2: Students will learn culinary vocabulary and knowledge about Spanish dishes. CO3: Students in the Spanish program develop in-depth content knowledge about Hispanic cultures CO4: Student will be able to understand most speech on familiar topics CO5: Student can read and understand written texts in areas of the their special interest,
Student will able to recognize the value of Spanish language learning and Hispanidad cultures through participation in a variety of activities.
|
Unit-1 |
Teaching Hours:2 |
Unit 1
|
|
1. Overviewand introduction 2. Alphabets,sounds and words 3. Country names and nationalities | |
Unit-2 |
Teaching Hours:2 |
Unit 2
|
|
1. Professions,exercises for reading 2. Numbers1-10,greetings and farewell 3. Definite articles,numbers 11-20 days,months | |
Unit-3 |
Teaching Hours:2 |
Unit 3
|
|
| |
Unit-4 |
Teaching Hours:2 |
Unit 4
|
|
| |
Unit-5 |
Teaching Hours:2 |
Unit 5
|
|
| |
Unit-6 |
Teaching Hours:2 |
Unit 6
|
|
| |
Unit-7 |
Teaching Hours:2 |
Unit 7
|
|
| |
Unit-8 |
Teaching Hours:2 |
Unit 8
|
|
| |
Unit-9 |
Teaching Hours:2 |
Unit 9
|
|
| |
Unit-10 |
Teaching Hours:2 |
Unit 10
|
|
| |
Unit-11 |
Teaching Hours:2 |
Unit 11
|
|
| |
Unit-12 |
Teaching Hours:2 |
Unit 12
|
|
| |
Unit-13 |
Teaching Hours:2 |
Unit 13
|
|
| |
Unit-14 |
Teaching Hours:2 |
Unit 14
|
|
| |
Unit-15 |
Teaching Hours:2 |
Unit 15
|
|
| |
Text Books And Reference Books: Dictionary,preferablyCollins,501VerbConjugationBookfromBarron’s,Aula01,Suena01,Pasaporte01. | |
Essential Reading / Recommended Reading Dictionary,preferablyCollins,501VerbConjugationBookfromBarron’s,Aula01,Suena01,Pasaporte01. | |
Evaluation Pattern It’s a continuous assessment and marked for Grading. | |
LAN321C - CHINESE-I (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
"DevelopingChinese”is designed for beginners of Chinese communication skills.This course includes basic characters,grammarandpinyin(pronunciationofwords)for those who want to be familiar with the Chinese culture. |
|
Learning Outcome |
|
CO1: Knowledge: The learners will know the basics of the Chinese phonetic system They will know the vocabulary, sentence patterns and the grammar for basic needs of communication in everyday life like greetings, talking about self, family, likes, dislikes and profession, nationality, language etc. CO2: Skill: They will be able to pronounce the Chinese words more or less accurately and carry out basic communication in the above-mentioned situations. CO3: Attitude: They will develop an awareness, openness and appreciation with respect to the Chinese culture and language and understand its importance in today's world. |
Unit-1 |
Teaching Hours:2 |
|
· Introduction to the language and the Text Book
|
||
Phonetic notes (Initial Tables, Final Tables, Table of Speech Sounds, Tones) | ||
Unit-2 |
Teaching Hours:2 |
|
Lesson 1: Hello
|
||
· Phonetic notes (Initial Tables, Final Tables, Table of Speech Sounds, Tones)
| ||
Unit-3 |
Teaching Hours:2 |
|
Numbers (50-100)
|
||
· Numbers(1-50)
| ||
Unit-4 |
Teaching Hours:2 |
|
Lesson 2: Which country are you from?
|
||
· IntroductiontoChinesewriting
| ||
Unit-5 |
Teaching Hours:2 |
|
Lesson 2: Which country are you from?
|
||
CIA1 | ||
Unit-6 |
Teaching Hours:2 |
|
Lesson 3: What is your name?
|
||
Chinese titles, names, surnames, age | ||
Unit-7 |
Teaching Hours:2 |
|
Lesson 4: Do you study French?
|
||
Study, professions, Introducing oneself | ||
Unit-8 |
Teaching Hours:2 |
|
Basic character writing
|
||
· CIA2
| ||
Unit-9 |
Teaching Hours:2 |
|
Lesson 5: How many people are there in your family?
|
||
membersinaChinese family | ||
Unit-10 |
Teaching Hours:2 |
|
Lesson 5: How many people are there in your family?
|
||
talking about your family members | ||
Unit-11 |
Teaching Hours:2 |
|
Currency and number system
|
||
Chinese money
| ||
Unit-12 |
Teaching Hours:2 |
|
Weights and measure words
|
||
Chinese measurements
| ||
Unit-13 |
Teaching Hours:2 |
|
Lesson 6: How much is half a kilogram of bananas?
|
||
· CIA3
Fruits,vegetables,food, drinks
| ||
Unit-14 |
Teaching Hours:2 |
|
Lesson 6: How much is half a kilogram of bananas?
|
||
buying things in a shop Sentencestructure | ||
Unit-15 |
Teaching Hours:2 |
|
Revision and exercises before Endsem
|
||
RevisionandexercisesbeforeEndsem | ||
Text Books And Reference Books: Practical Reading and writing exercises. | ||
Essential Reading / Recommended Reading Practical Reading and writing exercises. | ||
Evaluation Pattern Continuous assessment and graded. | ||
BHM431 - CULINARY ARTS AND SCIENCE - II (2023 Batch) | ||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|
Max Marks:100 |
Credits:3 |
|
Course Objectives/Course Description |
||
|
||
Learning Outcome |
||
CO1: Identify and explain nutrients in foods and the specific functions in maintaining health through various wellness cuisines. CO2: Examine the factors, concepts, principles and characteristics of slow food to facilitate exchange among local networks, reinforcing the sense of community. CO 3: Discuss the effects of topography on the cuisines of various Asian countries, their historical perspective and food culture. CO 4: Demonstrate the factors, concepts, principles and characteristics of convenience foods and fast foods and its impact on consumer's health. CO 5: Design various laminated products like Croissant, Danish and other Cold Set desserts. |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Cook chill and Cook freeze System and Sous vide
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Definition,Purpose ofchillingfood,cookchillprocessandfinishingkitchens. b) Preparation offood forfreezing, storage offrozen food and transport of the same.Reheatingoffrozen orcookedfood andadvantages of cook freeze over cook chill. C)Sous Vide –Preparation, VacuumCooking, cooling,sealing, vacuumpacking and labelling –thewhole process. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Wellness Cuisine
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Popular cuisine during Middle Ages to modern ages in brief. Minceur cuisine(lowcalorie cuisine),lowcarbohydrate and lowproteindietandmenu. Rawcuisine,AyurvedhaandSatvikCuisine–definition,conceptandmenuexamples.SathvikCuisine and homeopathyconcepts and menu examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Slow Food Movement
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction of Slowfood Movement–Whatisslowfood?ObjectivesandtheconceptsofSFM.HistoryofSFM.Thenutritionalvalue of the slow food with suitable examples. Importance of social, economic, and environmentalSustainabilityinfoodproductionandconsumption b)Howtraditionalknowledgeshapesbothsmall-scaleproduction ofhigh-qualitylocalfood andbio-cultural diversities. Importanceofsocial,economic,andenvironmentalsustainabilityinfoodproductionandconsumption. c)Understandingurbanfoodsystems,zero-milefood,traditionallocalproductionsandethnicfoodnetworks.
Introductiontocirculareconomy. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Convenience Food and Fast Foods
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Definition, Characteristics, principles, concepts, food chains, types, advantages, disadvantages –Indian andWestern Menu examples, equipment’s used, differences, role of fast food operations, Fast food outlets andtheirchains,brands ofconveniencefoodetc. Advantages and disadvantages of convenience food, labor & cost saving aspect, fast food operatingprocedures,layoutand staff | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Asian Cuisine Japanese Cuisine, Chinese Cuisine, Vietnamese Cuisine
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
culture,tradition,physicalfeatures,foodhabits,importance ofspices, herbs,staplefood, populardishes etc. b)ThaiCuisine,Sri LankanCuisineandIndianCuisine-culture,tradition,physicalfeatures,foodhabits,importance ofmeat,vegetables,spices,herbs,staplefood,populardishesetc. Korean,Malaysian,Burmese andBhutanese Cuisine. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Croissant and Danish Pastry
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||
6.1 CroissantandDanishPastry 6.2 Coldsetdesserts(Thismodulecovers the basics ofcolddessertslike Mousse,parfait,Pannacotta,Entrement) 6.3 Platted desserts (This module covers the composition of palted desserts, different textures,flavours,matchinh, plateaesthetics andmore) 6.4 BasicsofConfectionery. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Bali, P.S (2014). Quantity Food Production Operations and Indian Cuisine. Oxford University, Pr.Bhatnagar,S.,&Saxena,R.K.(1997).Dastarkhwan-e-Awadh.NewDelhi:HarperCollinsPublishers, India. Gill,P. (2011).Punjabi Cuisine. Jaffrey,M.,Wilson,H.,&Hanscomb, C.(2011). ATasteof India. London:Pavilion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Bali,P.S.(2012).InternationalCuisine&FoodProductionManagementParvinderS.Bali.Oxford. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM432 - BEVERAGE STUDIES AND MANAGEMENT (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Coursedescription: “Beverage studies and Management” provides an insight into the world of Alcoholic Beverages. Thetheoreticandpracticalapproachtolearningoffered,willbroadenanddeepenthestudentsunderstandingontheBeveragesideofthe‘FoodandBeverageIndustry’.Thestudentwillbeexposedto a broad range of beverage concepts essential to all hospitality managers.Emphasis is given to themanaging,planningandoperationsonthebeverageaspectofaRestaurantorFoodServiceOperation. The course will have a Holistic approach to the subject by emphasizing on the legislation and ethicalissuesconcerning thebeverageindustry. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Interpret the beverage industry, manufacturing process, types, sales and service. CO2: Identify different types of beverages based on geographical regions....its type, style and producing region. CO 3: Develop marketing campaigns and promotions for alcoholic beverages. CO 4: Design and develop sustainable bar and beverage outlet plans. CO 5: Take part in responsible service of alcohol. |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Fermented and Brewed Alcoholic Beverages
|
|||||||||||||||||||||||||||||||||||||||||||
ThisUnitwillinitiatethestudentstotheworldofalcoholicbeverages.Studentswillhaveknowledgeofalcohol,differenttypesofalcoholicbeveragesotherthanwines.ThisUnitwillinitiatethestudentsin understanding the world of beer, sake and other brewed beverages Students will have knowledgeof types of beerandtheproductsevolvedfromthesebrewing IntroductiontoIndianFermentedBeverages | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||||||||||
Distillation and Distilled Spirits
|
|||||||||||||||||||||||||||||||||||||||||||
This Unit will initiate the students in understanding the world of distillates and spirits Industry.Studentswillhaveknowledgeoftypesofdistillationandtheproductsevolvedfromthesedistillationstyles | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||
The world of aged spirits
|
|||||||||||||||||||||||||||||||||||||||||||
TheUnitwillimpartknowledgeofagedspiritsoftheworldoftheworld,production,Uniquenessofeachproduct,manufacture,brandsandservice.Thespiritstobecoveredwouldbe-Whisky/Whiskey(Scotch, Irish, American, Canadian, Japanese and Indian), Brandy (Cognac, Armagnac and otherbrandiesofthe world), Rum, Tequila | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||
The world of clear/white spirits
|
|||||||||||||||||||||||||||||||||||||||||||
Studentswillhaveknowledgeofunagedspiritsoftheworld,production,Uniquenessofeachproduct,manufacture,brandsandservice.Spiritstobecovered-WhiteRum,Aguardentedecana,cacaçha,Vodka, Gin, Alcool Blanc. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||||||||||
Liqueurs
|
|||||||||||||||||||||||||||||||||||||||||||
StudentswillhaveknowledgeoftypesofLiqueursandthe variousstyles. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:11 |
||||||||||||||||||||||||||||||||||||||||||
Bar and Beverage operation and Management
|
|||||||||||||||||||||||||||||||||||||||||||
ThisUnitwillinitiatethestudentstotheoperationofBarandmanagementofthebeveragebusiness.Students will have knowledge of types of bars, styles, layouts and various aspect of the trade withregardstoworking, timings, layouts,spacesand work-flow. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Singaravelavan,R.(2018).Food and beverageservice.NewDelhi,India: OxfordUniversityPress. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Berberoğlu, H., & Berberoğlu, H. (1984). The world of wines, spirits, and beers. Dubuque,Iowa:Kendall/Hunt Pub. Co. Coltman, M. M. (1989). Beverage management: Product knowledge and cost control. NewYork: VanNostrandReinhold Jackson, M. (1999). Michael Jackson's malt whisky companion. London: Dorling Kindersley.Mcnulty,H. (1985), Liqueursand spirits, London:Octopus Books Lillicrap,D.R.(2014).Foodandbeverageservice.London:ELBS. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM433 - FRONT OFFICE MANAGEMENT (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
● To apply TQM techniques used in improving interdepartmental communication ● To Determine the various methods to optimize revenue RBTL 5 ● To Assess the challenges faced in dealing with price sensitive customers.RBTL5 ● To Evaluate hotel performance and analyze strategies for revenue generations. RBTL5 ● To Distinguish between various resorts and gaming Industries. RBTL 4 |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Determine the various methods to optimize revenue CO2: Assess the challenges faced in dealing with price sensitive customers CO3: Evaluate hotel performance and analyze strategies for revenue generations. CO4: Distinguish between various resorts and gaming Industries |
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Front office cash / checkout and settlement
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Role of the Front desk cashier, Importance of front office cash, Duties and responsibilities of front desk cashier, Checkout and account settlement, Checkout options, Unpaid account balances.Front office accounting fundamentals .Hotel credit management (including credit cards) - Foreign currency awareness and handling procedures – The guest folio -Tracking transactions – account allowance -Internet control – Transcript, cash sheet, cash banks | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
The night audit Credit control
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Function of night audit - Operating model – non-automated. Semi-automated- night audit process - Verifying the night audit Hotel credit policy regarding guaranteed bookings/corporate account holders/credit card users –Control measures at the time of : reservation, check-in, during stay, check-out, after departure, Prevention of Skippers : on arrival/during stay/on departure day | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Front office management concepts
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Tariff decisions, Cost and pricing – Hubbart formula, Marginal or contribution pricing, Market pricing, Inclusive / non inclusive rates, Control – verification, night audit, computerized control systems, occupancy and revenue reports, Daily Front Office reports and statistics and its analysis, Selling Concept, Selling models, plan, sales call, closing the call, Internal / In-house sales promotion, merchandising, Direct sales – travel agents, tour operators, hotel booking agencies, Internet, tourist information center, direct mail, personal calls, Differential rates, Booking horizons, Forecasting bookings | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Front Office Statistical data handling:
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Different types of budgets, marketing and sales statistics, Front office related graphs, Segmentations. Reservation Systems Content of hotel websites, essentials of PMS operation, essentials of GDS operation, Search engines of hotels, function of systems manager | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Resort & Airline Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction. The History and Characteristics of Resorts, The Resort Concept, The Development of Gaming, Resorts in the 21st Century – a comparison. Resort Planning and Development, Investment Consideration, The Role of Planning and Management, Planning, Facilities, Grounds Maintenance, Planning and the Leisure concept. Recreational Activities , Golf, Tennis, Snow sports, Water sports, Spa and Health Club Facilities, Recreational Infrastructure and Nature, Theme Resorts. Managing the Resort, Personnel organization and Human Relations, Wage and Salary Administration, Employee Productivity, Labor force (hiring, retention, turnover), Policy in Gaming, Resort Operation, and Human Relations Airline operation & management | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Micheal Kasavanna, R. B. (2012). Managing Front Office Operations (8 ed.). Prentice Hall. Mill, R.C. 2001. Resorts: Management and Operation. New York: Wiley & Sons | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Bhatnagar, S. K. (2010). Hotel Front Office. Oxford publications. Ismail, A. Front Office Operation Management (5 ed.). Thomson and Delmer. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM434 - MANAGEMENT ACCOUNTING (2023 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
The course objective is to provide a comprehensive and integrated presentation of current management accounting techniques in a clear and concise format. An Organization consists of different departments and processes. Managers at all levels must understand how a company’s departments and processes “fit” together to achieve its goal. It focuses on all the functional areas of business and presents a cohesive management accounting model from a decision-making perspective. It provides and insight on the methods adopted by the companies in response to environmental change. The objective is also to consider implications of management’s decisions for business firms and for individuals in a changing environment. Course Objective: To explore the tools and techniques of management accounting for analysis to understand different business strategies To be able to analyze the affairs of the business through ratios To prepare cash flow statements To make budgets both fixed and flexible |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: To understand and explain the basic concepts in analyzing a financial statement CO2: To study various methods and techniques for internal analysis. CO3: To be able to analyze and interpret the changes in financial position over a period of time CO4: To explore the tools and technique of management accounting for analysis to understand different business strategies CO5: To be able to analyze the affairs of the business through ratios CO6: To prepare cash flow statements CO7: To make budgets both fixed and flexible |
Unit-1 |
Teaching Hours:4 |
Introduction
|
|
Management Accounting- Importance and scope, Differences between Financial Accounting, Cost Accounting and Management Accounting, ESG Reporting | |
Unit-2 |
Teaching Hours:8 |
Financial Statement: Analysis and its Interpretation
|
|
Meaning and nature of financial statements-Significance of financial statements-Types of financial statements-Limitations of financial statements-Steps involved in financial statement analysis-Tools of financial analysis – Comparative Statements, Common size statements , Trend Analysis –practical problems, BEP | |
Unit-3 |
Teaching Hours:10 |
Accounting Ratios and its Interpretations
|
|
Objectives of ratio analysis- Classification of ratios-Liquidity ratios: Current ratio, Quick ratio, Absolute liquid ratio- Profitability ratios: Gross profit ratio, Net profit ratio, Operating ratio and expense ratios, Return on investments, Return on equity, EPS, Dividend payout ratio, Dividend yield ratio, Price-earning ratio – Solvency and capital structure ratios : Debt equity ratio, Proprietary ratio, Interest coverage ratio, Debt to total funds ratio, Capital gearing ratio-Turnover ratios: Inventory turnover ratio, debtors turnover ratio, fixed assets turnover ratio, working capital turnover ratio, capital turnover ratio, creditors turnover ratio-Practical problems | |
Unit-4 |
Teaching Hours:9 |
Cash Flow Statement
|
|
Meaning of cash flow statement-Distinction between funds flow and cash flow statement- Classification of cash flow-Preparation of cash flow statement-Calculation of cash from operation –Utility of cash flow statement-Limitations of cash flow statement- Practical Problems as per Accounting Standard 3 | |
Unit-5 |
Teaching Hours:6 |
Budget and budgetary control
|
|
Meaning, Objectives and advantages of budgetary control –Limitations of Budgetary control – Functional budgets – Master budgets – Fixed and Flexible budgets – Cash budget – Practical problems | |
Unit-6 |
Teaching Hours:8 |
Marginal Costing, Management Reporting, Management Audit
|
|
Marginal Costing- Meaning, definition scope and importance of Marginal costing-calculation of contribution, sales and output to earn a specific amount of profit, P/V ratio. Meaning of Management Reports-Essentials of effective reporting-Reports to different levels of management-Forms of reporting-Kinds of reports-Specimen form of a Management report-Review of reports, Introduction of ethical issues related to governance, risk management, and compliance. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading M.N.Arora. (2014). Management Accounting. New Delhi: Himalaya Publications | |
Evaluation Pattern CIAI - 20 marks, CIAII- 50 marks, CIA III - 20 marks, ESE = 50 marks | |
BHM435 - BUSINESS STATISTICS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
BusinessStatisticsisthescienceofcollecting,organizing,andsummarizingdatatoprovideinformation, stated in numerical form, for the purpose of making objective business decisions. ThiscourseonBusinessStatisticsisofferedtothestudentsoffirstsemester.Intoday’sscenario,theissuefacing managers is not a shortage of information but how to use the available information to makeevidencebaseddecisions.Thiscoursepreparesstudentstoapplycommonlyusedstatisticalmethodsin business contexts. The paper helps the students to gain knowledge on the concepts of Statistics,variousdatacollectionmethods,averages,dispersion,correlationandregression,indexnumbersand timeSeries. |
|
Learning Outcome |
|
CO1: To enable students acquire data collection, presentation, analysis and interpretation skills so as to make informed decisions. CO2: To develop the ability to use the statistical tools to perform analysis of data through common descriptive measures. CO 3: To introduce students to techniques used to uncover relationships between variables and to produce forecasts of the future values of strategic variables. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Statistics (Level of knowledge: Conceptual)
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning, definition, features, importance and limitations of statistics. Meaning and differencebetween primary and secondary data, data collection methods. Classification and tabulation of data(problems). | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Measures of Central Tendency (Level of knowledge: Analytical)
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning, measures of Central Tendency- Arithmetic Mean, Median, Mode and partition values-quartiles,deciles, percentiles. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Measures of Dispersion and Skewness (Level of knowledge: Analytical)
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning, definitions, Properties of dispersion -Range, Quartile Deviation, Mean Deviation frommean and median, standard Deviation and coefficient of variation. Skewness-meaning, differencebetweendispersion andskewness, KarlPearson’s andBowley’s measuresofskewness. Useof Excel for calculatingcorrelationandregression. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Correlation and Regression Level of knowledge: Analytical
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning, definition and use of correlation, Scatter diagram, Types of correlation ¬ Karl Pearson’scorrelation coefficient, Spearman’s Rank correlation, probable error. Regression- Meaning andutility of Regression analysis, comparison between correlation and Regression, regression lines –XonY, Yon X, Regression Equations,Regression Co-efficients. Useof Excel for calculatingcorrelationandregression. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Index Numbers Level of knowledge: Analytical
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning, Definitionand Importance ofIndex Numbers, Methods ofConstruction ofIndexNumbers–PriceIndexNumbers–Laspyere,Paasche,Fisher’sprice,QuantityIndexNumbers,TestsofAdequacyofIndex-Timereversalandfactorreversaltests, consumerpriceindex,limitationsofIndex Numbers. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||
Time Series
|
|||||||||||||||||||||||||||||||||||||||||||
Levelofknowledge:Analytical-Meaning,componentsoftimeseries,calculationofSecularTrend-MovingAveragemethod(2, 3, 5 years) and method ofLeastsquares. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Algar,k. (2014),BusinessStatistics,NewDelhi:TataMcGraw-Hilleducation Pvt.Ltd. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Aggarwal,S.,&Bhardwaj,S.(2014).Business Statistics.Ludhiana:Kalyani. 2. Wilson,M.(2014).Business Statistics.Mumbai:Himalayapublishinghouse. 3. Levin,R.I.,&Rubin,D.S.(2014).Statisticsformanagement.Delhi:Pearson. 4. Gupta,S.C.,&Gupta,I. (2014).Businessstatistics. Mumbai:Himalaya publishinghouse. C.M.Chikkodi,&Satyaprasad,B.(2014).Businessstatistics.Mumbai:Himalayapublishinghouse. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM436 - MARKETING MANAGEMENT (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Introducing the principles and concepts of marketing. CO2: Examining the environmental factors that shape an organisation's activities CO 3: Explaining how to develop a marketing mix that will achieve goals in the target markets. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Understanding markets &marketing process
|
|||||||||||||||||||||||||||||||||||||||||||
Whatismarketing, scopeofmarketing, coremarketingconcepts;marketingmanagement philosophies, changes in business & marketing. Introduction to emerging market in third world.ImportanceofMarketingdepartmentinHotelindustry.ConceptofHolisticMarketing. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
New Product Development and Consumer behaviour:
|
|||||||||||||||||||||||||||||||||||||||||||
New product development stages, categories of new product, reasons for launching new productsanditsfailure. Productlifecyclestrategies. (NewServiceas product) Developing marketing opportunities, value delivery process, market research and informationsystem, consumer markets and consumer buyer behavior segmentation, targeting, positioning forcompetitive advantage, branding and packaging, rural marketing. Marketing Strategies for Marketleaders, followers, competitor, etc. Hospitality products and services mix. Service and Brandconcepts.Hotel Branding. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Distribution decisions
|
|||||||||||||||||||||||||||||||||||||||||||
Marketing channels, structures, types and criteria of selecting a channel, wholesaling, retailing, andphysicaldistribution. e– marketing distribution CompetitiveDynamics: Competitive Strategies for Market, Other Competitive Strategies – Market Challenger Strategies,MarketFollowerStrategies, MarketNicherStrategies. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Pricing
|
|||||||||||||||||||||||||||||||||||||||||||
Typesofpricing,considerationandapproaches,competitivestrategies,attracting,attacking,retailingandgrowing customer. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Promotion
|
|||||||||||||||||||||||||||||||||||||||||||
Anoverview.Advertising,salespromotion,personalsellingandsalespromotion,publicity.Publicand customer relations, direct and online marketing, multilevel marketing-the new marketingmodel.Advertisingin hospitality industry. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Marketing and society:
|
|||||||||||||||||||||||||||||||||||||||||||
Social responsibility and ethical issues in marketing.Global marketing program.. Legal issues inmarketing.marketing skills, Brand marketing skills, CRM. Marketing in Indian Context .Marketingin 21stCebtury | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Armstrong,G.&Kotler,P.(2011).Marketing:Anintroduction.(8thed.)UppersaddleRiver,NJ:PearsonPrentice Hall. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Kotler,PhilipandGary,Armstrong.(2012).Principlesofmarketing,Pearsonpublication Evans,R.andBerman,Barry.(2012).Marketingin21stcentury,Oxfordpublication.
