CHRM 2470 4A FOODSERVICE SUPERVISION

1
CHRM 2470 4A FOODSERVICE SUPERVISION

• Joellen Zuk - Instructor
• THE CULINARY ARTS AND MANAGEMENT PROGRAM
• AT METROPOLITAN COMMUNITY COLLEGE

01/27/00
2
Todays Timing Agenda

• Welcome, Introduction Establish Ground Rules
• Review of Syllabus
• Competencies for Chapter ONE
• Break 615 625 pm
• Chapter ONE The Supervisor and the Management
  Process
• Case Study
• Take home test review of Weekly Report
• Next weeks topic
• Dismiss 730 pm

3
Introductions

• Please fill out the following information on the
  index card
• Side ONE
• Name
• Phone
• Email Address
• Side TWO
• Business affiliation current position
• Hospitality industry background

4
Competencies forThe Supervisor and the
Management Process

• 1. Define management and describe different
  management levels.
• 2. Identify basic management principles.
• 3. Explain the management functions of authority,
  responsibility, and accountability.
• 4. Describe the traditional components of
  management (planning, organizing, coordinating,
  staffing, directing, controlling, and
  evaluating).
• 5. Distinguish strategic planning from
  operational planning activities.
• 6. Identify fundamental supervisory
  responsibilities.

5
Management Resources

• People
• Money
• Time
• Work procedures and methods
• Energy
• Materials (food and beverage products, room
  linens, etc.)
• Equipment

6
Management Levels

• Top ManagementGeneral Manager and Vice
  Presidents
• Middle ManagementDepartment Heads
• Supervisory ManagementDepartment and Area
  Supervisors

7
Key Management Principles

• Organizational Hierarchy
• Unity of Command
• Division of Labor
• Matching
• Employee Initiative
• Team Spirit

8
Authority, Responsibility, and Accountability

• Supervisors are accountable for the performance
  of their employees.
• When assigning tasks to employees, supervisors
  delegate the authority get the job done, but they
  do not relinquish responsibility for getting the
  job done.

9
Components of Management

• Planning
• Organizing
• Coordinating
• Staffing
• Directing
• Controlling
• Evaluating

10
Strategic Planning

• 1. Values Statement
• 2. Mission Statement
• 3. Vision Statement
• 4. Long-Range Plan
• 5. Business Plan

11
Operational Planning

• 1. Business Plan
• 2. Marketing Plan
• 3. Operations Budget

12
Fundamental Supervisory Responsibilities

• Understanding the role of the supervisor
• Providing leadership
• Improving communications
• Conducting orientation and training
• Handling problems and conflict
• Motivation and team building
• Staffing and scheduling
• Improving employee performance
• Managing time

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RESPONSIBILITIES OF A SUPERVISOR

• TO THE TOP LEVELS OF MANAGEMENT - TO BE LOYAL TO
  YOUR COMPANY
• TO YOUR EMPLOYEES - TO REPRESENT THEM TO
  MANAGEMENT, AND BE FAIR TO THEM
• TO YOUR GUESTS
• TO THE PROFESSION

14
KEYS TO THE SUCCESS OF A SUPERVISOR

• REALIZE DIFFERENT PEOPLE RESPOND TO DIFFERENT
  TYPES OF LEADERSHIP
• TO KNOW YOUR JOB
• TO BE ATTUNED TO YOUR STAFF, AND THEIR NEEDS
• TO BE ENTHUSIASTIC
• TO BE ABLE TO ACCEPT RESPONSIBILITY

CONTINUED
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KEYS CONTINUED

• TO BE ABLE TO LEAD
• TO BE ABLE TO STAND UP TO THE DEMANDS OF THE JOB
• TO BE ABLE TO PLAN
• BE POSITIVE IN ATTITUDE, AND IMAGE
• HAVE HIGH ETHICS, MORALS, AND PERSONAL BEHAVIOR

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REASONS FOR SUPERVISORY FAILURE