W.D.Perreault,Jr.,J.PCannon,andE.J.McCarthy(2009).BasicMarketing:AMarketingStrategyand PlanningApproach, 17th ed.,Irwin/McGrawHill.
Tong,H.,&Taylor,R.J.(2008).Marketinglessonsthatwillhelpshapethefuture.JournalofMarketing,33 (2), 189‐196.
Tong,H.,&Taylor,R.J.(2008).Marketinglessonsthatwillhelpshapethefuture | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM451 - ASIAN CUISINE (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:2 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
CourseDescription: This course about understands the basics of Asian cuisine through hands on practical experiencefrom three major cuisines, namely, Chinese, Thai and Vietnamese. Students will have to spend fourhours per session in the basic training kitchen. The practical sessions will address the varioustechniques and textures of Asian food. This course is completely hands on were, students will cookan Asian menu in groups. The ingredients and cooking equipment will be provided to the students.The students will present himself / herself in complete Uniform, prescribed Knife kit and journals.Attheendofeachcoursethestudentwillhavetotastehisherfoodpreparationandrecordthe reflections. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: To Illustrate various Asian ingredients and their basic flavour profile. CO2: To Apply Asian cooking techniques. CO 3: To experiment with dishes according to the recipe provided. CO 4: To Evaluate the end results of various techniques CO 5: To Recommend flavour profiles. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 1
|
|||||||||||||||||||||||||||||||||||
Menu 1 | |||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 2
|
|||||||||||||||||||||||||||||||||||
Menu 2 | |||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 3
|
|||||||||||||||||||||||||||||||||||
Menu 3 | |||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 4
|
|||||||||||||||||||||||||||||||||||
Menu 4 | |||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 5
|
|||||||||||||||||||||||||||||||||||
Menu 5 | |||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 6
|
|||||||||||||||||||||||||||||||||||
Menu 6 | |||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 7
|
|||||||||||||||||||||||||||||||||||
Menu 7 | |||||||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 8
|
|||||||||||||||||||||||||||||||||||
Menu 8 | |||||||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 9
|
|||||||||||||||||||||||||||||||||||
Menu 9 | |||||||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 10
|
|||||||||||||||||||||||||||||||||||
Menu 10 | |||||||||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 11
|
|||||||||||||||||||||||||||||||||||
Menu 11 | |||||||||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 12
|
|||||||||||||||||||||||||||||||||||
Menu 12 | |||||||||||||||||||||||||||||||||||
Unit-13 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 13
|
|||||||||||||||||||||||||||||||||||
Menu 13 | |||||||||||||||||||||||||||||||||||
Unit-14 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 14
|
|||||||||||||||||||||||||||||||||||
Menu 14 | |||||||||||||||||||||||||||||||||||
Unit-15 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||
Menu 15
|
|||||||||||||||||||||||||||||||||||
Menu 15 | |||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Ceserani,K.,&Foskett, D.(1990). Practical Cookery.London:Hodder&Stoughton. | |||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Ceserani,K.,&Foskett, D.(1990). Practical Cookery.London:Hodder&Stoughton. | |||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||
BHM452 - BEVERAGE STUDIES AND MANAGEMENT (2023 Batch) | |||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:2 |
||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||
CO1: Demonstrate responsible service of alcoholic beverage CO2: Demonstrate bar operations and management strategies. CO 3: Develop cocktails and mixed drinks. CO 4: Develop bar check list and bar menu. CO 5: Develop SOPs for bar and lounge service |
Unit-1 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Introduction to Beverage Operations & Management.
|
||||||||||||||||||||||||||||
Barconcept,barplan/design/types,Theguestandbarstaff | ||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Bartending & the service of alcoholic beverages
|
||||||||||||||||||||||||||||
Dutiesandresponsiblyofabartender,rules& regulations,service ofalcoholicbeverage | ||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Mixology and Cocktails
|
||||||||||||||||||||||||||||
History,types andmethodsof preparing cocktails, tips&techniqueofmakingacocktail | ||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Beverage controls, costing & pricing
|
||||||||||||||||||||||||||||
Importanceofbeveragecontrols,methodsofbeveragecontrol,measuringmethods,Inventory,calculatingthe beveragecost,methodsofpricingabeverage | ||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Vodka based cocktails
|
||||||||||||||||||||||||||||
Brandknowledge,popularityofvodkabaseddrinks,vodka cocktails | ||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Rum based cocktails
|
||||||||||||||||||||||||||||
BrandKnowledge,Styles,rumbaseddrinks | ||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Gin based cocktails
|
||||||||||||||||||||||||||||
BrandKnowledge, ginbasedcocktails | ||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Tequila based cocktails
|
||||||||||||||||||||||||||||
Brands, Agavespirits,typesoftequila, tequilabased cocktails | ||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Whisky/Brandy based cocktails
|
||||||||||||||||||||||||||||
Typesof whisky/brandy,Brands,cocktailsbasedonwhisky/brandy | ||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Popular cocktails, winter cocktails and non-alcoholic cocktails
|
||||||||||||||||||||||||||||
4Populardrinksmadewithwine,beerandotherspirits,warmcocktailsand non-alcoholiccocktails | ||||||||||||||||||||||||||||
Unit-11 |
Teaching Hours:4 |
|||||||||||||||||||||||||||
Bar Checklist & Beverage list
|
||||||||||||||||||||||||||||
Preparing a check list, inventory and par stock, opening and closing dutiesStyles of beverage lists, planning and compiling a beverage list, beverage listas amarketingtool. | ||||||||||||||||||||||||||||
Unit-12 |
Teaching Hours:16 |
|||||||||||||||||||||||||||
Revision
|
||||||||||||||||||||||||||||
Revision | ||||||||||||||||||||||||||||
Text Books And Reference Books: Singaravelavan, R. (2018). Food and beverage service. New Delhi, India: Oxford University Press | ||||||||||||||||||||||||||||
Essential Reading / Recommended Reading AndrewDurkan,.(2012).Beverage BookLondon:ELBS | ||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||
LAN421A - FRENCH-II (2023 Batch) | ||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||||||||
Max Marks:50 |
Credits:2 |
|||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||
Bon Sejour I allows the acquiring of communicative skills, the mastery of which is absolutelyessential for minimal exchanges in India between a professional in a specific field and a Frenchspeaking client. The spiral progression in the method allows the gradual mastery of language skillsthrougha seriesofexercises.Apprenonslagrammaireensemblewillcomplementtheprogramwith itsgrammar components. |
||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||
CO1: Students can satisfy requirement of everyday situations. CO2: Students can understand most speech on a familiar topic. CO 3: Students can narrate and describe in present tense. |
Unit-1 |
Teaching Hours:10 |
Faire la cuisine
|
|
Vocabulaire : La cuisine Les ingredients : fruits, legume / viandesGrammaire:le partitif, lefuturimmediat,le verbe Aller Culture: Lesfruits,leslegumes,etles plats typiquementfrancais :lescrepesetlafondue | |
Unit-2 |
Teaching Hours:11 |
Des Plats Francais
|
|
Vocabulaire : La ratatouille et les tomates farciesGrammaire : L’imperatif, pronoms objet directCulture: les regions etleurs specialites | |
Unit-3 |
Teaching Hours:12 |
Reserver une table
|
|
Vocabulaire : Dans la chambre, Preparer une chambre.Grammaire : Adjectifs demonstratifs, InterrogatifsCulture: Larestauration | |
Unit-4 |
Teaching Hours:12 |
Bon Appetit!
|
|
Vocabulaire : Les restaurants, regionaux et les restaurants internationauxGrammaire:le partitif, l’usage desarticles Culture: Les Ustensilesutiles pourlacuisine | |
Text Books And Reference Books: Venkatesh,Jyothi,SumanVenkateshetal.BonSéjour1-Françaispourl’hôtellerie1.NewDelhi:GoyalPublishers, 2018. | |
Essential Reading / Recommended Reading Venkatesh,Jyothi,SumanVenkateshetal.BonSéjour1-Françaispourl’hôtellerie1.NewDelhi:GoyalPublishers, 2018. | |
Evaluation Pattern Continuos Internal assesments | |
LAN421B - SPANISH-II (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Enabling the students to progress in verbal communication and writing skills. To enable them to handle and adapt to differentlifes ituationand roleplays like asking formenuina restaurant, ordering food,drinks etc. |
|
Learning Outcome |
|
CO1: Basics of Spanish CO2: Hotel industry's technical terminologies CO 3: Socio- cultural aspects are understood better |
Unit-1 |
Teaching Hours:6 |
|
Unit ? 1
|
||
Reflexive verbsConjugationsUses: sentencesDaily routineTellingtime | ||
Unit-2 |
Teaching Hours:6 |
|
Unit ? 2
|
||
DialogueWritingIncafeteria In restaurantIntheclassAtthebusstation,etc. | ||
Unit-3 |
Teaching Hours:6 |
|
Unit 3
|
||
IrregularverbconjugationUses: sentences Conditionaltenseforbeingmore courteousand polite | ||
Unit-4 |
Teaching Hours:6 |
|
Unit ? 4
|
||
Uses of auxiliary verbsConjugation Sentences | ||
Unit-5 |
Teaching Hours:6 |
|
Unit ? 5
|
||
GerundsUsesConjugation Auxiliary verbsforgerunds | ||
Text Books And Reference Books: Dictionary,preferablyCollins,501VerbConjugationBookfromBarron’s,Aula01,Suena01,Pasaporte01. | ||
Essential Reading / Recommended Reading Dictionary,preferablyCollins,501VerbConjugationBookfromBarron’s,Aula01,Suena01,Pasaporte01. | ||
Evaluation Pattern
| ||
LAN421C - CHINESE-II (2023 Batch) | ||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|
Max Marks:50 |
Credits:2 |
|
Course Objectives/Course Description |
||
|
||
Learning Outcome |
||
CO1: The learners will be able to understand and express, speak and write very simple Chinese words and phrases CO2: To meet the basic needs of communication while asking/telling the location CO 3: To use the mode of transport, giving
directions to reach a place, reading Chinese calendar, talking about important dates, festivals and food, cities in china
CO 4: To discuss routine and leisure activities and make plans |
Unit-1 |
Teaching Hours:2 |
|
Unit ? 1
|
||
Revisionofthe previoussemester | ||
Unit-2 |
Teaching Hours:2 |
|
Unit ? 2
|
||
Lesson7:Where is theBank ofChina? | ||
Unit-3 |
Teaching Hours:2 |
|
Unit ? 3
|
||
Lesson7:Where is theBank ofChina? | ||
Unit-4 |
Teaching Hours:2 |
|
Unit ? 4
|
||
Lesson8:Whatisthedatetoday? · Introductionto Chinesecalendarandimportant datesin China | ||
Unit-5 |
Teaching Hours:2 |
|
Unit ? 5
|
||
· DiscoveringChineseculturethroughfestivals · Significance,food,rituals | ||
Unit-6 |
Teaching Hours:2 |
|
Unit ? 6
|
||
Lesson9:What’syourplanfor today? | ||
Unit-7 |
Teaching Hours:2 |
|
Unit -7
|
||
Lesson9:What’syourplanfor today? | ||
Text Books And Reference Books: Reading and writing exercises in class. | ||
Essential Reading / Recommended Reading Reading and writing exercises in class. | ||
Evaluation Pattern
| ||
BHM581 - INTERNSHIP AND PROJECT (2022 Batch) | ||
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
|
Max Marks:100 |
Credits:8 |
|
Course Objectives/Course Description |
||
Internship in Hospitality Management is a 8- credit course. This course is a requirement forgraduation and is designed to provide students with an opportunity to apply concepts andtheoriesfromtheircourseworktopracticalworkexperiencesinthehospitalityindustryunder the direction of industry professionals. It is the student‘s responsibility to secure aninternship position, and all internship experience must have prior approval from his or heradviser. In addition to the field experience, students are also required to complete writtenassignments. |
||
Learning Outcome |
||
CO1: Illustrate the fundamental concepts of hospitality and the importance of these concepts as the cornerstone of success in the hospitality industry. CO2: Interpret and analyze financial statements and budgets. CO 3: Analyze and differentiate the range of technologies used in the operation and marketing of a hospitality business. CO 4: Identify and apply principles of sales and current trends in marketing CO 5: Apply principles of leadership and management in the hospitality business operation. CO 6: Demonstrate and apply skills in human resource management. CO 7: Recognize the strengths and benefits of cultural and generational diversity and its impact on guest experience and employee satisfaction. CO 8: Demonstrate how to manage daily operations of a hospitality business. CO 9: Summarize and apply principles of business law and ethics and global business etiquette. |
Unit-1 |
Teaching Hours:0 |
Unit ? 1
|
|
Instructions Thefollowingquestionsand projectsaretobediscussed inyour Report. Includecopiesofmaterialyoucollectedfromyourexperiencesthatarerelevant,i.e.,organizationalcharts, policies &procedures, records, etc. The Answers should not be in a YES or NO format. You are required to elaborate and explainin detail why you support or do not support certain actions that are taken, policies andprocedures, methods used etc.,•In addition to this report you are required to maintainInternshipworkbook andmakeanote of all observations madeon dailybasis. Please Note: Use A4 size sheet, use Arial font, size 12, line spacing 1.5 use both sides of thesheet. | |
Unit-2 |
Teaching Hours:0 |
Unit ? 2
|
|
OrganizationalDetailsandChart 01. Name oftheProperty 02. CompanyName 03.NameofGeneralManager 04. HistoryoftheProperty 05. Challenges facingtheProperty 06. Long-termplansfortheProperty 07. Nameofthe DepartmentalHead 08. NoofRoomsandTypes 09. Namesofthe VariousFood& BeverageOutlets .FacilitiesOffered .Roomtariffrates . ClienteleCategory .PrepareanorganizationalchartofthePropertyandIdentifythetotalnumberofstaffineachdepartment .Visionand Missionoftheorganization /facility .Uniqueness of the property | |
Unit-3 |
Teaching Hours:0 |
Unit ? 3
|
|
Positioninformation Discusstheposition(s)inwhich youworked.Explainin detail: Who you reportedtoand statepositionresponsibilities Identify at least five aspects of your work that helped you understand the expectations andresponsibilitiesoforganization managers. Identify at least three aspects of your work, ifyou were the manager of the facility,youwould like to change.Discuss why you want these changed and how you would makes thesechanges. | |
Unit-4 |
Teaching Hours:0 |
Unit ? 4
|
|
JournalQuestions What have you done in your internship?Howwereyoutrainedforyourposition? How has your supervisor introduced you to your co-workers?Whatareyour firstimpressions of yourinternship? Howhasyoursupervisorhelpedyoutransitioninto yourposition?Whathave youlearned duringyourinternship thus far? 7.Whatfrustrationshaveyouhadwithyourinternship,andwhatcanyoudo(orhaveyoudone)to work through them? Whatstrengths,skills,andabilitieshaveyoubroughtfromyourinternship? Whataresomeoftheweaknessesordeficienciesinyourabilitiesorknowledgethatyouwillbeable to improveuponduringthis internship? .Whathave youlearned intheprocessof thisinternship thusfar? 11.Whathaveyoubeendoinginyourinternship? Specifydepartment wise. .Whatadditionalresponsibilitieshave youbeengiven?Specifydepartmentwise .Isthisthefieldyouwanttoenterwhenyougraduate,orareyoulearningthatyouwouldliketoexploreotheroptions? .Pleasedescribethemostsignificantthingsthatyouhavelearnedduringyourinternshipandhow you plan toapplythatlearningtoyour futurecareer. .Overall,howimportantor significanthasthisinternshipexperiencebeeninyoureducationintheBHM program? | |
Unit-5 |
Teaching Hours:0 |
Unit ? 5
|
|
Internshipworkbook Take your Logbook with you each day and list your activities as you go. Also give somefeedback on what you enjoyed. Add selfie and pictures as additional information. You mayneedto askyour supervisorforassistancewith this. | |
Text Books And Reference Books: Exposure at the hotels in various departments. | |
Essential Reading / Recommended Reading Exposure at the hotels in various departments. | |
Evaluation Pattern Evaluationforstudentswillbebasedonthe InternshipLogbook,InternshipReportandViva Assesment. | |
BHM611 - ENTREPRENEURSHIP STUDIES (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: Entrepreneurship is necessary for stimulating economic growth and employment opportunities in any nation. In the developing world, successful small businesses are the primary engines of employment creation and growth of income. This course intends to promote knowledge source for an intending practitioner in the field of entrepreneurship. This course earnestly attempts to present the various aspects of entrepreneurship and what a prospective business visionary must know before setting out on a modern or business. From the perspective of development of an individual’s entrepreneurial ability, entrepreneurship education becomes critical as the goal of the course is to help the youth start to think about what dreams or ideas they have and how they can develop and fulfil them. It is also a way to learn how to interact and cooperate with other people, be creative and find tools for how to develop themselves and their ideas. The course aims to motivate an individual to take up an entrepreneurship to attain self-reliance and growth. Course Objectives: 1.To develop and strengthen entrepreneurial quality and motivation 2.To enlarge the supply of entrepreneurs for rapid industrial development 3.To provide knowledge and information about the source of help, incentives and subsidies available from government to set up the project 4.To impart information about the process, procedure and rules and regulations for setting up new projects in the hospitality industry. 5.To develop the skills required to prepare a Business Plan |
|
Learning Outcome |
|
CO1: Understand the need of entrepreneurship development CO2: Identify Critical success factors for taking up entrepreneurship CO3: Evaluate various opportunities and business models CO4: Analyze functional strategies required for entrepreneurial success CO5: Develop business plans for entrepreneurial opportunities in Hospitality Industry |
Unit-1 |
Teaching Hours:8 |
Introduction to Entrepreneurship
|
|
The Nature of Entrepreneurship, Entrepreneurial thinking, Theories of Entrepreneurship- Innovation Theory, Harvard School Theory, Theory of High Achievement, Theory of Profits, Theory of Adjustment of Price- Entrepreneurship Today; Types of Entrepreneurs; Intrapreneurship; Difference Between a Manager and an Entrepreneur; Entrepreneurial Competencies; Capacity Building for Entrepreneurs; Women’s Entrepreneurship, Challenges Faced by Women Entrepreneurs; Characteristics of a Family-owned Business in India; Various Types of Family Businesses; Challenges Faced by Family-owned Businesses | |
Unit-2 |
Teaching Hours:7 |
Entrepreneurship Development Programs in India
|
|
Entrepreneurial Environment; Global Entrepreneurship Environment; Business Climate in India; Environmental Factors Affecting Entrepreneurial Growth; Creating a Favorable Environment for Entrepreneurship; The Process of Entrepreneurial Development; Role and Importance of Micro, Small, and Medium Enterprises; Concepts and Definitions of MSME; The MSMED Act, 2006; Government Policy Initiatives; Current Schemes for MSME; Problem Faced by MSME Sector; Phases of Entrepreneurship development programs in India. Institutions supporting entrepreneurship in India: National Institute for Entrepreneurship and Small Business Development (NIESBUD), National Small Industries Corporation (NSIC), The Khadi and Village Industries Commission (KVIC), Small Industries Development Organization (SIDO), Small Scale Industries Board (SSIB), Small Industries Service Institutes (SISI), and District Industries Centers (DIC). National Bank for Agriculture and Rural Development (NABARD), Entrepreneurship Development Institute of India (EDI), Indian Institute of Entrepreneurship (IIE). | |
Unit-3 |
Teaching Hours:7 |
Problem/Need,Idea and Innovation
|
|
Problem Identification, Problem Definition; Sources of New Ideas; Methods of Generating Ideas: Focus Groups, Brainstorming, Problem Inventory Analysis, Reverse Brainstorming, Gordon Method, Free Association, Forced Relationships; Concept Development; Innovation: Types of Innovation, Defining a New Innovation (Product or Service), Classification of New Products. | |
Unit-4 |
Teaching Hours:7 |
Opportunity, Business Development and Protection
|
|
Opportunity Recognition; Product Planning and Development Process: Establishing Evaluation Criteria, Idea Stage, Concept Stage, Product Development Stage, Test Marketing Stage; Opportunity Recognition and the Opportunity Assessment Plan; Intellectual Property, Legal Issues in Setting Up the Organization, Patents, Business Method Patents, Start-Up without a Patent, Trademarks, Copyrights, Trade Secrets and Noncompetition Agreements, Licensing, Product Safety and Liability, Insurance, Contracts. | |
Unit-5 |
Teaching Hours:8 |
Feasibility Study and Business Plan
|
|
Feasibility study- market feasibility, technical/operational feasibility, financial feasibility. Legal requirements of the venture, Elements of a business plan: Introductory Page, Executive Summary, Environmental and Industry Analysis, Feasibility Study, Description of Venture, Brief description of Functional plans, Implementation strategy, Risk Assessment. Organizational Plan: Developing the Management Team, The Limited Liability Company, Designing the Organization, Building the Management Team and a Successful Organization Culture, The Role of a Board of Directors, The Board of Advisors, Exit strategy,Business Model Canvas; Pitch-Deck, Elevator pitch. Accelerators, Incubation | |
Unit-6 |
Teaching Hours:8 |
The Start-up Process in Hospitality Industry
|
|
The start-up process, Identification of business opportunities in Hospitality Industry, Demand/ market analysis, Present & future competition, Entrepreneurship Related to the Hotel Industry. Plant layout in view of the Hotel Industry, Steps for starting small hotel, Problems in starting a hotel, Ways to rectify them, Project formulation, Assessment of project feasibility, Market survey, Risk Analysis, Break-Even Analysis. Concept of Industrial Sickness, reasons and strategies, Preparation of project report, selection of site, legal considerations and basic start-up problems. | |
Text Books And Reference Books: 1.Poornima M Charanthimath (2020) “Entrepreneurship Development and Small Business Enterprises”, 3nd Edition, Pearson Publication. 2. Spinelli, S., Ensign, P. C., & Adams, R. J. (2014). New venture creation. McGraw-Hill Ryerson. 3.Desai, V. (2014).The Dynamics of Entrepreneurial Development and Management (6thedition).Himalaya Publishing House. | |
Essential Reading / Recommended Reading Hisrich, Robert D, Manimala, J. Mathew, Peters, Michael P. and Shepherd, Dean A, (2015). Entrepreneurship. New Delhi: Tata-McGraw-Hill | |
Evaluation Pattern CIA 1 - 20 Marks (100% weightage) = 20 Marks CIA 2 - 50 Marks (50% weightage) = 25 Marks CIA 3 - 20 Marks (100% weightage) = 20 Marks ESE - 50 Marks (60% weightage) =30 Marks Attendance = 5 Marks Total = 100 Marks | |
BHM631 - RESEARCH METHODOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description:
|
|
Learning Outcome |
|
CO1: To make them well versed with the various methodologies of research and statistical applications in business decisions prepare a project proposal (to undertake a project) CO2: To organize and conduct research (advanced project) in a more appropriate manner |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
INTRODUCTION TO BUSINESS RESEARCH
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Basic / Conceptual Definition, Objectives of research, Characteristics of research - Scientific Method, Types of research, Criteria for Good research, Business research in organizations - Decision Support, Ethics in research. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
RESEARCH PROCESS AND CONCEPTS IN RESEARCH
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Basic / Conceptual Research Process - Steps in research, Research designs for Experimental, Explorative and Explanatory. Concepts - Methodology and Methods, Theory, concepts, constructs variables, Deductive and inductive logic. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
FORMULATION OF RESEARCH PROBLEM AND HYPOTHESES
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Basic / Conceptual / Analytical Identifying and formulating research problem, Diagnosis of symptoms and problem. Setting research objectives. Doing review of literature – purpose, methods. Hypothesis – Meaning, Purpose, Sources, characteristics of hypotheses, types of hypothesis, testing of hypothesis | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||
MEASUREMENT SCALES & SAMPLING TECHNIQUES
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Basic / Conceptual / Analytical
Measurement – Types of Scales, Scaling techniques, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. Sampling - Significance of sampling, Concepts, Steps in sampling, Criteria for good sample, Methods of sampling, determining sample size. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||
DATA COLLECTION
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Basic / Conceptual / Analytical
Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Data collection instruments - Questionnaire, schedule, electro-mechanical devices. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||
DATA ANALYSIS
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Basic / Conceptual / Analytical Data Preparation, Types of statistical analysis – descriptive, validation and inferential tools. Selection of statistical methods – based on objectives, type of scale. Variable creation and data entry. Data editing, Descriptive statistics and validation of data. Interpretation - meaning - Techniques of interpretation. Inferential Statistics: - ANOVA, Chi Square | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:3 |
||||||||||||||||||||||||||||||||||||||||||
REPORT WRITING AND PRESENTATION OF RESULTS
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Basic / Conceptual / Analytical Classification and tabulation, Graphical representation, Research presentation, Types of report - Research proposal, research report. Format of a report- Layout, Standards (Introduction to APA formatting), Precautions.
Mini project with application of SPSS for analysis is part of the subject carried out during unit VI and VII | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Gupta, S. K., & Raugi, P. (2015). Research Methodology: Methods Tools and Techniques (3 ed.). Ludhiana: Kalyani Publication. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Evaluation pattern:
| |||||||||||||||||||||||||||||||||||||||||||
BHM632 - IMAGINEERING AND INNOVATION (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
For a brand or an organization to be unique in the market, it requires to construct anexperience where an element of imagination and detailed inquiry needs to be marriedtogether.The field of Imagineering has given insights into innovation. Imagineering is acombination of imagination and engineering which stimulates creativity. Hence, this courseis about Imagineering and the Imaginer. This course discusses on the theory, concepts,processanddesignofImagineeringandtheskills,rolesofanimaginertocreateameaningfulexperience. ● TodevelopanunderstandingonImagineering ● TostudytheprocessandmodelofImagineering ● TostimulateanindividualtoturntoanImaginer ● Tolearnthetechniquesofcreatingprototypes Toidentifytheframeworktocreatemeaningfulstories |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Define and understand Imagineering CO2: Distinguish the different models and process of Imagineering CO3: Comprehend the roles and skill required to become a imagineer CO4: Imagine and create prototypes CO5: Create stories from a product and processes that are meaningful |
Unit-1 |
Teaching Hours:8 |
Unit 1
|
|
Unit 1 | |
Unit-2 |
Teaching Hours:8 |
Unit 2
|
|
Unit 2 | |
Unit-3 |
Teaching Hours:8 |
Unit 3
|
|
Unit 3 | |
Unit-4 |
Teaching Hours:8 |
Unit 4
|
|
Unit 4 | |
Unit-5 |
Teaching Hours:8 |
Unit 5
|
|
Unit 5 | |
Unit-6 |
Teaching Hours:5 |
Unit 6
|
|
Unit 6 | |
Text Books And Reference Books: Kuiper,G.,&Smit,B.(2014).Imagineering:Innovationintheexperienceeconomy.Oxfordshire,UK: CABI. | |
Essential Reading / Recommended Reading Nijs,D.(2014).Imagineeringthebutterflyeffect:Transformationbyinspiration.TheHague: Eleven internationalPublishing. Malmberg,M.(2010).WaltDisneyImagineering:Abehindthedreamslookatmakingthemagicreal. NewYork:DisneyEd.
Dodgson,M.Gann,D.andSalterA.(2008).Themanagementoftechnologicalinnovation:strategyand practice. OxfordUniversity Press.
Gabler,N.(2006).WaltDisney:ThetriumphoftheAmericanimagination.NewYork:Knopf.
Pelt,P.V.(2005).Theimagineeringworkout:Exercisestoshapeyourcreativemuscles.NewYork:Disney Editions.
Tidd,J.,Bessant,J.andPavitt,K.(2005).ManagingInnovation:Integratingtechnological,marketand organizational change.JohnWileyandSons. | |
Evaluation Pattern
ContinuousInternalAssessment(CIA)isdoneeveryclass.Theassessmentisdonebasedontheassignmentssubmittedon theactivity conductedduring theclass/session eachweek. There would a surprise assessment conducted on other factors such as the course notebookor a simple test or quiz conducted during the course. Bonus points will be given to studentswhoactively participate in the discussion andwrite down the same in thenotebook. | |
BHM633 - HUMAN RESOURCES MANAGEMENT (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: Human Resource Management (HRM) provides an overview of the HR functions in an organization, covering the entire gamut of operations related to the employee life cycle management. Course Objectives:
|
|
Learning Outcome |
|
CO1: Demonstrate awareness of the ethical and social issues applying HRM practices to Hospitality businesses CO2: Identify and plan appropriate HR activities as per organizational requirements CO3: Determine the relevance of modern HRM in addressing the social and ethical challenges faced by the business firms CO4: Analyze the impact of HR practices and organizational performance CO5: Evaluate the impact of HR processes on the business performance of organizations in the hospitality sector CO6: Propose HR strategy or intervention that can address contemporary challenges facing the hospitality sector |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual Concept of HRM, Evolution of HRM, Role and Status of Human Resource Manager, Functions of HRM, HR structure and Strategic HRM. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Human Resource Planning
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Analytical Concept of HRP, Different stages of HRP, Short-Term and Long-Term Planning, Action Plans in case of shortage and surplus of HR.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Job Analysis & Recruitment
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Analytical Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Job Description, Job Specification and other Job-related concepts. Concept of Recruitment, Factors affecting Recruitments, Sources of Recruitment; Alternative to Recruitment.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Selection & Induction
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Analytical Definition and Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and benefits of Induction, Content of an Induction Program.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Performance Appraisal
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Analytical Purpose of Performance Appraisal, Trait, Behavioral and Result Methods of Performance Appraisals, Process of Performance Appraisal.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||||
Training and Development
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Analytical Meaning and Importance of Training and Development Programs, Stages involved in Training Process, On-the Job and Off-the-Job Training & Development Methods. Career Planning & Development, Stages in Career Planning, Internal and External Mobility of Employees
| |||||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Conflict Management
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Analytical Meaning and Sources of Employee Grievance, Grievance Handling Systems, Meaning & Process of Collective Bargaining, Indiscipline, Settlement Machinery of Industrial Conflicts.
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Rao, S. (2014). Essentials of Human Resource Management & Industrial Management: Text & Cases. New Delhi: Himalaya Publication.
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading ● Armstrong, M. (2010). Handbook of HRM Practice. USA: Kogan Page. ● Basak, S. P. (2012). Human Resource Management: Text & Cases. New Delhi: Pearson ● Dessler, G. (2010). Human Resource Management. New Delhi: Prentice Hall. ● Robbins, D. A. (2010). Fundamentals of Human Resource Management. New Delhi: Wiley.
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Evaluation pattern:
| |||||||||||||||||||||||||||||||||||||||||||
BHM634 - SERVICES MANAGEMENT (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Inthiscourse,studentsareexpectedtolearnabout“servicemanagement”astohowtodesignstrategicvision,createamechanismthatsupportsustainablegrowth,andsolvetheproblemswhich managements face in their on-site daily operations. The integration of marketing,operations and human behavior is recognized as essential in the curriculum to effectiveservice management. More emphasis is placed on the need for continuous improvement inquality and productivity in order to compete effectively in a global environment. This willalso help students from an integrated viewpoint with a focus on customer satisfaction.Theunitswillintegrateoperations,marketing,strategy,informationtechnologyandorganizational issues. Finally, because the service sector is the fastest-growing sector of theeconomy,thiscourseisintendedtohelpstudentsdiscoverentrepreneurialopportunities. • To comprehend the dimensions of service growth and expansion both domesticallyandinternationally. ToGainan appreciationofthecomplexitiesassociatedwithimplementingchange. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Study "breakthrough" services in order to understand the operations of successful service firms that can be benchmarks for future management practice. CO2: Develop an understanding of the "state of the art" of service management thinking. CO3: Widen an awareness of the opportunities that information technology can have for enhancing service firm's competitiveness. CO4: Appreciate the organizational significance of managing the service encounter to achieve internal and external customer satisfaction. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit 1
|
|||||||||||||||||||||||||||||||||||||||||||
Understanding Services Phenomenon; Growth of Service Sector; Role of services the Economy; The conceptofServices:Characteristicsof services,differencesbetweenproductsandservices, Classification of services.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit 2
|
|||||||||||||||||||||||||||||||||||||||||||
Product in services, Price, Promotion, Place, People, Process, and Physical evidence. Knowledge of theCustomer Involvement in Service Processes; Customer behavior in Service Settings; Targeting Customers,Managing relationshipsandbuildingLoyalty,Flowerof servicesandnewservicedevelopment | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit 3
|
|||||||||||||||||||||||||||||||||||||||||||
Creating delivery systems in place, GAPS Model, Enhancing Value by Improving Quality and Productivity;SERVQUAL,ServiceBlueprint,YieldManagement,BalancingDemand&CapacityManagement,customersreservations & waiting list configurations. Importance of Service employee, Importance of Customer andCustomerrole in servicedelivery,Strategiesforenhancing customerparticipation,Servicerecovery concept. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit 4
|
|||||||||||||||||||||||||||||||||||||||||||
Introducing toTourismMarketing- Concept& Nature ofTourism;Significance & Impact of Tourism,EvolutionofTourism,TourismMarketSegmentation;TourismmarketingMix-IntroductiontoTravelservices,Medicaltourism,Religioustourism, wellnesstourism,foodtourism,adventuretourism . Role of Travel Agencies & Travel Organization, Tour Operations, Airline Service Marketing, Road & RailserviceandTravelbySeaIntroductiontoHotelIndustry:Hotels;EvolutionofHotelIndustry;DevelopmentofHotels- Facilities- The guest Cycle- Grades of hotels: Meaning of Hospitality-Marketing Mix of HospitalityIndustry | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit 5
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to Hospitals; classification of hospitals; Latest development in the hospital classification andhealthcare services delivery, marketing the medical transcription services. Medical Value Travel (MedicalTourism).Innovative deliverymodelsinhealthcare& Sustainabilityapproachesinhealthcare | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||
Unit 6
|
|||||||||||||||||||||||||||||||||||||||||||
IntroductiontoITIndustry:EvolutionofITIndustry;DevelopmentofITIndustry-SuccessCriteriaRelevanceofITServicesinIndia’sGrowthandDevelopment | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: GlynnW.J.(2005).UnderstandingServicesManagement.Wiley&son.KandampullyJ. (2007).Services Management.Pearson. Raisanen,V.(2010).Servicemodeling,PrinciplesandApplications.N.J;John Wiley &Sons. Nankervis,A.(2009).ManagingServices.CambridgePress. Lovelock,C.andWright,L.(2011).PrinciplesofServiceMarketingandManagement.PrenticeHall. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Fitzsimmons,JamesA.,andFitzsimmonsM.J.,(2006).ServiceManagement:Operations, Strategy,andInformationTechnology(5thEd.).Irwin/McGraw-Hill | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM635 - TRAVEL AND TOURISM (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Theeconomic,social,cultural,politicalandtechnologicaldimensionsoftheIndianTourismindustrywillbethefocusofthiscourse.Studentsgainanunderstandingofindustrystructure,changing travel markets and distribution methods within the context of community andindigenous perspectives, leadership and ethical practice.This course will provide a simpleand comprehensive outline of various ‘Indian Tourism Organizations’ and InternationalTourism Organizations. This course will also provide lots of information about transports –from ancient transportsto modern transports, carrier firms, travel agencies and othersengaged in the business of tourism.An attempt has been made to piece together factsrelevant to the early history and development of tourism. This course also explores someimportant topics like elements of tourism, tourism psychology and motivations for travel,travelplanning,tourismpromotionandresearchwhichwouldcontributeagreatdealtothe students.Awarenessofindigenousbusinesspractices,culturaldiversity,protocolsandwhatis acceptable and desired by indigenous people will be covered in the context of tourism. Inthiscapstonecourse,studentswillintegratethekeyconceptsoftheircourseworkbyexamining and implementing best practices in tourism entrepreneurship and communitydevelopment.Theseintegratedconceptswillbeappliedto thedevelopment ofa project
· Tounderstandwhattourism isanditsmanydefinitions.
· Tolearnthecomponentsoftourismandtourismmanagement.
· Toexaminethevariousapproachestostudyingtourism.
· Toappreciatehowimportantthisindustryistotheeconomyoftheworldandofmanycountries.
· Toknowthebenefitsand costsoftourism.
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Explain the various transport systems for travel and understand their operation CO2: Explain the various festivals and heritage of India. CO3: Demonstrate the various categories of tourism and tours CO4: Interpret travel requirements and other formalities. CO5: Build itenary for individuals or groups according to the requirements |
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Tourism Phenomenon and Geography
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
UnderstandingTourism,Origin,Growth&DevelopmentofTourism
India’sBioDiversity,Landscape,Environment&Ecology,Seasonsanddestinations | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Transport Systems & Travel Agencies
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Air transport, Railways, Road, Sea & WaterwaysHistory,Role&FunctionsofTravelTourism | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Tourism Organizations & Associations & Heritage of India
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Role&Functionsof(a) WorldTourismOrganization,(b)ASTA,UFTAA,PATA&IATAetc.
Indian Philosophy, Religion and its relevance- Cultural diversity and factors affectingculture - Literary heritage - Trading in paintings and music - Performance arts: Traditionalandmodern stage-Festivals of India andtheir significance. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Tourism Industry & Types of Tours
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Accommodation:Hotels,Motels,Resorts,SupplementaryAccommodation-TypesofTourist -ResourcesofSports,Cultural,Historical,NatureBased-Sports&Adventuretourism-AglimpseofIndianarchitecturalhistory-MaincentersofTouristinterestinIndia.]
Importance-Tour Operations,MajorNational&InternationalTourOperators-Importance&RoleofTourist guides | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Travel Formalities & Regulations & Foreign Exchange
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
TravelFormalities&Regulations Passports:Functions,types,Issuingauthority,procedureforobtainingpassportetc.-Visas:Functions,types, IssuingAuthority, Procedure forobtainingVisas etc. Countriesandcurrencies,procedureforobtainingforeignexchange,foreignexchangecountersetc, Customsformalities, immigration etc. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Tourism Meaning
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
TourismMeaning–Definition–Types–ComponentsofTourism–AmenitiesAccommodation–Attractions–Majorhospitalitydistributionchannels–TourismAttractions of India – Man made – Nature made – Monuments – Museums – Shopping –Gardens–Beaches–Mountains–Hillstations–Wildlifesanctuaries–festivals–Internationalcountries–capitals – flags airlines –currencies. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Negi,J.(2010).HotelsforTourismDevelopment:SChandReference: Singh,S.(2008)ProfilesofIndianTourism:Modernbooks Bhatia,A.K(2004).Tourismdevelopment–principlesandpractices:SterlingPublisherspvtlimited | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Negi,J.(2010).HotelsforTourismDevelopment:SChandReference: Singh,S.(2008)ProfilesofIndianTourism:Modernbooks Bhatia,A.K(2004).Tourismdevelopment–principlesandpractices:SterlingPublisherspvtlimited | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM651A - EUROPEAN CUISINE (2022 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
ThiscourseisaboutunderstandingthebasicsofEuropeancuisinethroughhandsonpracticalexperience from three major cuisines, namely, French, Italian and Spanish. Students willhavetospendfourhourspersessioninthebasictrainingkitchen.Thepracticalsessionswilladdress the various cooking techniques and textures of European food. This course iscompletelyhandsonwherestudentswillcookanEuropeanmenuingroups.Theingredientsand cooking equipment will be provided to the students. The students will present himself /herselfincompleteUniform,prescribedKnifekitandjournals.Attheendofeachcoursethestudentwillhave to taste herfood preparationandrecord the reflections. |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Compare European flavors to other cuisines CO2: Outline the various popular European cooking techniques. CO3: Apply European ingredients to cooking techniques. CO4: Choose the right European ingredient CO5: Create Menus based on rules of Menu management. |
Unit-1 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Unit 1
|
||||||||||||||||||||||||||||||
ButcherySkills/Demo | ||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Unit 5
|
||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||||||||||
GarbanzoBeansonToast Chorizoconensaladade judionesytomates(ChorizowithBeanandTomatoSalad)Romescode Peix (Fish stewwithAlmonds and Saffron) | ||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||||||||||
Revision or Salad of tomato, rocket, green peppers and olivesMoorishskewers Spanish MarinatedFish Paellawithpeppers,garbanzobeansandrosemary | ||||||||||||||||||||||||||||||
Text Books And Reference Books: Ceserani, K.,&Foskett,D.(1990).PracticalCookery.London:Hodder&Stoughton.
| ||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Ceserani, K.,&Foskett,D.(1990).PracticalCookery.London:Hodder&Stoughton. | ||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||
BHM651B - FOOD AND BEVERAGE MANAGEMENT (2022 Batch) | ||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
|||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
|||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||
CO1: Determine the various operational requirement of food and beverage management CO2: Distinguish the strength and weakness of the catering outlet CO3: Create a menu for a target market CO4: Recommend various processes for material management CO5: Identify the suitable method for food and beverage controls CO6: Propose innovative techniques for online activities for food and beverage outlet |
Unit-1 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
F&B Management: Overview
|
||||||||||||||||||||||||||||||
Introduction,objectivesofF&Bmanagement,responsibilitiesofF&BManagement,constraintsto F&Bmanagement,managing qualityinF&Boperations.