• HUMAN RELATIONS
• POOR MORALE
• HIGH TURNOVER
• INABILITY TO GET ALONG
• LACK OF MORALS
• BAD ATTITUDE
• FAILURE TO PLAN, ORGANIZE, OR FOLLOW OTHER
  MANAGEMENT PROCESSES

CONTINUED
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FAILURE CONTINUED

• FAILURE TO PROVIDE A SAFE WORKING ENVIRONMENT-
• PHYSICAL
• EMOTIONAL
• FREE OF HARRASSMENT
• UNFAIR DISCIPLINE OR IN ANY EMPLOYEE DECISIONS
• FAILURE TO REPRESENT EMPLOYEES TO UPPER
  MANAGEMENT
• POOR DECISION MAKING ABILITIES OR PROCEDURES

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DECISION MAKING

• SUPERVISORS CONSTANTLY MAKE DECISIONS, AND THEY
  NEED TO BE CORRECT
• DECISIONS USUALLY CONCERN EMPLOYEE NEEDS, OR THE
  USE OF MATERIALS
• YOU NEED POLICIES AND PROCEDURES TO GUIDE YOUR
  DECISION-MAKING

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DECISIONS CONTINUED

• WHEN MAKING DECISIONS CONSIDER
• THE CONSEQUENCES
• WHAT IS THE TIME FRAME
• IS THERE NO CORRECT ANSWER?
• WILL IT SOLVE ITSELF? WHEN?
• IS IT MY DECISION?
• HIGHER LEVEL?
• DELEGATE?

CONTINUED
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DECISIONS CONTINUED

• WHAT INFORMATION DO I NEED TO MAKE THE CORRECT
  DECISION, AND WHERE WILL I FIND IT?
• IS THERE LAWS THAT NEED TO BE CONSIDERED?
• AM I LOOKING FOR PERFECTION?
• AM I TRYING TO PLEASE CERTAIN PEOPLE?

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DECISIONS

• COMMON SENSE GUIDES TO DECISION MAKING
• IDENTIFY THE REAL PROBLEM
• WHAT ARE THE ALTERNATE SOLUTIONS
• IMPLEMENT YOUR DECISION
• EVALUATE WHAT YOU DID, AND CORRECT IF NEEDED

22
FOUR DECISION MAKING STYLES

• 1) DIRECTIVE-ONE PERSON ALONE DECIDES
• IT IS USED BEST IN EMERGENCIES, WHEN
  CONFIDENTIALITY IS NEEDED, OR WHEN ONE PERSON HAS
  THE BEST OR EXPERT INFORMATION
• THE PROBLEMS WITH THIS ARE THAT IT DISCOURAGES
  TEAMWORK IN PROBLEM SOLVING AND FOSTERS DEPENDANCE

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STYLES CONTINUED

• 2) CONSULTATIVE THE LEADER GETS IDEAS FROM
  PEOPLE INDIVIDUALLY OR IN A MEETING AND THEN
  DECIDES
• IT IS USED BEST WHEN THE TIMELINE IS SHORT, THERE
  IS A STALEMATE, OR THERE IS AN ENTRENCHED
  CONFLICT
• THE DRAWBACKS ARE THAT IT STIFLES INITIATIVE, AND
  CRITICAL THINKING.

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STYLES CONTINUED

• 3) DEMOCRATIC-THE TEAM VOTES AND THE MAJORITY
  RULES
• IT IS USED BEST ON ROUTINE ISSUES, WHEN THERE IS
  A VERY LARGE GROUP, AND WHEN YOU NEED TO FOSTER
  GROUP DECISION MAKING
• THE DRAWBACK IS THAT SOME LOSE, AND APATHY AND
  SABOTAGE MIGHT BE THE EVENTUAL WINNER

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STYLES CONTINUED

• 4) CONSENSUS - ALL MEMBERS PARTICIPATE IN
  REACHING A DECISION, THAT THEY ALL WILL SUPPORT
• IT IS USED BEST WHEN COMMITMENT, COORDINATION,
  AND INTERDEPENDANCE IS NEEDED
• THE PROBLEM IS THAT IT CAN TAKE A LOT OF TIME,
  AND REQUIRES GREAT SKILL TO GET EVERYONE ON THE
  SAME PAGE.