| ||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Analyzing strengths and weaknesses of catering outlets
|
||||||||||||||||||||||||||||||
Analyzingstrengthsandweaknessofcateringoutletsvis-à-viscompetition-parameters,decisionmaking on basis ofthe analysis.TraditionalIndianService. | ||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Menu management
|
||||||||||||||||||||||||||||||
Introduction,typesofmenu,menuplanningconsiderationsandconstraints,menucoastingandpricing, menu merchandising, menu engineering. | ||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Material management
|
||||||||||||||||||||||||||||||
Concepts, systems, facility planning, logistics, riskmitigation | ||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
F & B Controls
|
||||||||||||||||||||||||||||||
F &B Controls Costing,checklists,forms&formats,costcontrol | ||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
|||||||||||||||||||||||||||||
Managing Online Food and Beverage
|
||||||||||||||||||||||||||||||
Managingonline F&B Business of online F&B,deliverymodels, online logistics | ||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||
Restaurant pitch and Experimental learning
|
||||||||||||||||||||||||||||||
RestaurantpitchandExperimentallearning | ||||||||||||||||||||||||||||||
Text Books And Reference Books: Singaravelavan,R.(2016).Foodandbeverageservice.NewDelhi,India:OxfordUniverityPress | ||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Newey, A.(2016).OpenRestaurantsThatFlourish:ARestauranteurs'GuidetoOpeningNew Sites and Building aLeading Brand.Renew Design | ||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||
BHM652A - ADVANCED BAKING AND PASTRY ARTS (2022 Batch) | ||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
|||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
|||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||
This Practical class is offered as an advanced learning tool for baking science and attainscompetency skills to develop knowledge on ingredients, equipment, techniques and thebaker’s language. The sessions are also designed to educate students in the art of makinginternational breads, laminated pastries, Viennoiserie products, basic sponges and cakes.Studentswillbeintroducedtotheadvancedconceptsofmoderndesserts,skillsandtechniquesof Patisserieand Boulangerie organization. |
||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||
CO1: Identify the uses and importance of major Baking ingredients used in day to day baking in order to standardise the products. CO2: Experiment and bake different products with the right scale measure using Recipe S.O.Ps to cater the required production. CO3: Classify the bread dough's according to the formulation of ingredients and process of Baking and categorize them according to Lean and enriched doughs. CO4: Plan various plated desserts with contrasting flavours and textures, breaking a balance of Presentation and Taste in desserts. CO5: Organize the Pastry kitchen segregating according to the most commonly used ingredients, moulds, tools and large equipments. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||||
Hard Breads- Lean Dough
|
|||||||||||||||||||||||||||||||||||||||||
1. Baguette 2. TigerBread 3. Ciabbata 4. MultigrainLoaf | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||||
Macaron & Meringue
|
|||||||||||||||||||||||||||||||||||||||||
1. FrenchMacaron 2. Meringue Kisses & Pavlova 3. Italian meringueButtercream 4. Swiss Meringue
| |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||||
Modern Tarts
|
|||||||||||||||||||||||||||||||||||||||||
1. Coconut&StrawberryTart 2. MixedNutTart 3. IntenseChocolateTart | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Chocolate Bonbons- Basic
|
|||||||||||||||||||||||||||||||||||||||||
1. praline& cherry bonbon 2. FilterCoffee&Hazelnut bonbon 3. SaltedCaramelbonbon 4. Blueberries& lime bonbon | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||||
Basic Breads II
|
|||||||||||||||||||||||||||||||||||||||||
1. Grissini&Lavache 2. Sandwich Loaf 3. Focaccia 4. Pita& Pizza 5. Cinnabon | |||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||||
Comfort Cookies & Cup Cakes
|
|||||||||||||||||||||||||||||||||||||||||
1. Double chocolateCookie 2. DanishButter Cookies 3. Oatmeal& RaisinCookie 4. Biscotti 5. FlavoursofCupcakes. | |||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Puff Pastry- Laminated Dough
|
|||||||||||||||||||||||||||||||||||||||||
1. Jalousie 2. Volauvent&CheeseStraws 3. Chausson au pomme 4. CurryPuff 5. Palmiers | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Theoryof Bakery andPatisserie-Abook by Parvinder s.Bali AdvancedBread& Pastry- Michael Suas | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Theory of Bakery and Patisserie - A book by Parvinder s.Bali Advanced Bread & Pastry- Michael Suas
| |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||
BHM652B - ACCOMMODATION MANAGEMENT INTERMEDIATE LEVEL (2022 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||
This course focuses on the skills and knowledge necessary to successfully run a hotel. Although viewed from the perspective of a general manger, the various elements of the syllabus are applicable to all operating departments in a lodging operation and management. In addition, detailed examples are drawn from all supporting departments. The outline is made up of several elements. One – identifies the mangers job as responding to the needs of guests, employees, and the organization. The second element of the organization consists of various research studies that have been conducted on what hospitality mangers actually do. The final element involves adding “how to” material which is primarily intended for an industry audience and seeks to give them the practical skills necessary to manage a hotel. Course outcomes: ● Illustrate a theoretical model of how to manage a hotel and the needs of guests, employees, and organizations. ● Experiment with the current operational and management role in the form of SOP’s ● Design procedures of protecting employees, guests and property. ● Classify and outline a structure towards maximizing of income. |
|||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate a process on how employees go about their work in the hotel (the
assets), the work is organized can lead to employees being productive.
CO2: Construct a structure to systematically review the operating procedures as to why
service does not meet guest's expectations and determining how it can be improved CO3: Analyse the reasons why service does not meet guest's expectations and determining
how it can be improved. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Protecting assets- guests, employees, structure
|
|||||||||||||||||||||||||||||||
Protecting assets- guests, employees, structure | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Manpower planning & managing customer service
|
|||||||||||||||||||||||||||||||
Manpower planning & managing customer service | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Managing quality
|
|||||||||||||||||||||||||||||||
Managing quality | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
PMS Reports & Concierge Services
|
|||||||||||||||||||||||||||||||
PMS Reports & Concierge Services | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Negotiation and Decision-Making Skills
|
|||||||||||||||||||||||||||||||
Negotiation and Decision-Making Skills | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
GDS-Channel Pricing
|
|||||||||||||||||||||||||||||||
GDS-Channel Pricing | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||
Revision
|
|||||||||||||||||||||||||||||||
Revision | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Casado, M.A. (2015). Housekeeping Management. NJ:John Wiley &Sons,Inc. Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
Thomas, J. A. (2013). Professional Management of Housekeeping Operations. NJ:John Wiley &Sons,Inc. | |||||||||||||||||||||||||||||||
Evaluation Pattern
Evaluation pattern: Assessment Outline:
| |||||||||||||||||||||||||||||||
BHM711D - YOGA AND WELLNESS I (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
Yoga education helps in self-discipline and self-control, leading to immense amount ofawareness, concentration and higher level of consciousness. It can prepare the studentsphysically and mentally for the integration of their physical, mental and spiritual faculties sothatthestudentscanbecomehealthier,sanerandmoreintegratedmembersofthesocietyandof the nation. The sessions will be focused mostly on the teaching and practice of Asanas,pranayamaand some functional training for warmups. |
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Demonstrate understandings of basic knowledge about ones personality with good healthy practices. CO2: Apply good psychological practices to handle one well in all life situations with positive mind. CO3: Develop the techniques of gaining good health and the art of being emotionally stable. CO4: Combine different steps and procedures for one to be capable of knowing the real from the unreal with upright moral values. CO5: Utilize high level consciousness and face the dualities of life with calmness and composure |
Unit-1 |
Teaching Hours:4 |
Unit ? 1
|
|
IntroductiontoYogaandYogicPracticesandPhysicalfitness
| |
Unit-2 |
Teaching Hours:6 |
Unit 2
|
|
IntroductiontoAsanas-AsanaPractice&Physicalfitness | |
Unit-3 |
Teaching Hours:4 |
Unit 3
|
|
Centering?tocalmthesensesandfocuseveryone’senergiesandPhysicalfitness | |
Unit-4 |
Teaching Hours:6 |
Unit 4
|
|
Asanas - Bhavasof theBuddhi and Physical fitness | |
Unit-5 |
Teaching Hours:6 |
Unit ? 5
|
|
Pranayama-Yogaforwellness?-preventionandpromotionofpositivehealthandPhysicalfitness | |
Unit-6 |
Teaching Hours:4 |
Unit 6
|
|
Yoga and stress managementthroughAsanasandPhysicalfitness | |
Text Books And Reference Books: ● LightonYoga-BKSIyengar ● TextbookofYOGAbyYogeswar | |
Essential Reading / Recommended Reading ● LightonYoga-BKSIyengar ● TextbookofYOGAbyYogeswar | |
Evaluation Pattern ContinuousInternalAssessment(CIA)isdoneeveryclass.Theassessmentisdonebasedonthe Participation, Exercise, assignments, activities etc submitted on the activity conductedduringthe class/session each week. | |
BHM731 - STRATEGIC MANAGEMENT (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Objectives/Course Description This course introduces the key concepts, tools, and principles of strategy formulation and Competitive analysis. It is concerned with managerial decisions and actions that affect the performance and survival of business enterprises. The course is focused on the information, analyses, organizational processes, and skills and business judgment managers must use to devise strategies, position their businesses, define firm boundaries and maximize long-term profits in the face of uncertainty and competition. Course Objective • Analyze the main structural features of an industry and develop strategies that position the firm most favourably in relation to competition and influence industry structure to enhance industry attractiveness. • Recognize the different stages of industry evolution and recommend strategies appropriate to each stage |
|
Learning Outcome |
|
CLO1: Analyze the resources and capabilities of the firm to formulate strategies that leverage a firm's core competencies.
CLO2: Examine the overall idea of organization strategy and strategic management process
CLO3: Assess and comment on internal and external environment of the organization.
CLO4: Elaborate on the competitive forces and process of business valuation
|
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||||||||||||||||
Introduction to Strategic Management
|
||||||||||||||||||||||||||||||||||||||||||||
Knowledge Level : Basic Introduction to Strategic Management - Defining strategy, levels at which strategy operates, approaches to strategic decision making, the strategic management process, Strategic intent: Vision, mission and objectives. | ||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||||||||||||||||
Environmental Analysis
|
||||||||||||||||||||||||||||||||||||||||||||
Knowledge Level : Conceptual Environmental Analysis - The organizations environment- External and internal environment, components of external and internal environment- Environment scanning- Organizations responses to the environment | ||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||
Industry & Resource Analysis
|
||||||||||||||||||||||||||||||||||||||||||||
Knowledge Level : Analytical Industry & Resource Analysis - A framework for industry analysis, Michael porter’s analysis- usefulness of Industry analysis- Competitive analysis: Forces shaping competition in an industry- interpreting the Five force models- Strategic group, and competitor analysis- Internal analysis: Resource based strategy- the resource based view, Resources- capabilities and competencies- approaches to internal analysis- carrying out SWOT
| ||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||
Strategy Formulation & Choice
|
||||||||||||||||||||||||||||||||||||||||||||
Knowledge Level : Conceptual Strategy Formulation & Choice - Corporate level strategy: Introduction- The balanced score card- Grand strategies- Growth/Expansion strategy- Diversification Strategy- Stability strategy- Retrenchment strategy- combination strategy, BCG matrix. | ||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||||||||||||||||
Corporate Restructuring
|
||||||||||||||||||||||||||||||||||||||||||||
Knowledge Level : Conceptual Corporate Restructuring - The concept of corporate restructuring- the process of restructuring- mergers and acquisition- takeovers- cooperative strategies- Reasons for strategic alliances- risks and costs of strategic alliances. Strategic Leadership, Personal values and Business Ethics | ||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||||||||||||||||
Strategy Implementation
|
||||||||||||||||||||||||||||||||||||||||||||
Knowledge Level : Conceptual Strategy Implementation - Issues in strategy implementation- Activating strategy and resource allocation- strategy-structure relationship- the functional structure- divisionalisation- Functional level strategies: Operational strategy, financial strategy, marketing strategy and Human resource strategy | ||||||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
|||||||||||||||||||||||||||||||||||||||||||
Strategic Evaluation & Control
|
||||||||||||||||||||||||||||||||||||||||||||
Knowledge Level : Analytical Strategic Evaluation & Control - Importance, barriers- evaluation criteria- strategic control- operational control- evaluation techniques for operational control- characteristics of an effective control system | ||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: John,A.P.,(2012)StrategicManagement:formulation,Implementationand control
| ||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading • FredDavid,StrategicManagement,PHI • Rao,V.S.P.,&Krishna,V.H..StrategicManagement:TextandCases.NewDelhi: Excel Books • Srinivasa,R.,StrategicManagement,Pearson
• Casesin StrategicManagement,Amita Mital, TMH. | ||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||
BHM732 - BUSINESS LAW (2021 Batch) | ||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
|||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||||||||||||||||
Course Description:
Every business has certain regulations to abide by to run the business. This course will deal with those basic regulations that are fundamental to this programme. It covers important legal aspects of Business, Laws such as Basics of Law, Essentials of Entering and Executing the Contracts, nitty-gritty of key Intellectual Properties, Precautions to be taken to protect the interests of Consumers while serving them, ensuring that business is done by promoting and sustain the Competition in the market, and enabling the sale of Goods in rightful legal conditions. As much as understanding an element of risk and insurance in business is important so much is the knowledge about Banking instruments is demanded.
Course Objective are:
● To analyze the occurrences of business crisis and examine the possible solutions (RBTL4)
● To develop domain expertise to Construct a Hospitality Business Contracts (RBTL6)
● To develop business strategies to exploit different innovative forms of intellectual property relevant to Hospitality Business through the knowledge of contracts (RBTL6.)
● To demonstrate an understanding of key legal provisions relating to Competition and Consumers in domain area (RBTL2)
● To analyze the regulatory norms for Food, Beverage and Hotel business in India, to be complied with. (RBTL4)
|
||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||||||||||||||||
CO1: To provide an exposure and understanding of important business laws in India to manage the businesses efficiently CO2: To contribute effectively to the industry in particular and to the society in general.
CO3: To apply effectively the standard business and legal terminology. CO4: To create a base to understand the business laws by providing an insight into the case laws prevalent in India. CO5: To orient the students with the knowledge and skills required to take up challenges and exploit opportunities in the hotel industry. |
Unit-1 |
Teaching Hours:2 |
||||||||||||||||||||||||||||||||||||||||||
INTRODUCTION
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to Law; Role of Legislature, Executive and Judiciary; Classification of Laws; Origins of Hotel Law.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
LEGAL ASPECTS OF DOING BUSINESS IN INDIA
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to Legal Forms of Business; Process of establishment of business as company, Characteristics of Company, Kinds of companies, Rights and duties of Directors and shareholders
| |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
LAW RELATING TO CONTRACTS.
|
|||||||||||||||||||||||||||||||||||||||||||
Definition; Kinds of contracts; Essentials of Contracts; Offer; Acceptance; Consideration; Capacity of parties; Free consent; Legality of Object and Consideration: Contracts with Minors; Contingent Contract;; Supervening Impossibility; Performance of contract, Modes of discharge of a contract, Remedies for breach of Contract
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
INTELLECTUAL PROPERTY.
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning and scope of Intellectual property; Components of Intellectual Property-Patents, Trade Marks, Copy Rights, Geographical Indications, Designs. Rights of Owners each of the of Intellectual Property, Key Features of different components of Intellectual property.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
COMPETITION LAW & CONSUMER PROTECTION
|
|||||||||||||||||||||||||||||||||||||||||||
Concept of Competition, Development of Competition Law, overview of MRTP Act 2002, Anticompetitive Agreements, Abuse of dominant position, combination, regulation of combinations, Competition Commission of India; Appearance before Commission, Compliance of Competition Law. Competition Law 2003: Meaning and scope, salient features, offences and penalties under the Act. Consumer Protection Act 1986: Back ground – definitions – consumer, consumer dispute, Complaint Procedure, defect, deficiency, and service, Remedies, Consumer Protection Council, Consumer Redress Agencies, District Forum, State Commission and National Commission.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
HOTEL LICENCES & REGULATIONS
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction; General Hotel Operating Licenses- Board and lodging license, Foreigners Regional Registration office, Shops and Establishments Act, Hotel classification, NOC From Chief Fire Officer, Restricted Money changers License from Reserve Bank of India, Export Capital Goods Scheme, Lift Operating License from Inspector of Lifts, NOC from Pollution Control Board, Permissions to install Signage and hoardings, Swimming Pool and Cooling Tower Permission from the police, Website Registration, License to operate a Beauty Parlor and Spa. Food and Beverage Operations: Health Trade License, Eating House or Restaurant License, Sanitary Certificate, Liquor License, Nominations under Food Safety and Standards Act, 2006.Approval of kitchen Signage, Certification of weighing scales and Peg measures.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
LAW RELATING TO FOOD & BEVERAGE
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to Prevention of Food Adulteration Act; Important Legal Terms-Food, Adulterant and Adulterated Food, Adulteration and Food Poisoning, Food Additives and Food preservatives.
Introduction to Food Safety & Quality Standards Act 2006: Food Business Operator, Role of Food Safety Officers, Role of Food Analysts, Central Food Laboratories; Role of Adjudicating Officers. Introduction to Liquor Licensing: Non-Alcoholic beverages, Liquor Licensing Procedures, Procedure to acquire Liquor license, Mandatory Compliance to Liquor License | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
● Amitabh Devendra –Hotel Law, 2015. Oxford University Press, New Delhi
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
● Gulshan, S.S. (2013). Business & Corporate Law, Excel Books, New Delhi.
● Kapoor, N.D (2012.). Elements of Mercantile Law, Sultan Chand & Sons, New Delhi.
● Padmanabhan, Ananth (2012. Intellectual property rights : Infringement and remedies, LexisNexis Butterworth’s, Nagpur.
● Tulsian, P.C. (2013). Business Laws, 5th Edition), Tata-McGraw Hill Education Limited, New Delhi
● Avtar Singh. (2011). Principles of Mercantile Law (9th Edition), Eastern Book Company, New Delhi.
● Anson, William Reynell( 2009) Law of contract, Oxford University Press, Oxford, 29th Edition., New Delhi.