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Chapter TWO
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Agenda

• Welcome
• Review Ground Rules
• Turn in test and report for Chapter ONE any
  questions?
• Warm-up
• Competencies for Chapter TWO
• Chapter TWO Communication
• Break 615 625 pm
• Chapter TWO Communication
• Hand out take home test Chapter TWO
• Next weeks topic Recruitment Training
• Dismiss 730 pm

28
Ground Rules

• Be on time start on time
• All cell phones should be turned off during class
• Free to take a break if needed
• Appreciate other points of view
• Respect others desire to learn
• End on time

29
Warm Up

• Last week we reviewed 4 styles of decision making
• Directive one person alone decides
• Consultative the leader gets ideas from people
  individually or in a meeting and then decides
• Democratic the team votes and the majority rules
• Consensus all members participate in reaching a
  decision, that they all will support
• Break into 2 groups and share with each other a
  decision that was made in your world that fit
  into one of these styles. From your perception,
  was the correct style used to make the decision
• Take 10 minutes

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Competencies forEffective Communication

• 1. Identify common misconceptions about
  communication and how they may arise in
  supervisory situations.
• 2. Describe barriers and biases that interfere
  with effective communication.
• 3. Explain the steps that supervisors can take to
  speak effectively on the job.
• 4. Identify factors that may prevent supervisors
  from listening effectively.
• 5. Explain a four-stage listening model
  (focusing, interpreting, evaluating, and
  responding) and how it can help supervisors
  improve their listening skills.
• 6. Identify active listening skills and apply
  them in supervisory situations.
• 7. Describe nonverbal communication and explain
  how knowledge of it can help you on the job.
• 8. Explain the importance of good writing, and
  identify how you can make your business writing
  more effective.

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COMMUNICATION

• Define communication-
• Process by which information is exchanged
• Forms of communication talking, listening, body
  language, writing
• Supervisors need to be good at communication in
  order to be effective

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Communication Myths

• We communicate only when we want to
  communicate.
• Words mean the same to me and to you.
• We communicate chiefly with words.
• Nonverbal communication is silent
  communication.
• The best communication is a one-way
  messagefrom me to you.
• The message I communicate is the message that
  you receive.
• There is no such thing as too much
  information.

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Some facts about Communication

• You need feedback
• It can be formal or informal (i.e. grapevine)
• It needs to be meaningful, and have a purpose if
  it is to be remembered
• You need to understand the role of emotion,
  appearance, and prejudice
• You need to understand the role of the status
  quo
• You need to concentrate in order to truly listen
• you need to use language that is appropriate and
  understood
• Listening and writing skills can be improved

continued
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Facts continued

• Timing is a lot
• Listening and writing skills can be improved
• Timing is a lot
• If the communication is fact finding (i.e. an
  interview) you need to use open ended questions
• You need to summarize long discussions
• You need to understand body language overrules
  talk

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Barriers to Effective Communication

• Distractions
• Differences in background
• Poor timing
• Emotions
• Personality differences
• Prejudice
• Differences in knowledge and assumptions
• Stress

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Biases Affecting Communication

• First impressions
• Stereotypes
• Just-like-me
• Halo or pitchfork effect
• Contrast effect
• Leniency/severity effect

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Obstacles to Listening

• Mind wanders
• Tuning out
• Distractions
• Prejudices
• Too many notes

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Four Stages in Active Listening

• 1. Focusing
• 2. Interpreting
• 3. Evaluating
• 4. Responding

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Active ListeningFocusing

• Decide to listen.
• Create the proper atmosphere.
• Focus on the speaker.
• Show that you are paying attention.

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Active ListeningInterpreting

• Keep from judging.
• Determine the speakers meaning.
• Confirm that you understand the meaning.
• Show that you understand.
• Reach a common understanding.

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Active ListeningEvaluating

• Gather more information.
• Decide whether the information is genuine.
• Evaluate the information.
• Communicate your evaluation.

42
Active ListeningResponding

• Learn what the speaker expects.
• Consider your own time and energy.
• Decide what to do.

43
Active Listening Skills

• Mirroringrepeating exactly some of the
  speakers key words
• Paraphrasingusing your own words to restate
  the speakers feelings or meaning
• Summarizingcondensing and stressing the
  speakers important points
• Self-disclosureshowing how you feel about what
  the speaker said
• Questioning/clarifyingasking questions to
  ensure understanding

44
Open-Ended Questions

• Ask open-ended questions to
• Begin a discussionWhat do you think about
• Understand the speakers ideasCan you tell me
  
• Examine a touchy subjectHow do you feel about
  
• Avoid influencing an answerTell me more about
  

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Specific Questions Information Seeking

• Ask specific (or closed-ended) questions to get
  details
• Who
• What
• Where
• When
• Why
• Which
• How many

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Keeping the Speaker Speaking

• I understand.
• Tell me more.
• Lets talk about it.
• I see.
• This seems very important to you.
• Id like to hear your point of view.
• Really.

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Non-Verbal Communication

• Facial expression
• Eyes
• Posture
• Gestures
• Body movement

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Writing Tips

• Plain English
• Short sentences
• Inverted pyramid
• Topic sentence
• Clear, concise, to the point

49
Business Writing Tips

• Have a specific reader or audience in mind
• Know your objective
• Decide which essential information to include
• Determine how to present the information

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Use an Outline

• Introduce your topic
• List significant points
• Keep to your objective and sort all points into
  logical order that supports your objective
• Summarize and Conclusion

51
Document Checklist

• Is it organized well?
• Is it clear?
• Is it concise?
• Is it accurate?
• Is it courteous, friendly, professional?

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Chapter Three Four
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Agenda

• Review Ground Rules
• Turn in test and report for Chapter ONE TWO
• Warm-up
• Competencies for Chapter Three Recruitment and
  Selection Procedures
• Break 615 625 pm
• Chapter Four Orientation and Training
• Hand out take home test Chapter Three Four
• Next class Chapter 5 Productivity/Labor Costs
• Have a wonderful holiday season see you next
  year, January 9th
• Dismiss 730 pm

54
Ground Rules

• Be on time start on time
• All cell phones should be turned off during class
• Free to take a break if needed
• Appreciate other points of view
• Respect others desire to learn
• End on time

55
Warm Up

• Take 5 minutes to write down your favorite
  holiday memory, song or something you are excited
  about this season
• To use what we learned last week, we will
  communicate to the class and use our listening
  skills

56
Competencies forRecruitment and Selection
Procedures

• 1. Describe how supervisors work with the human
  resources department to recruit new employees.
• 2. Explain how supervisors can make open
  positions easier to fill.
• 3. Identify the advantages and disadvantages of
  internal recruiting.
• 4. Identify the benefits and drawbacks of
  external recruiting.
• 5. Describe what supervisors should do before,
  during, and after interviewing applicants.
• 6. Explain how supervisors can contribute to
  human resources planning.

57
Line and Staff Departments

• Line Departmentsprovide services or products
  directly to guests
• Front Office
• Food and Beverage
• Staff Departmentsprovide services or products to
  line departments.
• Human Resources
• Accounting

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Duties of Human Resources Staff

• Recruit applicants
• Screen applicants
• Establish employees record
• Help develop the orientation/training program

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Job Descriptions/Job Specifications

• Recruitment Tools
• Job Description For a specific job, a written
  summary of
• Duties
• Responsibilities
• Working conditions
• Activities
• Job Specification To adequately perform a
  specific job a summary of critical
• Knowledge
• Skills
• Abilities
• Experience