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM733 - FACILITY PLANNING AND MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Studyofproductionfacilities,includinglocation,planning,designandmaintenance.Emphasis on production systems, machine selection, automation, material handling, storageand warehousing, quality, retrofitting and preventative maintenance. The main aim of thecurriculum is to provide the learner with an overview of the Hospitality Industry, from atechnicalperspective. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: To illustrate how exactly a hotel/restaurant has been conceptualized, planned and built. CO2: To infer the basics of facility asset management and the key elements to systematic management approach. CO3: To illustrate the asset maintenance requirements from time to time. CO4: Analyze key supporting capabilities for facilities as a business function CO5: Dissect the process of constructions, with reference to Hotels & Restaurants. |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Build Construction
|
|||||||||||||||||||||||||||||||||||||||||||
Building Construction: Introduction to building construction; Basic methodology- fromfoundation to completion of a cold shell in civil construction, materials used, terminologyused for structural and non-structuralmembers typically found in a hotel building. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Engineering Services
|
|||||||||||||||||||||||||||||||||||||||||||
Basics of Building Construction in Electricity, Plumbing and Sanitation, Lighting, WaterRecycling,SolarPowerSystem,WaterTreatmentPlantandSewageDisposal | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Facilities & Business
|
|||||||||||||||||||||||||||||||||||||||||||
Businesscontextoffacilities,facilities-businessrelationships,facilitiesasanundermanagedresource. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Facilities asset management
|
|||||||||||||||||||||||||||||||||||||||||||
Facilities as a business resource, management challenges, components of facilities assetmanagement. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Strategic Facility Review
|
|||||||||||||||||||||||||||||||||||||||||||
Facilitiesportfolioanalysis,capabilityanalysis,performanceimprovementanalysis,scenario projections analysis, information needed for strategic facilities review, alignmentwith strategic facilities planning. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Facilities utilization and asset maintenance
|
|||||||||||||||||||||||||||||||||||||||||||
Operation and management, space planning and workplace management, facilities assetmaintenance,capitalreplacement planning. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Bhansal.Tarun,(2013),HotelfacilityPlanning,OxfordHigherEducation
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Sujit.G,.(2013),Hotelengineering:OUP | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM741A - CONSUMER BEHAVIOR AND RESEARCH (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
CourseDescription: Understanding consumer behavior is one of the fundamental requirements for any marketer. The introduction to the study of consumer behavior covers the underlying concepts, principles, and theories of the subject and gives a clear explanation of the consumer psychographics and demographics affecting his behavior in both individual and group buying situations. CourseObjectives: 1. To provide good insight into consumer behavior through individual determinants of consumers. 2. To enable students to analyze personal, sociocultural, and environmental dimensions influencing consumer decision-making. 3. To enable students to design and evaluate marketing strategies based on fundamental consumer buying behavior. 4. To give the students a perspective to understand the application of market research in framing effective marketing strategies |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Analyse the basics of consumer behavior and understand the subject's relevance in contemporary business and marketing CO2: Evaluate the buying patterns in consumer and organizational markets and analyze their applicability in diverse real-world buying situations. CO3: Interpret the relevant theories and concepts to various practices of Consumer Behavior. CO4: Examine structure for better decisions in the field of marketing management as well as to become better customers themselves. CO5: Assess the reasons for the success or/and failure of business strategies. |
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Consumer Behavior
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, Types of consumers, Interdisciplinary nature of CB, Scope and Application of CB, Market segmentation, and Use of InformationTechnology and AI in Consumer Profiling and Engagement | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Consumer Decision-making Process
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Problem recognition, Pre-purchase search, purchasing process, post-purchase behavior, Models of Consumer decision-making, and customer loyalty. Model of Consumer DecisionMaking-BlackBox Model, Howard-Sheth Model.Consumer Decision-making process | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Factors Affecting Consumer Behavior
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Individual determinants of Consumer behavior - Personality, Motivation, Perception, Learning, Attitudes; External Determinants of CB: Family, Age, and Gender. Functions, FLC stages, Family decision-making, Dynamics of husband-wife decision-making. Role of the child in decision making, women’s buying behavior | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Influence of Social Class and Culture
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Categories, Measurement of social class, Lifestyle profiles, VALS, AIOS, Social class mobility.Characteristics, Measurement of Culture – Content analysis, Consumer Fieldwork. Subculture –religious, regional,racial,age and gender, culture –religious, regional, racial, age and gender | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Recent Trends in Consumer Behaviour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Characteristics of New consumers in new times – Increased transparency, Online buying, Omnipresent marketing communication, Anonymous identity, DIY inclination, inclination for green products, Value-based purchase, Customer automated decisions. Challenges of changed consumer behavior for marketers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Schiffman, L.G., Kanuk.L.L,& Kumar.S.R (2010).Consumer Behaviour(10thedi). PrenticeHall. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Blyth,J.(2008).Consumer Behavior.London: Thomson Learning. Lantos,G.P.(2010).Consumer Behaviour in Action- Real Life Applications for Marketing Managers. NewYork: M.E Sharpe. Nair.S.R(2010).Consumer Behaviour in Indian Perceptive.Mumbai: Himalaya Publishing House. Engel.J.F,Kollat.D.T,&Minar.P.W(2008).Consumer Behaviour HinsdaleILDrydenPress. Howard. J.A, Sheth. J.N.(2008).Theory of Buyer Behaviour: Scott Foresman Glenview.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM741B - MANAGING EMPLOYMENT RELATIONS (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives: ● To provide an understanding of the scenario of the employment relations in India and the evolution in the role of participants over a while ● To identify the characteristics of the Indian workforce and the role of trade unions. ● To list the various laws related to different categories of employees, trade unions, working conditions, and social and economic security during employment and unemployment. ● To examine the sources of industrial conflict and its implication on the industry and economic growth of the country. ● To outline the appropriate machinery to resolve the conflicts between employer and employee. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate the understanding of the factors that shape the environment of industrial relations and the characteristics of workforce in India. CO2: Identify the role played by various stakeholders in industrial relations and its implication on social and economic scenario in India. CO3: Examine the various laws and regulation governing the terms of employment and working conditions in the industrial establishments. CLO4: Discuss government machinery to settle industrial disputes. CLO5: Propose measures to promote harmonious employment relations. |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Unit 1 Introduction to Employment Relations
|
|||||||||||||||||||||||||||||||||||||||||||
Definition of Employment Relations, Alternative Conceptions of Employment Relations, Industrial Relations Perspective, An overview and integration of three perspectives, The changing context of Employee Relations in India. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Unit II: Trade Unionism and Trade Unions
|
|||||||||||||||||||||||||||||||||||||||||||
The concept of Trade Unionism – Politics and Trade Unions – Rights of Trade Unions – Roles, Functions and Objectives of Trade Unions – Classification of Trade Union – Trade Unions in India – Structure of Trade Unions in India – Union Security – Political Affiliation of Trade Unions – Problems of Trade Unions in India – Recognition of Unions – Rights of Recognized Unions – Trade Union Act 1926; Scope and Coverage, Objectives, Provisions. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Unit III: Social Security Legislations
|
|||||||||||||||||||||||||||||||||||||||||||
Major legislation with Scope, Applicability, Coverage and Main Provisions of following acts -Employee State Insurance Act 1948, Maternity Benefit Act 1961, Workmen’s Compensation Act, 1923, Payment of Gratuity Act 1972, Employee Provident Fund and Miscellaneous Provisions Act, 1952. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Unit IV: Laws governing working conditions
|
|||||||||||||||||||||||||||||||||||||||||||
The Shops and Establishment Act 1953; Objectives, Scope and Coverage, Main Provisions – The Contract Labour Act 1970; Objectives, Scope and Coverage, Definitions Registration and Licensing- Duties of Controlling Authorities, Duties of Contractors, Duties of Principal Employer – The Engagement of Contract Labour – The Prohibition of Employment of Contract Labour. The Sexual Harassment of Women at Workplace (Prevention, Prohibition, And Redressal) (PoSH) Act, 2013. The Industrial Employment Act 1948; Objectives, Scope and Coverage, Main Provisions. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit V: Industrial Dispute Act 1947
|
|||||||||||||||||||||||||||||||||||||||||||
Industrial Dispute; Concept – Forms of Industrial Action- Types of Disputes- Causes of Industrial Disputes- Causes of Industrial Conflicts. Objectives – Definitions- Different forms of strike and lockout - Prohibitions for Strikes and Lockout – Illegal Strike and Lockouts – Layout, Retrenchment and Closure – Closure of Undertaking – Last IN First OUT – Unfair Labour Practices: | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||||
Unit VI: Industrial Dispute Settlement and Preventive Machinery
|
|||||||||||||||||||||||||||||||||||||||||||
Conciliation; Conciliation Officer, The Protection of Workmen During Pendency of Conciliation Proceedings – Obligation of Employers – Obligation of Employees – Board of Conciliation – Arbitration; Compulsory and Voluntary – Adjudication; Labour Court, Industrial Tribunals, National Tribunals: Discipline Procedure- Conducting Domestic Enquiry – Grievance Procedure-Collective Bargaining | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: ● P. N Singh, NeerajKumar(2011).Employee Relations Management: Pearson Education. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading ● Venkata Ratnam, C.S. (2010). Industrial Relations (5thedi), Oxford University Press. ● Sinha, P. R., Shekar, S. P., & Sinha, I. B. (2008). Industrial Relations Trade Unions, and Labour Legislation. New Delhi: Pearson Education Inc. ● Janardhan, V. (2016). Industrial relations in India: Towards a new socio-political approach. Hyderabad: Orient Black Swan. ● Mamoria, C.B., Mamoria, S., & Gankar, S.V. (2010). Dynamics of Industrial Relations (13thedi), Himalaya Publications. ● Srivastava, S.C. (2009).Industrial Relations and Labour Laws (5thedi), Vikas Publishing House Pvt. Ltd. ● Singh, B.D. (2009). Industrial Relations- Emerging Paradigm (2ndedi). Excel Books | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Evaluation Pattern: 70 CIA:30 ESE
| |||||||||||||||||||||||||||||||||||||||||||
BHM742A - BRAND MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
The course explores the significance of branding with the emerging managerial, relational and social perspectives. Course Objective: This course will focus on the basic building blocks of growing and managing a brand, as well as advanced and special topics of brand management that will provide a well-rounded look atissues in integrating the brand into overall marketing and company activities. Learning Outcome: - To familiarize students with the various concepts of brand management and to facilitate them to understand the major paradigms of brand building Level of Knowledge: This is an elective paper for marketing students that facilitates a basic understanding on how the role of brand today has shifted to the central point of an
organization. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Identify the various concepts of brand management
CO2: Demonstrate an understanding of the major paradigms of brand building
CO3: Interpret the relevant theories and concepts to various practices of brand building CO4: Examine the reasons for the success or/and failure of major brands. |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Concept of ?Brand?
|
|||||||||||||||||||||||||||||||||||||||||||
Brand VS Product, Why Brand? Can everything be branded? Identification of branding challenges and opportunities; Strategic brand Management Process. Brand building in Indian context, Managing Premium brands. Service brands, Heritage brands. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Consumer based brand equity and brand positioning
|
|||||||||||||||||||||||||||||||||||||||||||
Customer based brand equity; sources of brand equity, CRM, Brand equity VS Customer equityBrand Positioning: points of parity & points of difference, positioning guidelines, brand mantras, internal branding. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||||||||||||||||
Brand Elements
|
|||||||||||||||||||||||||||||||||||||||||||
Brand elements- Options & tactics, criteria for choosing it, Integrated marketing communication-Challenges in designing brand building communications, major marketing communication options, criteria for IMC programs | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Secondary Brand Associations
|
|||||||||||||||||||||||||||||||||||||||||||
Leveraging Secondary Brand Associations – company, country of origin, channels of distribution, co-branding, licensing, celebrity endorsement, Sporting, cultural or other events, Third party sources. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Managing Brand Equity
|
|||||||||||||||||||||||||||||||||||||||||||
What it means: how to build it; Understanding and measuring brand equity using Inter-brand methodologies, Monitoring brands, Brand Audit-Brand inventory, and brand exploratory, Qualitative & Quantitative Research techniques. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Managing Brands and brand Extensions
|
|||||||||||||||||||||||||||||||||||||||||||
Brand Hierarchy, Design of a brand strategy-Brand Extension: Types of Brand Extension, Line and Category Extension, Pros and Cons of Brand Extension-Need for extension, Brand Architecture: Handling a Large Portfolio, Multi-Brand Portfolio. Revitalizing brands: Re-launch, Rejuvenation. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Keller, K.L. (2013). Strategic Brand Management (3rd edi). Prentice Hall of India. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Aaker, D.A. (2011). Brand Relevance: Making Competitors Irrelevant, Jossey-Bass. 2. Aaker, D.A. (1996). Building Strong Brands. New York: Free Press. 3. Aaker, D.A., &Joachimsthaler. E. (2000). Brand Leadership. New York: Free Press. 4. Kapferer, Jean- Noel. (1997). Strategic Brand Management. Dover, NH Kogan Page. 5. Holt, D.B. (nd). How Brands Become Icons. The Principles of Cultural Branding, Harvard Business School Press. 6. Deming, S. (2007). The Brand who Cried Wolf. Wiley Publishers. 7. Ries, A.I., & Trout, J. (nd). Positioning: The Battle of Minds | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM742B - COMPENSATION MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Course Description: The course offers an understanding of the relevance of remuneration and reward to the employees. The course discusses the concepts, applications and research that goes into formulation of compensation philosophy for an organization. It discusses the wage and salary and administration in the Indian context. The course equips students with tools to effectively manage rewards for individuals and groups in organizations in order to attract, motivate and retain them.
Course Objectives:
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate understanding of compensation philosophy, strategies and policies. CO2: Identify the components of financial and non-financial rewards and its aim. CO3: Assess implication of wage administration on stakeholders like employer, employee and government. CO4: Examine the methods of job evaluation in the organization. CO5: Design financial and non-financial rewards for an organization. |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Unit I: The Foundation of Reward Management
|
|||||||||||||||||||||||||||||||||||||||||||
Concept, Transactional and Transformational aspects of RM; The Total Reward Process; Motivational, Financial and Non-Financial Rewards; Factors affecting levels of Pay, Reward Philosophy, Strategy, and Policy | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit II: Job Analysis
|
|||||||||||||||||||||||||||||||||||||||||||
Definition, Process, Job description: elements and concepts; Job Evaluation-Definition, Purpose, Methods, Job evaluation process. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Unit III: Wage and Salary administration
|
|||||||||||||||||||||||||||||||||||||||||||
Nature and purpose, Compensation, Reward. Wage levels and Wage structure; Wage determination process; Theory of Wages; Types of Wages; Wage differentials. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit IV: Contingent pay
|
|||||||||||||||||||||||||||||||||||||||||||
Paying for Performance, Competence related pay; Skill related pay; Shop floor incentives and Bonus schemes; Sales force Incentive schemes. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit V: Special Aspects of Reward Management
|
|||||||||||||||||||||||||||||||||||||||||||
Executive and International compensation; Compensation for teams; Gain Sharing; Profit sharing; Employee and Executive Share schemes; Boardroom pay. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit VI: Total Reward
|
|||||||||||||||||||||||||||||||||||||||||||
Employee Benefits and Total Remuneration: pensions, Tax considerations; Fringe benefits; Fringe benefits in India. | |||||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit VII: Managing Reward system
|
|||||||||||||||||||||||||||||||||||||||||||
Evaluating the Reward System, Pay Reviews, Control and Responsibility for reward, Reward Management procedures, and Computerized reward management | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM743A - RETAIL MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
CourseDescription This course introduces students to the new features of retail management, a real-world approach that focuses on small and large retailers. Students will examine the dynamics ofbusiness decision-making and demonstrate the ability to identify, describe, and apply the essential business concepts, theories, and practices concerning the subject of retailmarketing. Course Objectives
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Explain how different retail formats affect the choices businesses make. CO2: Explain how SCM & CRM helps retail businesses operations efficiently. CO3: Create merchandising, pricing, and store design plans to attract customers. CO4: Create plans for retail business that interact with customers to build its brand |
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to retailing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Reasons for studying retailing, economic significance & opportunities in retailing, types of retailers–food retailers, general merchandise retailers, non-store retail format, service retailing, single store establishment, corporate retail chain, multichannel retailing, Benefits offered by electronic channel. Retailing in the emerging world, Multinational Brand, and retailing in the third world.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Retail market strategy
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Target market retail format, Building a sustainable competitive advantage for growth strategies, steps in strategic and retail planning and operation management, Evaluating competition in retailing, and retail market information system.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Retail locations
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Site location – Location theory, theory of central placement, Trading area analysis, characteristics of the trading area, factors affecting the demand for a region & attractiveness of a site | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Supply chain management
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Advantages through supply chain management flow of information, logistics–distribution center, quick response delivery systems, e-retailing, outsourcing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CRM
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Overview,collecting customer database, Identifying target customers, developing & implementing CRM programs | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Merchandise management and product management
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Objectives for merchandise plan, assortment planning process; Establishing and maintaining relationships with vendors, pricing strategies – cost-oriented, demand-oriented, competition-oriented & use of breakeven analysis. Price adjustments to stimulate retail sales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Retail communication mix
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Communication programs to develop brands & build customer loyalty, methods of communicating with customers, and planning retail communication process.Retail Branding | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Store management
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The store layout, types & features, store design–merchandise presentation techniques, atmospherics, customer service GAPS model for improving retail service quality. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Indian context of retail management
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Phase of growth, career opportunities, and India’s profile against the global retail market.Legal and ethical behavior in retailing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Levy,M.,&Weitz,B.(2013).RetailManagement(Latestedi).Irwin/McGrawHill | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Gilbert, D. (2008). Retail Marketing Management (2ndedi), Pearson Education.Pradhan,S.(2007).RetailManagementText&Cases(2ndedi),McGrawHill Co.Nair,S.(2011).RetailManagement(4thedi),HimalayaPublishingHouse. Dion,J.,&Topping,T.(2007).Start&RunaRetailBusiness,JaicoPublishers. Vedamani,G.G.(2003).RetailManagement,JaicoPublishingHouse. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM743B - INTERNATIONAL HUMAN RESOURCE MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Description: The development of many multinational companies in the world economy has led and compelled companies to develop a strategic perspective in their HR approach to the international assignments and hence making it imperative for the organizations to examine the activities of the people working in the multi-cultural organizations. The course provides basic knowledge about the enduring concepts in internationalization of business and its implication on Human Resources Management Practices. It provides an understanding of challenges in sustaining international operations through assignments and managing recruitment, staffing, training and development, compensation management. The course also focuses on the expatriate management techniques and the ethical practices of a business enterprise across the world
Course Objectives:
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate the differences between and domestic and international HRM in terms of its applications and implications CO2: Identify the cross-cultural differences and ethical issues involved in managing people at global workplace. CO3: To analyse and evaluate the business issues and challenges in economic, social, psychological, technical, ethical and legal aspects of global businesses from an HR perspective. CO4: To analyse the application and implications of IHRM practices and techniques in managing business operations and people based on the international framework CO5: To develop IHRM policies to integrate business objectives and the activities of people at global workplace. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||
Globalization and HRM
|
|||||||||||||||||||||||||
Globalization, Evolution of global HRM, global versus domestic HRM, mapping global HRM, The nature and importance of culture, country and regional cultures, country culture versus MNE culture, cultural convergence or divergence, the International workforce planning, staffing-choices and implication for MNEsimpact of culture on IHRM, Research in IHRM | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||
International workforce planning and staffing
|
|||||||||||||||||||||||||
International workforce planning, staffing choices and implication for MNEs; Staffing with expatriates, the international recruitment function, mistakes and failures, successful expatriation and best practices
| |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||
International training and management development
|
|||||||||||||||||||||||||
The training function, virtual and global teams, global leadership development, cross-cultural preparation, knowledge management and MNEs
| |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||
International compensation and Performance Management
|
|||||||||||||||||||||||||
International remuneration, compensation and benefits, determinants of compensation, international compensation and benefits management, Performance management function and MNEs, international assignees and PA
| |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||
Well-being of International workforce
|
|||||||||||||||||||||||||
Well-being of International workforce, Health and safety, crisis management, global HR support service and information systems;
HRM issues in Europe, North America, Asia, IHRM department, professionalization of IHRM, Future of IHRM.
HRM issues in Europe, North America, Asia, IHRM department, professionalization of IHRM, Future of IHRM.
| |||||||||||||||||||||||||
Text Books And Reference Books:
● Dowling, P. J., Festing, M., & Engle, A. D. (2019). International Human Resource Management (7th Ed.). New Delhi: Cengage Learning.
| |||||||||||||||||||||||||
Essential Reading / Recommended Reading
● Punnett, B. J. (2019). International perspectives on organizational behavior (4th Edition.). New York: Routledge.
● Edwards, T., & Ress, C. (2017). International Human Resource Management: Globalization, National Systems and Multinational Companies (Third Ed.). New York: Pearson.
● Winters Berger, Daniel. (2017). International Human Resource Management: A Case Study Approach. U K: Kogan Page
| |||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||
BHM744A - CUSTOMER RELATIONSHIP MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||
|
|||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||
CO1: Analyse relationship theory from the point of view of the customer and the organisation. CO2: Critically analyse an organisation's relational strategies with stakeholder groups that affect how well it meets customer needs CO3: Evaluate CRM implementation strategies CO4: Formulate and assess strategic, operational and tactical CRM decisions. CO5: Plan and conduct an investigation on an aspect of CRM, and communicate findings in an appropriate format. |
Unit-1 |
Teaching Hours:7 |
||||||||||||||||||||||||||||
CRM Theory & Development
|
|||||||||||||||||||||||||||||
IntroductiontoCustomerRelationshipManagement,HistoryandDevelopmentofCRMandRelationshipMarketing. Organizational structureand CRM. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||
Data, Information & Technology
|
|||||||||||||||||||||||||||||
CRM Technology and Data Platforms, Database and Data Management, and the role ofBusinessIntelligence(BI) in CRM, Database andcustomerdata development. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
||||||||||||||||||||||||||||
Relationship marketing and the Concept of Customer Value
|
|||||||||||||||||||||||||||||
Overview, the link between CRM and database marketing, importance of customer value,Retention-satisfaction-loyalty-profitchain. | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||||||||||||||||||||
Strategic CRM
|
|||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||
Implementing and Evaluation of the CRM strategy
|
|||||||||||||||||||||||||||||
ElementsofCRMSystem,CRMimplementationprocessobjectives,stagesofImplementation.CategoriesofmeasurementofCRM effectiveness,CRM’simpactoncompanyefficiency,effectiveness,and employeebehavior. | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Privacy, Ethics and Future of CRM
|
|||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
V. Kumar, W. R. (2012). Customer Relationship Management: Concept, Strategy, and Tools (2nd edition). Springer.99 | |||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||
BHM744B - HUMAN RESOURCE DEVELOPMENT (2021 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||
The course provides an in-depth understanding of various concepts relatedtotheHRDinitiativesthatarepracticedin organizations.Itfocusesonthestudyand practice for increasing the learning capacity of individuals, groups, and organizations. It explains the process of development and application of functional knowledge through interventions in order to optimize human and organizational growth and effectiveness. CourseObjectives: ● To provide an understanding of fundamental concepts, methods and approaches to HRD. ● To identify the skill gap and requirements for training and development activitiesacross the various functional areas of management ● To plan and organize an appropriate training programme to enhance their specificskills. ● Toevaluatetheeffectivenessoftrainingprogrammeinorganisationsthroughapplication of functional knowledge.
● ToproposevariousinitiativeslikeCoaching,Mentoring&counsellingfor developing human resource and solving various problems in organizations. |
|||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||
CLO1: Identify the training need requirements across various functional areas CLO2: Plan and organize training programmes to meet the individual and organizational requirements CLO3: Analyse the challenges in implementing the training programmes and provide solutions for the same. CLO4: Compare the differences between training and development programmes and other concepts like coaching, mentoring and counselling CLO5: Design an appropriate HRD intervention to solve real time organizational problems |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to HRD
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
NeedandImportanceofHRDinanorganization.AlignmentofHRDandBusinessStrategy.Roleof external agencies (Government and Non-Government) in implementing HRD programs. HRD Process (Model). ChangingRole of HRD in organizations.TheASTD CompetencyModel. Careers as an HRD professional. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Training in Organizations
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
TrainingNeedsAssessment:Importance,modelsandMethods.ADDIEModelofInstructional Design. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Theory
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
LearnerAnalysis:LearningApproaches:Cognitive,Behavioral,Constructive.LearnerTypes; Analysis: Importance, process, methods. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Program Design
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
TaskAnalysisandInstructionDesign:Designinglearningoutcomes;DesigningLearning Environment; Designing Instructional Activities; Measuring learner achievement. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Coaching, Mentoring & Counseling
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Roles of Managers, Coaching, Competencies of coaches, developing a coaching eye, coachingstyleofleadership,managementsupportincoaching,managingtherolestretchof executives. Leaders and Managers, leadership characteristics, developing leadership potential, mentoring, mentoring vs coaching, implementing mentoring practices. Quality of work life, counselling, prerequisites of employee counselling, guidelines to effective counselling, counselling techniques, types of counselling, counselling process, stress management interventions, benefits of counselling. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Employee Development
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Coaching, Mentoring, Leadership Development, Counseling and other emerging modalities of Employee Development. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Haldar,U.K.(2013).HumanResourceDevelopment(1sted.).NewDelhi,India: Oxford University Press. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading ● Gupta, S.K., & Joshi, R. (2013).Human Resource Development (3rded.).Bengaluru, India: Kalyani. ● Mankin,D.(2013).HumanResourceDevelopment.NewDelhi,India:Oxford University Press. ● SubbaRao,P.(2014).HumanResourceDevelopment(2nded.).Bengaluru,India: Himalaya.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM745A - INTERNATIONAL MARKETING (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Description
The course focuses on the conceptual framework for international marketing and the business environment (economic, socio-cultural, political, legal and regulatory) in which global companies must operate. It provides the student with the knowledge and tools for assessing and analyzing international market opportunities and threats, as well as the ability to formulate marketing strategies and programs with a global perspective. It presents the interplay of dynamic driving forces in the global business environment, the rapid economic integration of the world, and how these factors impact on the formulation and implementation of international marketing strategies.