60
Alternative Schedules

• Flex-timeallowing employees to vary their
  times of arrival and departure
• Job Sharingallowing two or more part-time
  employees to assume responsibilities of one
  full-time job
• Compressed Schedulingallowing employees to
  work the equivalent of a standard workweek in
  less than the usual five days

61
Internal RecruitingAdvantages

• Improves morale of promoted employee
• Improves morale of other staff members
• Managers can better assess the abilities of
  internal recruits
• Successions help reinforce a companys internal
  career ladder
• Lower costs than external recruiting
• Reduces training costs

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Internal RecruitingDisadvantages

• Promotes inbreeding
• Lower morale for those skipped over for
  promotions
• Skipped over staff may feel favoritism exists
• Filling a gap in one department may create a
  more critical gap in another

63
Implementing Internal Recruiting

• Develop a career ladder
• Inventory employees skills
• Cross train employees
• Post job openings

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NETWORKING

• IS THIS IMPORTANT TO JOB PROMOTION AND SUCCESS?
• HOW?
• WHAT IS IT? EXAMPLES?
• WHAT IS THE IMPORTANCE OF NETWORKING?

65
External RecruitingAdvantages

• Brings new talent, new ideas into a company
• Enables recruiter to find out about competing
  companies
• Reinforces positive aspects of a company
• Avoids politics of internal recruiting
• Serves as a form of advertising

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External RecruitingDisadvantages

• Difficult to find a good fit with companys
  culture
• May create morale problems if no opportunities
  for current staff
• Orientation takes longer
• Lowers productivity in the short run
• Conflicts with internal and external recruits

67
Implementing External Recruiting

• Friends/relatives of current employees
• Educational work-study programs
• Networking

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Open-Ended Questions

• Prompt applicants to answer with more than just
  yes or no responses
• What do you dislike about your current job?
• Can you describe the best boss youve had?
• How would your co-workers describe you?
• What was the worst thing that happened to you
  at work? How did you handle it?
• What do you want to be doing three years from
  now?

69
Closed Questions

• Prompt applicants to answer with short yes or
  no responses
• Do you like your current job?
• When did you graduate?
• How long have you lived in this city?
• Who suggested that you apply for this
  position?

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Categories to Avoid

• When interviewing job applicants, avoid asking
  questions about
• Birthplace, age, religion
• Race, creed, color
• Height, weight
• Marital status
• National origin
• Arrest records

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Activity

• Read the article Hobsons Choice page 90 94
• Break into two groups and discuss who you would
  hire why

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(No Transcript)
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Welcome

• Agenda
• Change in instructor
• Weekly Reports
• Training Orientation
• Productivity

74
Competencies forOrientation and Training

• 1. Explain the function of training within an
  organization and the supervisors role in
  training.
• 2. Identify the tasks performed in each step of
  the four-step training method.
• 3. Describe how learning styles and adult
  learning needs affect the training process.
• 4. Explain how orientations affect new employees
  and the organization.

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TRAINING AND LEARNING

• Proper training can affect-
• Performance
• Attitude
• Eliminates
• Confusion
• Inconsistency
• Turnover (to a degree)
• (90 of turnover in the first 6 months)
• Can reduce costs over time
• Need checklists

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HOW PEOPLE LEARN

• 10 of what read
• 20 of what hear
• 30 of what see
• 50 see and hear
• 70 of what they then discuss
• 80 of what they apply
• 95 of what they teach others

77
LEARNING STYLES

• Visual
• Auditory
• Learn by doing

78
Adult Learning Needs

• Attention span
• Sequence of instruction
• Repetition
• Motivation
• Participation

79
Four-Step Training Method

• Prepare to train
• Conduct the training
• Coach trial performances
• Follow through

80
Prepare to Train

• Write training objectives
• Develop step-by-step plans
• Decide on training methods
• Prepare a training schedule
• Select the training location
• Prepare the training area

81
Conduct the Training

• Prepare the trainees
• Begin the training session
• Demonstrate the steps
• Avoid jargon
• Take enough time
• Repeat the steps