Course Objectives:
● To understand the manifestations of international markets
● To analyze the various aspects in international marketing
● To apply the management functions of international marketing ● To construct and compare the strategy issues and choices available for managers in international marketing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Understand the manifestations of international markets CO2: Analyze the various aspects in international marketing CO3: Apply the management functions of international marketing CO4: Construct and compare the strategy issues and choices available for managers in international marketing |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to International Marketing
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Definition ,Objectives, Scope, Importance, Challenges, International Organization – WTO, IDA, IFC, IBRD, ICSID, IMF, UNCTAD, UNIDO, Driving and Restraining forces
| |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Global Marketing Environment
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Global Economic Environment, Global trade environment, Socio Environment, Cultural environment, Cultural Dynamics in Global markets, Political environment, International legal rules and regulatory environments.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Approaching Global Markets
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Analyzing and Targeting Global Market Opportunities, Global Customers, Global Marketing Environment, Global Marketing information systems and Market research, segmentation, targeting and positioning, importing, exporting and sourcing,
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Global market entry strategies
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Licensing, investment and strategic alliances. Global Marketing Strategy-Global entry and Expansion Strategies, Competitive analysis and strategy.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Global Marketing Mix
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Brand and product decisions in global marketing, Pricing decisions, global marketing channels and physical distributions, Global marketing Communication decisions, global marketing and the digital revolution.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||
Strategy and leadership in the twenty-first century
|
|||||||||||||||||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Strategic elements of competitive advantage, leadership, organization and corporate social responsibility
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
Keegan, Warren J., & Green, Mark C. (2017) Global Marketing , Pearson Education Inc. publishing as Prentice Hall International,
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
1. Donald L. Brady (2015) Essentials of International marketing, Routledge,Cengage Learning
2. Daniel W Baack, Eric G. Harris, Donald Baack (2012), International Marketing, SAGE Publications
3. U C Mathur (2008) International Marketing Management, SAGE Publications.
4. Pervez N. Ghauri, Philip R.Cateora,(2006) International Marketing, Mc Grawhill Education.
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM745B - ORGANIZATION THEORY AND DESIGN (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Course Description Organization Theory and Design focuses on integrating contemporary thinking about organization design with classic ideas and theories. It describes about the organizations that have undergone major shifts in organization design, strategic direction, values or culture as they strive to become learning organizations and be more competitive in today’s turbulent global environment. This course focuses on the complexity of the global environment and explores concepts and ideas that can help the HR managers design their organization to be more effective on a global scale. This course focusses on organization design as a key success factor for any business environment, cultural shift or transformation effort and its contribution to organization effectiveness. Course Objectives
● To provide an insight on the emergence of new forms of organization structure ● To enable students to learn basic challenges in designing an organizational structure ● To explain various factors determining the design of an organizational structure ● To understand the integration of technology and organizational design |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CLO1: Analyze the use of organizational design in promoting creativity and innovation from
a global perspective CLO2: Examine various challenges in designing an organizational structure
CLO3: Evaluate the new forms of organization design & structure adopted by companies to
meet changing business requirements CLO3: Develop an organizational analysis strategy using a framework to assess the need to integrate structure, strategy and technology
CLO4: Explain the various factors affecting organizational design and structure |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Organisations and Organisational Stakeholders
|
|||||||||||||||||||||||||||||||||||||||||||
Organization theory- Organizational structure, organizational culture, organizational design, Importance of organizational design-gaining competitive advantage, managing diversity, increasing efficiency and innovation, improving coordination and motivation, developing and implementing strategy, Consequences of poor organizational design, Organizational stakeholders-inside stakeholders, satisfying stakeholders’ goals and interests | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Basic Challenges of Organisational Design
|
|||||||||||||||||||||||||||||||||||||||||||
Organizational roles, Vertical and Horizontal Differentiation, Organizational Design Challenges-Balancing differentiation and integration, balancing centralization and decentralization, balancing standardization and mutual adjustment, coordinating the formal and informal organizations, Mechanistic and Organic Organizational structure | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Designing Organisational Structure: Authority & Control
|
|||||||||||||||||||||||||||||||||||||||||||
Top managers and Organizational Authority, Vertical Differentiation –size and height limitations, problems with tall hierarchies, Factors affecting the shape of the Hierarchy, Principles of Bureaucratic Structure, Advantages and limitations of Bureaucratic Structure
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Designing Organisational Structure
|
|||||||||||||||||||||||||||||||||||||||||||
Functional Structure: Advantages of a Functional Structure, Control Problems in a Functional Structure, Changing the design of the functional structure, moving to a Divisional Structure-Product and Multidivisional Structure, Geographic Structure, Market Structure, Matrix Structure. Organizational Strategy and Structure-Sources of Core Competences, Three Levels of Strategy and structure | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Organisational Design and Technology
|
|||||||||||||||||||||||||||||||||||||||||||
Technology and Organizational Effectiveness, Technical Complexity and Organizational Structure, Routine tasks and complex tasks- Theory of Charles Perrow, Task Interdependence: The Theory of James D Thompson | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Managing the New Technological Environment
|
|||||||||||||||||||||||||||||||||||||||||||
Managing Innovation in High-Tech Organizations, Advanced Technology and Organizational Culture, Creating a Culture for Innovation, Flexible Work Teams
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Jones, G. R., & Mary, M. (2017). Organizational Theory, Design and Change. Pearson Education. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Evaluation pattern:
| |||||||||||||||||||||||||||||||||||||||||||
BHM751A - MOTHER CUISINE - I (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
This course is designed to provide the students with a continuation and expansion of theirknowledge on their own regional and traditional cuisine and to equip the student with a broaderknowledgeof their own populardishesfrom theirnativeregion. Thesecretofthemasterlyartofslow cookingrequiresathorough knowledgeofthepropertiesofeachspiceanditsblendwithotherspices.Soonecansaythatthecharacteristicofeachcurryreliesentirelyonthebalanceofherbsand spicesthat gointoitscreations. Localinfluencedistinguishescurriesfromoneregion to another. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Explain the various theory of mother cuisine through a practical method. CO2: Develop skills in their own regional cuisine and in slow cooking. CO3: Experiment with knowledge on all regional foods of India and develop hands on skills in their own regional popular forgotten dishes. CO4: Analyse local produces, local dishes and traditional dishes of the regions of India. CO5: Develop competence in the planning and preparation of food production units for normal day to day operations and special events. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 1
|
|||||||||||||||||||||||||||||||
Unit – 1 | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ?2
|
|||||||||||||||||||||||||||||||
Unit – 2 | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 3
|
|||||||||||||||||||||||||||||||
Unit – 3 | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 4
|
|||||||||||||||||||||||||||||||
Unit – 4 | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 5
|
|||||||||||||||||||||||||||||||
Unit – 5 | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 6
|
|||||||||||||||||||||||||||||||
Unit – 6 | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||
Unit ? 7
|
|||||||||||||||||||||||||||||||
Unit – 7 | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Themenusandthedishesaresubjecttoseasonalavailability. The students’batch willbedividedinto two for the Dualspecialization. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Themenusandthedishesaresubjecttoseasonalavailability. The students’batch willbedividedinto two for the Dualspecialization. | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM751B - FOOD AND BEVERAGE SERVICE DESIGN - I (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
FoodandBeverageservicedesign1isadvancedlevelcoursetoacquaintwithvariousmanagementand design thinking skills required for managing a restaurant.The course will allow students tocomprehend the development in the food and beverage operations followed in the restaurant.Restaurants or food service organizations will require personnel who are creative and innovate inmanaging the operations, especially the future clientele. This course will deal with the basicknowledge and more on the advanced level knowledge of operating a restaurant. Students willlearn these in the experiential learning method by operating the in-house restaurant.This coursewill enable students to orient and understand the management and leadership skills which arenecessaryfor advancedleaners or higherlevelfood and beverage personnel.
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Develop the contemporary styles of restaurant operations CO2: Examine various types of restaurant themes set ups CO3: Construct strategy to handle a given situation CO4: Design various service delivery methods in restaurant operations CO5: Recommend new ideas for restaurants and entrepreneurs CO6: Compare innovative themes for dining experiences |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 1
|
|||||||||||||||||||||||||||||||
Introductionand Experimentallearning week1 – Basicthemeand operationswithcalculationsofthefood cost and menuengineering 1/ Set up of ELR and EDR | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 2
|
|||||||||||||||||||||||||||||||
Experimentallearningweek2–Basicthemeandoperationswithcalculationsofthefoodcostandmenuengineering 2/ Setup of ELR and EDR | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 3
|
|||||||||||||||||||||||||||||||
Experimentallearningweek3–Themebasedonthecuisinefortheentireoperations-foodcostandmenu engineering 3/ Set up of ELR and EDR | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 4
|
|||||||||||||||||||||||||||||||
Experimentallearningweek4–Themebasedonthecuisinefortheentireoperations-foodcostandmenu engineering 4/ Set up of ELR and EDR | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 5
|
|||||||||||||||||||||||||||||||
Experimentallearningweek5–Innovativethemefortheentireoperations-foodcostandmenuengineering5/Set up of ELRand EDR | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Unit ? 6
|
|||||||||||||||||||||||||||||||
Experimentallearningweek6–Innovativethemefortheentireoperations-foodcostandmenuengineering6/Set up of ELRand EDR | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||
Unit -7
|
|||||||||||||||||||||||||||||||
Experimentallearningweek7-Foodcostandmenuengineering7&Restaurantpitch/SetupofELR and EDR | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Singaravelavan,R.(2016).Foodandbeverageservice.NewDelhi,India:OxfordUniverityPress | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Newey,A.(2016).OpenRestaurantsThatFlourish:ARestauranteurs'GuidetoOpeningNewSites and Building a Leading Brand.RenewDesign | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM752A - BAKING TECHNIQUES AND DESSERT ARTISTRY - I (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
The practical course is designed for all final year specialization students, the program is offered asan advanced learning tool for understanding the application of various ingredients, manipulatingrecipes,andbakingscienceandattainscompetencyskillstodevelopbakingandconfectioneryintothe next phase of operations and execution. Students will be practiced to the advanced concepts,skills,techniquesandpresentationofPatisserieandBoulangerieorganization,withanutmosthabitofhygienepractices. |
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: To analyse the function and application for a variety of common baking ingredients to interpret recipes and make any necessary changes CO2: To illustrate advanced classical and contemporary pastry and confectionery techniques in the planning, development, execution, and evaluation of products, menus, and creative presentations. CO3: To create miniature Fine dine petit fours and other Hi- tea savouries with the right flavour balance, portion size and serving temperature. CO4: To design the recipes in making the finest Confectionery including marshmallows, pate de fruit, nougat etc. CO5: To adapt with and practice safe work habits, identify safety hazards, employ preventative safety measures & personal hygiene. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Croissant & Danish Pastry
|
|||||||||||||||||||||||||||||||
1. ButterCroissant 2. Pain au Chocolate 3. Cinnamon Rolls 4. Almond Croissant 5. DanishPastry | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Basics in Sourdough
|
|||||||||||||||||||||||||||||||
1. Sourdough Loaf 2. SourdoughFocaccia 3. Sourdough-Breads&Variations | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Classic Desserts
|
|||||||||||||||||||||||||||||||
1. OperaGateau 2. SacherTorte 3. Pannacotta 4. Crepesuzette 5. Tiramisu | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||
Chocolate Garnishes & Décor
|
|||||||||||||||||||||||||||||||
1. Tempering-Tabling&SeedingMethod 2. BasicDécor 3. Chocolate Cigars 4. Chocolate Fans 5. Chocolate Curls & Feathers | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Art of Cake Finishing
|
|||||||||||||||||||||||||||||||
1. ChocolateCake- GanacheFrosting 2. RedVelvetCake-ButterCreamFrosting 3. Fruit Cake-Whip CreamFrosting | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Basic Entremet & Petit Gateau
|
|||||||||||||||||||||||||||||||
1. ChocolateBased Entremet-MirrorGlaze 2. Fruit& Berry BasedEntremet- Spray Finish 3. PetitGateau&Chocolatedécor. | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||
Introduction to Basics of Fondant
|
|||||||||||||||||||||||||||||||
IntroductiontoBasicsofFondant | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Theoryof Bakery andPatisserie-Abook by Parvinder s.BaliAdvancedBread& Pastry- Michael Suas | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Theoryof Bakery andPatisserie-Abook by Parvinder s.BaliAdvancedBread& Pastry- Michael Suas | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM752B - ACCOMMODATION MANAGEMENT ADVANCED LEVEL - I (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
This course presents a systematic approach to accommodations procedures by detailing the flow of business through a hotel, in the form of blue printing , from reservation process to check-out. The course also examines the various elements of effective accommodation management, paying particular attention to the planning and evaluation of accommodations operations and to human recourses management. Accommodations procedures and management are placed within the context of the overall operation of a hotel. This course will give a hand on experience of the day to day work of the department and also help in quick decision making through continuous observation. This course offers future industry professionals the tools they need to be competitive in new era- the skills to manage resources, administer assets, and manage all the technical operations of busy housekeeping department. Course Objectives
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Enhance managerial decision making skills CO2: Explain important issues in developing and managing an audit process CO3: Evaluate hotel performance through service design and analyze strategies for revenue generations CO4: Upgrade in current technology CO5: Apply the ratios and formulas managers use to forecast room availability. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Luxury Branding
|
|||||||||||||||||||||||||||||||
A Global Market Overview What Constitutes Luxury? Successfully Maintaining A Luxury Brand, A Case Study | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Vendor and Revenue Management
|
|||||||||||||||||||||||||||||||
A visit to IHG/other Hotel brands to understand revenue operations through the Opera software used in the hotel, Managing reservations, room management and revenue calculations including OTA’s. Followed by a report on the same. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Problem Resolution and Service Recovery
|
|||||||||||||||||||||||||||||||
Problem Resolution and Service Recovery- manage service elements in their environment in order to be competitive, the production-related dimension is termed the technical or outcome dimension, and the service-related dimension, Recovery of failure events, recovery strategy | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Increasing income- Cost management
|
|||||||||||||||||||||||||||||||
The purpose of revenue management in the hotel industry, pricing strategies, budgets and business strategies | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Art Of Guest Delight
|
|||||||||||||||||||||||||||||||
Art Of Guest Delight And Service Design: Personalization And Customization | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||
Interior decor and design
|
|||||||||||||||||||||||||||||||
Space Management | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||
Revision
|
|||||||||||||||||||||||||||||||
Revision and case study | |||||||||||||||||||||||||||||||
Text Books And Reference Books:
Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall. Raghubalan,G.,&Raghubalan, S.,(2011). Hotel Housekeeping Operations and Management. New Delhi: Oxford University Press | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
Andrews, S. (2009). Hotel Front Office:A training manual. Tata Mcgraw-hill. Bhatnagar, S. K. (2010). Hotel Front Office. Oxford publications. Dix, C. (1998). Front Office Operations (4 ed.). Pearson education India. Ismail, A. Front Office Operation Management (5 ed.). Thomson and Delmer. JeromeJ.V, G. K. (2009). Check in Check Out- Managing Hotel Operations. Darling Kindersley India. Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall. Casado, M. A., (2000). Housekeeping Management. New York: Wiley. | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM811D - YOGA AND WELLNESS II (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Demonstrate understandings of basic knowledge about ones personality with good healthy practices. CO2: Apply good psychological practices to handle one well in all life situations with positive mind CO3: Develop the techniques of gaining good health and the art of being emotionally stable. CO4: Combine different steps and procedures for one to be capable of knowing the real from the unreal with upright moral values. CO5: Utilize high level consciousness and face the dualities of life with calmness and composure. |
Unit-1 |
Teaching Hours:4 |
|
Introduction to Shat darshanas
|
||
| ||
Unit-2 |
Teaching Hours:6 |
|
Schools of Yoga
|
||
| ||
Unit-3 |
Teaching Hours:4 |
|
Patanjali Yoga Darshanam
|
||
| ||
Unit-4 |
Teaching Hours:6 |
|
Hatha Yoga
|
||
| ||
Unit-5 |
Teaching Hours:6 |
|
Meditation
|
||
| ||
Unit-6 |
Teaching Hours:4 |
|
Unit 6
|
||
Revision | ||
Text Books And Reference Books: Light on Yoga- B K S Iyengar Textbook of YOGA by Yogeshwar | ||
Essential Reading / Recommended Reading Light on Yoga- B K S Iyengar Textbook of YOGA by Yogeshwar | ||
Evaluation Pattern ContinuousInternalAssessment(CIA)isdoneeveryclass.Theassessmentisdonebasedonthe Participation, Exercise, assignments, activities etc submitted on the activity conductedduringthe class/session each week. | ||
BHM831 - EVENT MANAGEMENT (2021 Batch) | ||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|
Max Marks:100 |
Credits:3 |
|
Course Objectives/Course Description |
||
Course Description:
Event Management is a glamorous and exiting profession which demands a lot of hard work and dynamism. As the name suggests, it means conceptualizing, planning, organizing and finally executing the event. This Industry is just Six years old in India, but holds a lot of promise for expansion. It offers enormous scope for ambitious young People.
Course Objective
This course is designed
1. To provide an Introduction to the Principals of Event management.
2. To formulate event tourism strategies for destinations.
3. To plan the development Management and implementation of festivals, entertainment events, corporate events, cultural events and sports events
|
||
Learning Outcome |
||
CO1: To explain the concept and significance of event management. CO2: To identify the techniques involved in Event Planning and Team Management. CO3: To determine the methods and procedures of Event marketing and accounting. CO4: To determine the methods and techniques of event production, logistics, safety, and security. CO5: To formulate strategies for promoting an event. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Event Management
|
|||||||||||||||||||||||||||||||||||||||||||
Size and Type of Event? Event Team? Code of Ethics. Why Event Management? Requirement of Event Management - Analyzing the event - , scope of the event - Decision-makers? Establishing Policies and Procedures.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Event Planning and Team Management
|
|||||||||||||||||||||||||||||||||||||||||||
Preparing a planning schedule, Organizing Tasks - Assigning Responsibility - Communicating-Overall Planning Tips, Protocols, Dress Codes, Staging, Staffing.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||
Event Marketing and Advertising
|
|||||||||||||||||||||||||||||||||||||||||||
Nature and Process of Marketing. Seeking Sponsorship, Types of sponsorship, Target market, Implementation and evaluation. Event Promotion, Tools of Promotion, Advertising, Public Relations, Tips on writing a New Release, What is a Media kit, Direct Marketing, Word of Mouth, Hospitality, Websites, The Promotion Schedule, Planning a Promotion Campaign for an Event.Introduction to Sales of Event Management
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Event Leadership and Communication
|
|||||||||||||||||||||||||||||||||||||||||||
Managing Team, leadership skills, Conducting a market research, establishing viability, costs and facilities, time scales, Managing meetings,group development.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||||||||||||||||||||||||||||||||||
Basic Event Accounting, Event Production and Logistics
|
|||||||||||||||||||||||||||||||||||||||||||
Budget, cost of event, Profit and loss statement, balance sheet, panic Payments, Financial control system. Staffing and vendors - logistics and staging, breaking Down the event -Outsourcing strategies - Working with vendors - Negotiating tactics, Accountability and responsibility | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Event Safety and Security:
|
|||||||||||||||||||||||||||||||||||||||||||
Security - occupational safety, Major risk and emergency planning, Incident Reporting, emergency procedures. Health and safety issues, insurance, licenses and permission.
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
Mohan,S.(2011).Event Management and Publication.Enkay Publication House.
Goyal,k.s.(2009).Event Management.Adyayan publisher
Kilkenny,s.(2nd ed).A complete guide to successful Event Planning.Atlantic publishing group.Inc
Allen,J.(2009). Event Planning Ethics and Etiquette. John Wiley & sons
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Sonder , M.(2010).Event Entertainment and Production. John Wiley & sons | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM832 - REVENUE MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
This course gives an insight into the field of revenue management and how it is being used in business today. The course will focus on the use of revenue management tools and practices in the hospitality industry. Course Objectives • To explore the various tools and practices of revenue management. • To be able to understand, anticipate and influence consumer behavior in order to improve revenue. • To read and analyze various revenue management reports.
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Explain and illustrate the importance of ethical conduct in hotel business CO2: Examine the values and importance of the ethical dimension and sustainable practices in hotel business CO3: Apply systematic ethical reasoning to business dilemmas and communicate effectively in oral and written forms these, using the concepts, logic and conventions of business ethics CO4: Apply the concept of corporate social responsibility not just citizenship but steps to assume morally binding leadership roles in society. |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Revenue Management
|
|||||||||||||||||||||||||||||||||||||||||||
History - industry adopters, applications and scope in the hotel industry - core concepts of revenue management - business conditions conducive to revenue management. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Performance metrics/measurements in Hotels
|
|||||||||||||||||||||||||||||||||||||||||||
ARR, ADR - RevPar - RevPor - GoPAR - RevPASH 1. Dynamic Pricing Strategies: Explore advanced pricing strategies beyond traditional static pricing models. Discuss dynamic pricing algorithms, demand forecasting techniques, and realtime pricing adjustments based on factors such as demand, competition, and market trends. 2. Distribution channel management: Examine the role of distribution channels in revenue management, including online travel agencies (OTAs), global distribution systems (GDS), direct bookings, and metasearch engines Discuss strategies for optimizing channel mix, managing distribution costs, and maximizing revenue. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Revenue Management in an organization
|
|||||||||||||||||||||||||||||||||||||||||||
Revenue management team - revenue manager - revenue management culture Understanding the Customer, Customer knowledge management - producers, professional consumers, customization, customer worth. Personalization and customer segmentation: Introduce the concept of personalized pricing and offerings based on customer segmentation and preferences. Discuss how data analytics and customer relationship management (CRM) systems can be used to identify customer segments, tailor pricing and promotions, and enhance guest experiences. Ancillary Revenue optimization: Explore strategies for maximizing ancillary revenue streams beyond room revenue, such as food and beverage, spa services, parking, and recreational activities. Discuss crossselling, upselling, package bundling, and promotional tactics to drive ancillary revenue growth | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Revenue Management Ethics and Compliance:
|
|||||||||||||||||||||||||||||||||||||||||||
Discuss ethical considerations and regulatory compliance issues in revenue management, such as price discrimination, rate parity agreements, and anti-competitive practices. Explore the ethical implications of revenue management decisions and strategies for maintaining Transparency and fairness. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Economics of revenue management
|
|||||||||||||||||||||||||||||||||||||||||||
Opportunity costs, supply and demand, price elasticity Revenue management in the sharing economy: Examine the impact of the sharing economy (e.g., Airbnb, HomeAway) on traditional hospitality revenue management practices. Discuss strategies for competing with and leveraging the sharing economy, including dynamic pricing, inventory management, and guest experience differentiation. Mobile Revenue Management: Address the increasing importance of mobile technology in revenue management. Discuss mobile booking trends, mobile optimization strategies for websites and booking engines, and the role of mobile apps in driving direct bookings and enhancing guest engagement. Social Media and online Reputation Management: Explore the role of social media and online reputation management in revenue management. Discuss strategies for Leveraging social media platforms to drive bookings, manage online reviews, and enhance brand reputation, ultimately impacting revenue performance. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Sustainable Revenue Management
|
|||||||||||||||||||||||||||||||||||||||||||
Introduce the concept of sustainability revenue management, which focuses on maximizing revenue while minimizing environmental impact. Discuss ecofriendly practices that can attract environmentally conscious guests, such as green certifications, energyefficient initiatives, and sustainable amenities. | |||||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||||||||
Revenue Management Process
|
|||||||||||||||||||||||||||||||||||||||||||
Data collection, segmentation, forecasting, optimization, re- evaluation | |||||||||||||||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||
Legal & Ethical issues
|
|||||||||||||||||||||||||||||||||||||||||||
Ethics, price, price/value relationship, fair price | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
Hayes & Miller (2010) Revenue management for the hospitality industry, Wiley. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
Cross (1997) Revenue Management: hard cord tactics for market domination. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
Evaluation pattern:70 CIA:30 ESE
| |||||||||||||||||||||||||||||||||||||||||||
BHM833 - BUSINESS ETHICS AND SUSTAINABILITY (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Explain and illustrate the importance of ethical conduct in hotel business CO2: Examine the values and importance of the ethical dimension and sustainable practices in hotel business CO3: Apply systematic ethical reasoning to business dilemmas and communicate effectively in oral and written forms these, using the concepts, logic and conventions of business ethics CO4: Apply the concept of corporate social responsibility not just citizenship but steps to assume morally binding leadership roles in society |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Ethics
|
|||||||||||||||||||||||||||||||||||||||||||
Meaning, Definition and Scope-Ethics and Morals –Evolution of Ethics – Sources andfactors influencing Business ethics –Classifications Of Ethics – Application-BusinessEthics-Natureof EthicsasMoralValue-LawVsEthics. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Ethical Thoughts and Business Practices
|
|||||||||||||||||||||||||||||||||||||||||||
UniversalNormsandGeographicallyDifferentCultures-SuitabilityofEasternValuestowesternBusiness-DoIndianValuesHinderBusiness-ProgressiveBusinessDrama. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Decision Making
|
|||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Managing Business Ethics and Corporate Social Responsibility
|
|||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Corporate Social Responsibility
|
|||||||||||||||||||||||||||||||||||||||||||
Ethical Standards to Business Disciplines Manufacturing: Consumer The ultimate StakeHolder-Consumerrights-InformedConsumer-ConsumerPolitics-EthicalConsumption-Classification ofunhealthy | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Ethics in the Hospitality Industry
|
|||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM841A - INTEGRATED MARKETING COMMUNICATION (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Examine the role of Integrated Marketing Communication (IMC) in the business environment and its impact on the consumer market. CO2: Analyze and assess the effectiveness of various communication tools (advertising, sales promotion, public relations, etc.) in achieving marketing goals. CO3: Design and select an effective IMC strategy incorporating various communication tools to address specific business objectives and market dynamics. CO4: Design a creative marketing communications program tailored to a specific target audience, leveraging insights from consumer and market analysis. CO5: Adapt IMC strategies to address the dynamic nature of contemporary business communications, ensuring relevance and responsiveness to current trends and challenges. |
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Overview of promotion management & IMC
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Role of IMC in marketing process: WhyIntegrate Marketing Communication? IMC planning model, Marketing and promotion process model. Communication process, steps involved in developing IMC program, Effectiveness of marketing communications Advertising - Purpose, Role, Functions, Types. Advertising Vs Marketing mix, Advertising appeal in various stages of PLC. Fundamentals of MARCOM Decisions: Targeting, positioning, objective setting and budgeting | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Advertising Management
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Goal setting - DAGMAR approach, effective and creative ad messages, endorser, sponsors, Various budgeting methods used. Internet advertising | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Advertising Agency
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Types of Ad agencies, Services offered by various agencies, Criteria for selecting the agencies and evaluations. Various famous Indian advertising agencies, Structure of the advertising industry, choosing an Advertising Agency, Account planning and Account brief.
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Media Planning
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Developing Media plan – scheduling reach & frequency, problems Media strategy: Creativity, Elementsof creative strategies and its implementation, Adcopy Headline and body copy. Media Evaluation – Print, Broadcast media, Support media in advertising | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Sales Promotion, PR
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, Importance, tools used, conventional/unconventional, drawbacks, push-pull strategies, Cooperative advertising, Integration with advertising and publicity. Public relation/ Publicity: Meaning, Objectives, tools of public relations, Public relation strategies. Goals of publicity, Corporate Advertising – Role, Types, Limitations, PR vs. publicity, Campaign Management, Trade promotion, and consumer promotions – Types, Planning for sales promotion program, Push and Pull Strategies. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Monitoring, Evaluation and Control
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measurement in advertising, various methods used for evaluation,pre-testing, and post-testing. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM841B - EMPLOYEE WELL- BEING AT WORKPLACE (2021 Batch) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Examine the various aspects of Employee Well-Being at the workplace CO3: Analyze the various types of employee well-being and its relevance to the workplace CO4: Evaluate the various wellness program and their value to employees CO5: Solve the issues about work-life balance |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Employee Well-Being
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Physical Well-Being at Workplace
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Mental Health and Emotional Well-Being
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Social Well-Being at Workplace
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Work-Life Balance
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Employee Engagement Organisational Culture
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: WorkplaceWell-being:HowtoBuildPsychologicallyHealthyWorkplaces. (2014).Germany:Wiley | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading · Athota, V. S., Malik, A. (2019). Managing Employee Well-being and Resilience forInnovation: Evidence from Knowledge-intensiveServiceIndustries.Germany: Springer InternationalPublishing. · Research Handbook on Work and Well-Being. (2017). United Kingdom: EdwardElgarPublishing Limited.· EmployeeWell-being Support:AWorkplace Resource. (2008).Germany:Wiley. · ImprovingEmployeeHealthandWellBeing.(2013). UnitedStates: InformationAgePublishing,Incorporated. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
BHM842A - SALES AND DISTRIBUTION MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Description: This course is designed to help students learn about sales and distribution management concepts and how to apply them to solve business problems. Students will examine the dynamics of business decision making and demonstrate the ability to identify professional selling and negotiation skills, and man management skills. This course brings in features in Distribution Management like channel design, and the different components of distribution such as logistic management and channel information system
Course Objectives:
● To defining the key concepts in Sales and Distribution Management.
● To analyze the strategic role of Sales management in attaining competitive advantage for a firm.
● To apply and relate Sales and Distribution Management with other key departments of a firm.
● To evaluate emerging and important topics related to Sales and Distribution Management. ● To formulate, plan, manage and control the best processes so that value-addition occurs in the most efficient and effective way. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
CO1: To simply the key concepts in sales and distribution management. CO2: To evaluate emerging current trends in Sales and Distribution Management CO3: To discuss the strategic role of Sales management in attaining competitive advantage for a firm. CO4: To design Sales and Distribution Management function with other key departments of a firm. CO5: To propose sales and distribution plans. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Introduction to Sales Management
|
|||||||||||||||||||||||||||||
Introduction,Roleof Sales ManagementinMarketing,Roleof SalesManagementinMarketingStrategyDevelopment,NatureandresponsibilitiesofSalesManagement,Modernrolesand Required Skillsfor Sales Managers,Careers in SalesManagement
| |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Personal Selling
|
|||||||||||||||||||||||||||||
Introduction, Objectives and scope of Personal Selling, approaches to Personal Selling,Process of Personal Selling, nature and scope of personal selling strategy, formulation ofpersonalselling strategy,sales planningand estimating thebudget | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
||||||||||||||||||||||||||||
Sales Force Management
|
|||||||||||||||||||||||||||||
Recruitingandtrainingsalespersonnel,designingandcompensatingsalespersonnel,motivating and leading the sales force, Organizing, directing and controlling of sales force,OrganizationDesignand Staffing,SalesPlanning,TimeandTerritoryManagement.
| |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Sales Force Control
|
|||||||||||||||||||||||||||||
Overviewofsalesforcesperformance,developingcontroltechniques,evaluatingsalesforceperformance,Automation in Personal Selling
| |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
||||||||||||||||||||||||||||
Introduction to Distribution Management
|
|||||||||||||||||||||||||||||
Introductiontodistributionmanagement,theconceptofchannelflows,Managingachanneldesign,Basicsofwarehouse/inventory/transportationplanning,Intermediaries:ChannelFormats,SelectionandRecruitmentofChannelPartners,ChannelMotivation,ChannelRelationshipsManagement
| |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Channel Information System
|
|||||||||||||||||||||||||||||
Information Systems for Channels, elements of channel information system, classificationofinformation,advantagesofinformation,developingchannelinformationsystem.InternationalTrendsin Sales and Distribution
| |||||||||||||||||||||||||||||
Text Books And Reference Books: Sales Management- Analysis & Decision Making –Johnston & Marshall (Tata McGRAW Hill 9th Edition, India Edition Krishna K. Havaldar, Vasant M. Cavale (2011) Sales & Distribution Management Tata McGrawHill
| |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||
BHM842B - ORGANIZATIONAL CHANGE AND DEVELOPMENT (2021 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||
Course Description:
Organizational Change & Development (OD) is an emerging behavioral science discipline that provides experiential approach to learning. Strong leadership, right policies, and effective communication are the three basic pillars for any successful change and managing change involves an array of activities ranging from creation of organizational identities, knowledge development, management of diversity, constant upgradation of technology, alignment of strategic goals with economic environment, creation of appropriate cultures, restructuring of roles, coping with market competition, and management of internal as well as external crises. Today, OD Interventions are highly customized as per the specific requirements of the organization and it calls for special expertise, not just to manage the organization but also enables the interface between people and organization. This course provides both conceptual and experiential approaches to the study of OD. This course focuses on the development of critical interpersonal skills and will provide an understanding on the relevant issues in OD and provides a foundation of management experience which will enable the students to carry forward into their managerial career. It relates to the skills that are essential for the potential OD consultants.
Course Objectives:
● To examine the principles and processes of OD
● To provide an understanding of application of system thinking to organizational change
● To discuss and analyse various OD models and tools
● To analyse organizational improvement process through change management
● To understand the role of organizational change consultants and examine various strategies and approaches to organizational change To assess various team interventions, techno-structural interventions and strategic human resource interventions for organizational change and development |
|||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||
CO1: Demonstrate an understanding of OD principles and processes
CO2: Apply system thinking framework to organizational change
CO3: Apply OD models in relevance to the business problems
CO4: Choose an appropriate organizational improvement framework for an effective change management CO5: Build HR strategies by identifying the right approach to organizational change
CO6: Appraise and Choose various OD interventions (team, techno-structural and strategic human resource) and tools for an effective change and development |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Organizational Change
|
|||||||||||||||||||||||||||||||||||||||||||
Content and Process theories of Organizational change, need for Organizational change, Organizational Change-Transformation and Renewal, Organization Renewal-Adapting to change (A model of Adaptive Orientation), Change triggers-Business Development driven change-Culture driven change-Strategy driven change-Process driven change-Competency driven Change-Innovation driven change, Types of Change-Planned and Unplanned change, System thinking and change, Change process- unfreezing, changing and refreezing.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Managing Organizational Change
|
|||||||||||||||||||||||||||||||||||||||||||
Change management principles, Organization Improvement Process through change management, implementing change improvement systems, Organizational Effectiveness and Excellence-European Foundation for Quality Management (EFQM) Excellence Model-Managerial roles theory for achieving organizational effectiveness and excellence- People Capability Maturity Model (P-CMM) for Organizational Excellence.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Organizational Development
|
|||||||||||||||||||||||||||||||||||||||||||
Nature of Planned change, Organization Transformation and Development, Definitions and concepts of OD, OD-The Planned Change Process, need for OD in Organization, OD Values and Goals, OD as Action Research Process, Characteristics of OD, History of OD, Organization Culture & change-creating a winning culture- Impact of key factors, cultural resistance to change, psychological contract, Experiential approach to learning.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
The process of Organization Diagnosis
|
|||||||||||||||||||||||||||||||||||||||||||
Entering and Contracting- OD Consultant-Role and style-External and Internal Consulting team-Readiness of the Organization for OD-Consultant and Client Relationship modes-Red flags in the Consultant- client relationship; Diagnosing Organizations- Process, Diagnostic models-Analytical model, Emergent-Group Behavior model, Management Consulting Model, Sociotechnical system model, Cause maps and social network analysis model, Open systems model, Level of Diagnosis- Individual, group and Organization- Data Collection Process- Methods for collecting data and techniques for analyzing data, feeding back diagnostic information- determining the content of the feedback & Survey Feedback- Designing Interventions- Effective interventions; Designing effective interventions and Overview of Interventions.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Human Process & Techno Structural Intervention
|
|||||||||||||||||||||||||||||||||||||||||||
Interpersonal and Group Process Approaches: Process Consultation, Third- Party Interventions, Team Building, Johari Window and Transactional Analysis. Organization Process Approaches: Organization Confrontation Meeting, Intergroup Relations Interventions, and Large-Group Interventions. Restructuring Organizations: Structural Design & Reengineering. Employee Involvement and Work Design: Motivational Approach, Sociotechnical System Approach and Engineering Approach. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Strategic Human Resource Management Change Interventions
|
|||||||||||||||||||||||||||||||||||||||||||
Performance Management: Model of Performance Management, Goal Setting and Reward System. Developing talent: Career Planning and Development Interventions, Coaching and Mentoring, Management and Leadership Development Interventions. Managing Workforce Diversity and Wellness: Workforce diversity interventions, Employee Stress and Wellness Interventions. Transformational change: Organization Design and Culture Change, Self- Designing Organizations, Learning Organization, Third-wave organization, Trans- Organizational change- Rationale, Strategic Alliance Interventions, Network Interventions. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
● Cummings, T.G., & Worley, C.G. (2015). Organization Development and Change. Southwestern: Cengage Learning.
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
● Anderson, D.L. (2016). Organization Development: The Process of Leading Organizational Change. Sage South Asia.
● Harvey, D.R., & Brown, R. D. (2013). An Experiential approach to organization development. New Delhi: Pearson Prentice Hall.
Wendell, F.L., & Bell, C.H. (2017). Organization Development; Behavioral Science Interventions for Organization Improvement. Prentice Hall of India Private Limited.
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
Evaluation pattern:
| |||||||||||||||||||||||||||||||||||||||||||
BHM843A - RURAL MARKETING (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:4 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
The course introduces the student to the various aspects of Indian rural markets as the study of rural marketing has become significant because of the saturation of the urban markets and the increase in the purchasing power of the rural population. It covers aspects like relevance and scope of rural market in India, the environment prevailing these dynamics involved in the behavior of rural consumers, rural market segmentation and targeting. It also goes in details for explaining the product strategy adopted by the companies for rural market, pricing strategy and rural distributions includes traditional and modern channels. Course Objectives: ● To illustrate the evolution of rural market and classification of rural marketing ● To plan the STP for rural markets. ● To apply the marketing mix and branding concepts for rural markets ● To analyze pricing and distribution strategy for a rural market
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Illustrate the evolution of rural market and classification of rural marketing CO2: Plan the STP for rural markets. CO3: Apply the marketing mix and branding concepts for rural markets CO4: Analyze pricing and distribution strategy for a rural market CO5: Recommend a rural communication with help of rural financial services |
Unit-1 |
Teaching Hours:10 |
Introduction to Rural Markets
|
|
Definition, scope of rural marketing, their evolution over period of time and Demographic pattern of Rural Market concepts, and components of rural markets, classification of rural markets. Need for rural marketing, types of rural customers, Evolution of Rural Marketing: Pre-1960s, 1960-1990 and 1990 – Present Rural Market Structure, Size of Rural Market, FMCG Market and Durable Market, Literacy Levels, Expenditure Pattern. | |
Unit-2 |
Teaching Hours:10 |
Rural Market & STP
|
|
Rise of Consumerism, Consumer Buying Process, Opinion Leadership Process, Diffusion of Innovation, Brand Loyalty, Growing connectivity in rural India, role of rural women& rural youth. Segmenting, Targeting and Positioning, Segmentation- Heterogeneity in Rural, Prerequisites for Effective Segmentation, Degrees of Segmentation, Basis of Segmentation and Approaches to Rural Segmentation- Targeting- Evaluation and Selection of Segments, Coverage of Segments, Positioning- Identifying the positioning Concept, Selecting the positioning Concept, Developing the Concept, Communicating the Concept, Urban vs. rural marketing. Rural consumer behavior – buyer characteristics, decision process, and behavior patterns, evaluation procedure, innovation adoption | |
Unit-3 |
Teaching Hours:8 |
Marketing Mix and New Product Development for Rural Market
|
|
Product Strategy Introduction, Marketing Mix Challenges, Product concepts classification-Five Levels Products, Classification of Products, Rural Product Categories – Fast moving Consumer goods, Consumer Durables, Agriculture Goods, Services, New Product Development Consumer Adoption Process, Product life cycle, Product Mix, Branding in Rural India- Brand building in Rural India, Brand Spectrum in Rural, Brand Loyalty Vs Stickiness, Fake Brands: Lookalikes, Spell-alike, Duplicates | |
Unit-4 |
Teaching Hours:8 |
Pricing Strategy & Rural Distribution
|
|
Pricing Strategy / Pricing Objectives, Pricing Methods
Introduction: Accessing Rural Markets, Coverage Status in Rural Markets, Channels of Distribution, Evolution of Rural Distribution Systems- Wholesaling, Rural Retail System, Vans, Rural Mobile Traders: The last Mile Distribution, Haats/Shandies, Public Distribution System, Co-operative Societies Behavior of the Channel, Prevalent Rural Distribution Models | |
Unit-5 |
Teaching Hours:8 |
Rural Distribution Models
|
|
Distribution Models of FMCG Companies, Distribution Model of Durable Companies, Distribution of fake products, Emerging Distribution Models- Corporate –SHG Linkage, Satellite Distribution, Syndicated Distribution, ITC’s Distribution Model, Petrol pumps and Extension counters, Barefoot agents, Agricultural agents, Agricultural input dealers, Ideal distribution model for Rural Market. Innovations in rural markets: ICT in Rural Distribution, Project i - Shakti – HUL, Project e-Choupal – ITC | |
Unit-6 |
Teaching Hours:8 |
Rural Communication ? Conventional & Unconventional
|
|
Challenges in Rural Communication, A view of Communication Process, Developing Effective- Profiling the Target Audience, determining communication objectives, designing the message, selecting the communication channels, deciding the promotion mix, Creating advertisement for rural audiences’ rural media- Mass media. Non- Conventional Media, melas, Haats, Interactive games, folk media, puppet shows, POP displays, Personalized media, Rural Media: The importance of the two-step flow of communication Media Typology, The Media Model, Media innovatio | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading 1. M Gopalswamy T.P (2009). Rural Marketing (3rd edi), Vikas Publishing house. 2. Dogra (2007). Rural Marketing (7th edi), Tata McGraw-Hill Education. 3. Krishnamacharyulu C.G. (2011). Cases in Rural Marketing. (2nd ed). Pearson Education. 4. Mathur, U.C. (2008). Rural Marketing(1st edi). Excel books. 5. Prahlad C.K (2005). Fortune at the bottom of the Pyramid. Wharton School Publishing. 6. Allen R.K, (2005). Bringing new technology to market (1st edi). Prentice Hall Publication. | |
Evaluation Pattern Assessment Outline
| |
BHM843B - STRATEGIC HUMAN RESOURCE MANAGEMENT (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description:
Strategic human resource management is very critical to a firm’s success in the contemporary business world. This course explores the strategic role of human resources in organizational performance, human resource environment in organizations, human resource evaluation, measuring employee performance, mentoring and career management. This course provides an insight on how human resources can be looked from an investment
perspective and how an integration of human resource strategy and business strategy becomes a point of competitive advantage for companies.
Course Objectives:
● To understand different theoretical approaches to SHRM and the linkage between HR strategy and business strategy
● To discuss the significance of viewing human resources as investment and a source of sustainable competitive advantage
● To analyse the relationship between business strategy and human resource planning
● To determine the linkage between business strategy and compensation strategy
● To examine the human aspect of strategic implementation.
|
|
Learning Outcome |
|
CO1: Interpret the opportunities and challenges posed by business environment to human resources management. CO2: Develop different SHRM approaches in implementing business strategies to manage challenges of business environment. CO3: Choose an appropriate framework in analyzing the significance of human resources as investment and as a source of sustainable competitive advantage CO4: Propose and apply HR strategy in relations to business strategy CO5: Evaluate social and ethical issues related to adopting a human resource strategy. CO6: Formulate HR policies and program to address the social and ethical issues. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Strategic HRM
|
|||||||||||||||||||||||||||||||||||||||||||
Definition of SHRM, Need and Importance of SHRM – From Traditional HRM to SHRM – Linking HR Strategy with Business Strategy- Developing an HRM Plan - Gaining Competitive Advantage through HR, On becoming a strategic partners, The VRIO Framework, The changing role of HR, Future Challenges of HR.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Human Resource Environment
|
|||||||||||||||||||||||||||||||||||||||||||
Technology and Structure, Work force Diversity, Societal and Demographic Changes, Change in Employment Relationships - Temporary and Contract Labour Global Environment, Global Competition.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
An Investment perspective of Human resources
|
|||||||||||||||||||||||||||||||||||||||||||
Human resource investment considerations, investments in T&D, investment practices for improved retention, investments in job secure workforce, ethical implications of employment practices, non-traditional investment approaches.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Human resource planning
|
|||||||||||||||||||||||||||||||||||||||||||
Strategic role of HRP, overview of HRP, managerial issues in planning, selecting forecasting techniques, forecasting the supply of HR, forecasting the demand. Efficient utilization of HR, dealing with employee shortages, selection of employees, dealing with employee surpluses, special implementation challenges.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Strategy implementation: development and reward management
|
|||||||||||||||||||||||||||||||||||||||||||
Employee development, strategically oriented performance measurement systems, strategically oriented compensation systems.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Human Aspect of Strategies Implementation
|
|||||||||||||||||||||||||||||||||||||||||||
Understanding what is “Retrenchment” and “Redundancy”, Selection of Employees for Retrenchment, Downsizing, HR Outsourcing and Employee Leasing.
Organization Culture, Culture and Leadership, Human Side of Merger and Acquisition, Organizational Power and Politics.
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
● Greer, C.R. (2017). Strategic Human Resource Management (3ndedi), Pearson education.
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
● Agarwala, T. (2010). Strategic Human Resource Management, Oxford University Press.
● Paauwe, J. (2017). Strategy, HRM, and performance: A contextual approach (Second edition.). Oxford: Oxford university press.
Armstrong, M. 1, & Armstrong, M. (2016). Armstrong's Handbook of Strategic Human Resource Management (6th Ed.). London: Kogan Page.
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM844A - DIGITAL MARKETING (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Course Description: The emerging powers of internet and related technologies have changed the marketplace in the world by making transactions quick- economical- and convenient. This course develops an overall understanding of digital marketing/online marketing- social media tools- search engine optimization- mobile marketing- email marketing- pay per click- display marketing and content marketing. Course Objectives: ● To present the student with an overall view of the Digital marketing space ● To develop competency in students to develop Marketing Strategy using various tools available to manage consumers and content on the internet ● To enable students with the techniques that can be used for marketing in the digital/internet world |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Understanding the basics of digital marketing and would be able to use it effectively to run full-fledged campaigns CO2: Develop a comprehensive digital marketing strategy CO4: Explaining the various digital marketing strategies that can be used for marketing in the digital/internet world |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Digital Marketing
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to Digital Marketing- Digital Vs Traditional marketing- Digital Marketing channels- Technologies and Framework - Online Branding- Digital branding eco-system-Process and Procedure of Digital Marketing Funnel system. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Social Media Foundation
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to social media- Multiple platforms- Social media Strategy and Planning- Channel management- Management tools- Measurement tools and reporting- Social Advertising. Facebook Marketing- Twitter marketing- Instagram marketing- LinkedIn Marketing- Mobile marketing foundation- Email marketing - Mastering social media - Mobile Marketing and Digital Strategy | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
SEO & SEM
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to SEO- The business impact of SEO- terms and definition- Page ranking, SEO business concepts How search engine works- Keyword research- on-page optimization- Website management- planning a new website- analytics and measurement. Search Engine Marketing, Difference b/w SEO and SEM. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Pay Per Click (PPC)
|
|||||||||||||||||||||||||||||||||||||||||||
Psychology of search- buying funnel- understanding keyword organization- keyword match types- negative keyword- managing search terms- keyword research- creating compelling Ads- Ad extension - Campaign types-budget and reach- location and language targeting- segment data- create lists- display network- Ad formats- Ad group organization- Quality Score- Setting PPS Strategy- Shopping and video campaigns- automation. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Video Marking & Digital Marketing budgeting
|
|||||||||||||||||||||||||||||||||||||||||||
Video marketing strategy- YouTube Advertising- leveraging mobile video- YouTube and Instagram - Video ad on different social media- video for B2B marketing. Resource planning- cost estimation- cost budgeting- cost control. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:15 |
||||||||||||||||||||||||||||||||||||||||||
Practical / Hands on sessions
|
|||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BHM844B - PERFORMANCE MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Course Description: The course examines the importance of effective performance management systems that help organizations in achieving short- and long-term goals. It explains and reinforces the concept that performance management is not a one-time supervisory event, but an ongoing process of planning, facilitating, assessing, and improving individual and organizational performance. In addition, the course emphasizes the importance of measuring the effectiveness of human resource activities that are designed to enhance individual and organizational performance. The course seeks to provide theoretical and practical perspectives of effective performance management systems. Course Objectives: ● To understand the key concepts and frameworks that enable performance management from a multiple stakeholder perspective. ● To illustrate the importance of implementing well-designed performance management systems ● To examine the deficiencies in the existing systems and suggest how these can be improved. ● To evaluate performance management practices in various organizations. ● To design and suggest comprehensive performance management initiatives for organizations. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Demonstrate the understanding of strategic performance aims, objectives, priorities and targets. CO2: Plan effective performance management policies and practices to improve organizational and employee performance. CO3: Deduce arguments for using appropriate performance management techniques, rewards and sanctions to improve performance. CO4: Justify the communication skills required when managing achievement and underachievement. CO5: Propose initiatives for improving effectiveness of performance management. |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Unit I: Introduction to Performance Management
|
|||||||||||||||||||||||||||||||||||||||||||
Definition of performance management, Objectives of performance management, Characteristics of performance management, and Pitfalls of poorly implemented performance management systems; Process of performance management – Prerequisites, performance planning, performance execution, performance assessment, performance review, performance renewal and re-contracting. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit II: Defining Performance and Choosing a Measurement Approach
|
|||||||||||||||||||||||||||||||||||||||||||
Defining performance, determinants of performance, performance dimensions, approaches to measuring performance – behaviours, results, traits. Measuring Results – determining accountabilities, determining objectives, determining performance standards; Measuring Behaviours – comparative systems, absolute systems.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit III: Gathering Performance Information
|
|||||||||||||||||||||||||||||||||||||||||||
Appraisal forms – characteristics of appraisal forms, determining overall rating, appraisal period and number of meetings, appraisal information sources, model of rater motivation, preventing rating distortion through rater training programs.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Unit IV: Implementing a Performance Management System
|
|||||||||||||||||||||||||||||||||||||||||||
Communication plan, appeals process, training programs for acquisition of requisite skills, pilot testing, ongoing monitoring and evaluation, online implementation.
| |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Unit V: Performance Management Skills
|
|||||||||||||||||||||||||||||||||||||||||||
Coaching, coaching styles, coaching process, observation and documentation of developmental behavior and outcomes, giving feedback, disciplinary process and termination, performance review meetings. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Unit VI: Managing Team Performance
|
|||||||||||||||||||||||||||||||||||||||||||
Definition and importance of teams, types of teams and implications for performance management, purposes and challenges of team performance management, including team performance in the performance management system, rewarding team performance.
| |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books:
● Aguinis, H (2013). Performance Management (3rd edition). New Jersey, USA: Pearson.
| |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Evaluation Pattern: 70 CIA:30 ESE
| |||||||||||||||||||||||||||||||||||||||||||
BHM845A - NEURO MARKETING (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
Course Description: The course focuses on how neuromarketing can help businesses understand consumers’ thinking, choices, and purchase decisions. The central focus is to bring awareness about the brain science of consumers’ decision-making, but at the same time, this is not a course on brain anatomy. This course comprises the practical implication of brain science in marketing strategies and how organizations can succeed with neuromarketing research, unlike traditional marketing research practices. Course Objectives: 1. To understand the brain science in the nonconscious processes that underlie consumer choice of consumer decision making. 2. To analyze how neuromarketing measures and metrics capture consumer responses in ways that differ fundamentally from traditional marketing methods. 3. To apply the tools to measure neuropsychological effects of marketing decisions. 4. To assess the importance of consumer neuroscience claims and findings using real-world examples from advertising, branding, product development, shopping, etc.
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Examine the role of brain science in influencing non-conscious consumer choices.. CO2: Analyze how neuromarketing measures and metrics differ from traditional marketing methods. CO3: Evaluate neuromarketing data in assessing the neuropsychological effects of marketing decisions. CO4: Create marketing campaigns that leverage consumer neuroscience principles |
Unit-1 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||||||||
Introduction
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Meaning and interdisciplinary dimension of Neuro Marketing, behaviorism, positioning-gaps; structure and functions of the human brain, emotions depend on a cognitive appraisal of stimulus | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||
Neural correlates of the Human Brain applied in Marketing.
|
|||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||||||||
Devices for Neural Reading
|
|||||||||||||||||||||||||||||||||||||||||||||||||
EEG types of waves, CT scanning, MRI, fMRI, Eye tracking, GSR, PET, Biometrics, brain tracking devices and tools to measure neural activities | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||||||||
Neuro marketing Research Studies
|
|||||||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||||||||
Towards an integrated approach
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Brain laterality, memory formation and interference, rational and emotional components of brand attributes, positioning, marketing research, brand recall, deciding the price | |||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||
Neuro marketing and product life cycle
|
|||||||||||||||||||||||||||||||||||||||||||||||||
Strategies of introductory, growth, maturity and decline stage, application of neuromarketing concepts into product life cycle | |||||||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Sharma, J.K., Singh, D and Deepak, K.K and Agarwal. D.P (2012) Neuromarketing: a peep into customers’ minds, Eastern Economy Edition, Prentice Hall Pvt Ltd, New Delhi | |||||||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Lindstrom,M. (2008). Buyology: How everything we believe about why we buy is wrong. London: Random House Business. 2.Plessis, E. (2011). The branded mind: what neuroscience really tells us about the puzzle of th brain and the brand, London, UK: Kogan Page 3. Genco, Stephen J., Andrew P. Pohlmann and Peter Steid (2013) Neuromarketing for Dummies, John Wiley & Sons. ISBN-10: 1118518586, ISBN-13: 978-1118518588. (Paperback or Kindle formats at http://www.amazon.com/Neuromarketing-DummiesBusiness-PersonalFinance/dp/1118518586/ref) 4. Bridger, Darren (2015) Decoding the Irrational Consumer: How to Commission, Run and Generate Insights from Neuromarketing Research, Kogan Page Publishers, ISBN-10: 0749473843, ISBN-13: 978-0749473846 Video based Case study of P&G, Gillette & UCB campaigns (http://www.neuro-insight.com/) (http://innerscoperesearch.com/) | |||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||
BHM845B - HR METRICS AND DASHBOARD (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||||||||||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:3 |
||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||||||||
Course Description: This course aims at developing analytical skills which will help students to conduct comprehensive analysis of data to develop and streamline HR Policies and strategic decisions of organizations. The course also enables students to understand how HR professionals make data-driven decisions to attract, manage and retain employees, which improves ROI. This course helps students gain employability skills in HR functional area to create better work environment and maximize employee productivity. Course Objectives: · To outline the theory, concepts, and business application of human resources research, data, metrics, systems, analyses, and reporting. · To understand how HR professionals make data-driven decisions to attract, manage and retain employees, which improves ROI. · To examine the role and importance of HR analytics, and the ability to track, store, retrieve, analyze and interpret HR data to support decision making · To create benchmarks/metrics to conduct research and statistical analyses related to Human Resource Management. |
|||||||||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||||||||
CO1: Understand the importance of and the metrics measured by HR analytics CO2: Apply quantitative and qualitative analysis to understand trends and indicators in human resource data CO3: Develop effective workforce planning for cost and effort reduction CO4: Choose information technology to enhance the efficiency and effectiveness of human resource functions within the organization CO5: Formulate strategies for working across functional areas to solve HR problems that enhances the employability skills. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit 1: Introduction to HR Analytics
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to HR Analytics, Concepts, Definition, Aligning Human Resources to Business through HR Analytics, Steps for Alignment for HR Analytics with Business Goals and Strategies. Checklists for Strategies and Business Aligned HR Analytics, History of HR Analytics, Application of HR and Predictive Analytics, HR Analytics Framework and Models. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Unit 2: Human Resource Information System
|
|||||||||||||||||||||||||||||||||||||||||||
Interface between HR and Technology; HRIS Concepts, e-HRM and HRIS, Need for HRIS, Types of HRIS, System Development Process for HRIS, HRIS Database; HRIS Architecture. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Unit 3: Workforce Deployment Metrics
|
|||||||||||||||||||||||||||||||||||||||||||
The New Face of Workforce Planning, Quality Employee Engagement Measurement: Process Analysis for Human Resources, Employees per manager, Employee service profiling, Workforce age profiling, Churn over index, Separation clearance time | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||||
Unit 4: Performance Metrics
|
|||||||||||||||||||||||||||||||||||||||||||
Performance Analysis: Predicting employee performance, training requirements, evaluating training and development, Optimizing selection and promotion decisions, Using human capital data for performance management during economic uncertainty | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||||
Unit 5: Talent Retention Metrics
|
|||||||||||||||||||||||||||||||||||||||||||
Retention index, Voluntary and involuntary turnover, Turnover by department, grades, performance, and service tenure, Internal hired index, Career path index, Level wise succession readiness Index | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Unit 6: HR Metrics Dashboard using Excel and Tableau
|
|||||||||||||||||||||||||||||||||||||||||||
Process of development of dashboard, Essential criteria, Leading and Lagging indicators, Selection of appropriate metrics, Revenue per employee, Operating cost per employee, HR cost per employee, Compensation to HR cost, HR Budget variance, HR ROI, Visualizing and publishing HR Data using Excel and Tableau. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: · Dipak Kumar Bhattacharyya (2017), HR Analytics: Understanding Theories and Applications, 1st Edition, Sage Publications | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading · Ramesh Soundararajan (2016), Winning on HR Analytics: Leveraging Data for Competitive Advantage, 1st Edition, Sage Publications · Dipak Kumar Bhattacharyya (2017), HR Analytics: Understanding Theories and Applications, 1st Edition, Sage Publications · Edwards Martin R, Edwards Kirsten (2016),“Predictive HR Analytics: Mastering the HR Metric”, Kogan Page Publishers, ISBN-0749473924 · Jac Fitz-enz, (2010). The New HR Analytics, 1st edition, AMACOM | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Evaluation Pattern: 70 CIA:30 ESE
| |||||||||||||||||||||||||||||||||||||||||||
BHM851A - MOTHER CUISINE - II (2021 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Explain the various theory of mother cuisine through a practical method. CO2: Develop skills in their own regionalcuisine and in slow cooking. CO3: Experiment with knowledge on all regional foods of India and develop hands on skills in their own regional popular forgotten dishes CO4: Analyse local produces, local dishes and traditional dishes of the regions of India. CO5: Develop competence in the planning and preparation of food production units for normal day to day operations and special events. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 1
|
|||||||||||||||||||||||||||||||
Students will have to create six course menu, with two non-vegetarian course, and all therequiredaccompaniments.Themenuwill havetobecreatedkeepingthefollowingpointsinmind. ● SeasonalIngredients ● Traditionalhistoryofthedishprepared ● Applyingthe conceptofClean,Good andFair towards theingredients. ● Usingorganic producewhereeverpossible. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 2
|
|||||||||||||||||||||||||||||||
Menu 2 | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 3
|
|||||||||||||||||||||||||||||||
Menu 3 | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 4
|
|||||||||||||||||||||||||||||||
Menu 4 | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 5
|
|||||||||||||||||||||||||||||||
Menu 5 | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 6
|
|||||||||||||||||||||||||||||||
Menu 6 | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||
Unit 7
|
|||||||||||||||||||||||||||||||
Revision | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Themenusandthedishesaresubjecttoseasonalavailability and as per their mother cuisine. The students’batch willbedividedinto two for the Dualspecialization. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading The menus and the dishes are subject to seasonal availability and as per their mother cuisine. The students’ batch will be divided in to two for the Dual specialization. | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM851B - FOOD AND BEVERAGE SERVICE DESIGN - II (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Develop the contemporary styles of restaurant operations CO2: Examine various types of restaurant themes set ups CO3: Construct strategy to handle a given situation CO4: Design various service delivery methods in restaurant operations CO5: Recommend new ideas for restaurants and entrepreneurs CO6: Design innovative themes for dining experiences |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Introduction and Experimental learning week 1
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Experimental learning week 2
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Experimental learning week 3
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Experimental learning week 4
|
|||||||||||||||||||||||||||||||
Theme based on the cuisine for the entire operations - foodcost and menu engineering 4/ Set up of ELRand EDR | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Experimental learning week 5
|
|||||||||||||||||||||||||||||||
Innovativethemefortheentireoperations-foodcostandmenuengineering 5/ Setup of ELR and EDR | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Experimental learning week 6
|
|||||||||||||||||||||||||||||||
Innovativethemefortheentireoperations-foodcostandmenuengineering 6/ Setup of ELR and EDR | |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||
Experimental learning week 7
|
|||||||||||||||||||||||||||||||
Foodcostandmenuengineering7&Restaurantpitch/Setupof ELR and EDR | |||||||||||||||||||||||||||||||
Text Books And Reference Books: Singaravelavan,R.(2016).Foodandbeverageservice.NewDelhi,India:OxfordUniverityPress | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Newey, A.(2016).OpenRestaurantsThatFlourish:ARestauranteurs'GuidetoOpeningNew Sites and Building aLeading Brand.Renew Design | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM852A - BAKING TECHNIQUES AND DESSERT ARTISTRY - II (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Illustrate the concepts of advanced and new world contemporary Pastry Confectionery. Also find methods to execute baked goods with garnishing techniques and other creative ways to present them. CO2: Analysing the science of ingredients, its importance, substitutes and its role in recipes to alter them in achieving contrasting flavour combinations meeting the current trends of the industry. CO3: Discovering the process behind curating the finest restaurant style plated desserts with the latest trends and techniques for customer experience. CO4: Creating the important classical seven French pastries with the process, ingredients, techniques and derivatives of each pastry. CO5: Adapting the best practices to work efficiently and safe in the Pastry kitchen and following the right grooming etiquette to be followed according to the Industry standards. |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 1: Basic Confectionery
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 2: Classic Desserts II
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 3: International Breads
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||
Menu 4: Restaurant Style Plated Desserts
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 5: Christmas Baking- Basics
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Menu 6: Modern Plated Desserts
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||
Menu 7: Wedding Cake
|
|||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM852B - ACCOMMODATION MANAGEMENT ADVANCED LEVEL - II (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:1 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
Understanding hotel business, especially in the service sector is a crucial aspect of professional learning. To be able to relate and engage in this dynamic environment, the course aims to develop and deliver underpinning knowledge in the hotel domain in terms of trends, design and other management concepts to have a overall holistic view of the trade.
Course objectives: ● To interpret the changing market dynamics. ● To Understand and curate hotel business portfolio ● To analyse and interpret changing market dynamics.
● To Instil the importance of Hospitality to the hotel Guest and hotel Entrepreneur |
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Compare and analyze trends CO2: Identify Business customization CO3: Comment on ethical aspects of the hotel business CO4: Manage the delivery of hospitality CO5: Understand the difference between qualifiable and quantifiable analysis |
Unit-1 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Chartering the new Frontier: Digital Guest communication . Bridging Today's Technologies to Customer Service Needs and customer profiling.
|
|||||||||||||||||||||||||||||||
Chartering the new Frontier: Digital Guest communication. Bridging Today's Technologies to Customer Service Needs and customer profiling. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
The power of data: the new corporate travel currency. Why Branding Has Become the Marketing Tool for Hospitality Module
|
|||||||||||||||||||||||||||||||
The power of data: the new corporate travel currency. Why Branding Has Become the Marketing Tool for Hospitality Module
| |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
The Future of GDS Distribution. A Platform Approach to Feedback
|
|||||||||||||||||||||||||||||||
The Future of GDS Distribution. A Platform Approach to Feedback
| |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Channel Optimization in Hospitality Creating a coveted Hotel Guest Experience
|
|||||||||||||||||||||||||||||||
Channel Optimization in Hospitality Creating a coveted Hotel Guest Experience | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Customer Service is the new Marketing: A Case study. The Rise of Virtual Reality and Artificial Intelligence in Travel
|
|||||||||||||||||||||||||||||||
Customer Service is the new Marketing: A Case study. The Rise of Virtual Reality and Artificial Intelligence in Travel
| |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||
Mergers and Acquisitions. Hospitality Industry- A Panoramic view Practices and Policies, The legal environment of lodging operations.
|
|||||||||||||||||||||||||||||||
Mergers and Acquisitions. Hospitality Industry- A Panoramic view Practices and Policies
| |||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||
Revision
|
|||||||||||||||||||||||||||||||
Revision
| |||||||||||||||||||||||||||||||
Text Books And Reference Books: Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall.
Raghubalan,G.,&Raghubalan, S.,(2011). Hotel Housekeeping Operations and Management. New Delhi: Oxford University Press. | |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Andrews, S. (2009). Hotel Front Office:A training manual. Tata Mcgraw-hill. Bhatnagar, S. K. (2010). Hotel Front Office. Oxford publications. Dix, C. (1998). Front Office Operations (4 ed.). Pearson education India. Ismail, A. Front Office Operation Management (5 ed.). Thomson and Delmer. JeromeJ.V, G. K. (2009). Check in Check Out- Managing Hotel Operations. Darling Kindersley India. Micheal Kasavanna, R. B. (2012). Managing Front office Operations (8 ed.). Prentice Hall.
Casado, M. A., (2000). Housekeeping Management. New York: Wiley. | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BHM881 - RESEARCH PROJECT (2021 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:4 |
||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Develop a thorough understanding of the basic theoretical ideas and logic of research. CO2: Build up a thorough understanding of the issues involved in planning, designing, executing, evaluating and reporting research within the stipulated period. |
Unit-1 |
Teaching Hours:9 |
|
Phase 1
|
||
| ||
Unit-2 |
Teaching Hours:9 |
|
Phase 2
|
||
| ||
Unit-3 |
Teaching Hours:9 |
|
Phase 3
|
||
| ||
Unit-4 |
Teaching Hours:9 |
|
Phase 4
|
||
TheDisseminationPhaseThelastphaseoftheresearchprocessistoprepareresearchreportsin order to communicate findings to the appropriate audience. The peer-review process ofcompleted reports will ensure objectivity and increase likelihood of a valid and reliablereport.Tobemosteffective,adisseminationplanshouldbedevelopedpriortothecompletionofthestudy,identifyingthestrategiesfordisseminationandthetargeted audience. Research reports or presentations may be disseminated to other investigators,healthprofessionals,policymakers,orconsumers. A briefresearchreportcanalsobesubmittedtoprofessional organizationsorthe media. | ||
Unit-5 |
Teaching Hours:9 |
|
Phase 5
|
||
Submissionofacomprehensiveresearchproject report/PresenttheResearchWork | ||
Text Books And Reference Books: Research papers and submission related to the topic chosen by the student. The research work will be collated by the student under the guidance and approval of the respective mentor. | ||
Essential Reading / Recommended Reading Research papers and submission related to the topic chosen by the student. The research work will be collated by the student under the guidance and approval of the respective mentor. | ||
Evaluation Pattern Viva voce and Project submission. Will be graded for Research Proposal and Final Research submission based on different rubrics. |