82
Coach Trial Performances

• Let the trainees practice
• Coach the trainees

83
Follow Through

• Coach a few tasks each day
• Continue positive support
• Correct the trainees when necessary
• Evaluate the trainees progress
• Get the trainees feedback

84
TRAINING

• Training is also orientation
• Good orientation improves morale and commitment
• Orientation needs to include
• Introductions ?Handbook
• Forms to complete ? Equipment review
• Review of job expectations / duties
• Dress ? Schedule ? Mentor?
• Pay days -how get pay raises / promotion
• Tour ? Organizational chart

85
Types of Orientation

• General property orientation
• Specific job orientation

86
TRAINING

• Is ongoing
• To show how to do a job, or
• To show how to do a job better, or
• To show how to do a job our way

87
TRAINERS

• Good trainers-
• Want to train
• Have the needed knowledge
• Have the ability
• Are communicators
• Have patience, and a sense of humor
• Have the respect of others
• Are dedicated to train

88
TRAINING FORMATS

• Lecture
• Overheads
• Role playing
• Small groups
• Case studies
• Panels
• Projects

89
Benefits to Trainee

• Prepares employees to do their jobs
• Improves self-confidence
• Improves motivation
• Improves morale
• Prepares for promotion
• Reduces tension and stress
• Provides an opportunity to succeed

90
Benefits to the Property

• Increases productivity
• Reduces costs
• Builds a strong employee team
• Decreases safety hazards
• Creates a better image
• Builds repeat business
• Increases referrals
• Attracts potential employees
• Decreases absenteeism
• Reduces turnover

91
Benefits to Guests

• Provides high-quality products
• Provides high-quality services
• Makes their visit more pleasant
• Makes them feel they are getting their moneys
  worth
• Provides a safer visit

92
Training Tools

• Task list
• Job breakdown
• Job descriptions

93
Costs of Training

• Salaries of trainer and trainee
• Facilities
• Equipment
• Materials
• Possibility of more errors and less
  productivity during training
• Miscellaneous expenses

94
Costs of Not Training

• More mistakes
• Lower productivity
• Lost revenue due to poor guest service
• High turnover

95
Individual Activity Planning General Orientation

• Ask each student to plan some unique and
  interesting ways a property could handle general
  orientation. Tell students to take into account
  both the propertys point of view and the new
  employees point of view. Encourage students to
  make their orientation plans as detailed as
  possible. Remind students that one purpose of
  general orientation is to help new employees
  develop motivation and enthusiasm for their work
  and the property. Recommend that students develop
  a timeline for conducting their orientation plans.

96
(No Transcript)
97
Ground Rules

• Be on time start on time
• All cell phones should be turned off during class
• Free to take a break if needed
• Appreciate other points of view
• Respect others desire to learn
• End on time

98
Warm Up

• Volunteer of two Orientation Leaders
• Welcome to Flying High
• Break into two groups for Orientation
• First day and work assignment

99
Competencies forManaging Productivity and
Controlling Labor Costs

• 1. Explain how supervisors determine productivity
  standards.
• 2. Distinguish fixed staff positions from
  variable staff positions.
• 3. Explain how supervisors develop a staffing
  guide.
• 4. Forecast business volume using the base
  adjustment forecasting method and the moving
  average forecasting method.
• 5. Explain how supervisors use staffing guides as
  labor scheduling tools.
• 6. Describe labor scheduling techniques available
  to supervisors.
• 7. Explain how supervisors use staffing guides as
  labor control tools.
• 8. Describe the features and functions of
  software applications in relation to scheduling
  and labor control.
• 9. Identify procedures supervisors can follow to
  increase productivity.

100
Standards

• Productivity StandardQuantity of Work by
  Trained Employees
• Performance StandardQuality of Work
• Balance of quality and quantity

101
Determine Productivity Standards

• Observe/track how long it takes a trained
  employee to perform a task according to a
  performance standard
• Examples
• Productivity Standard Worksheet for Room
  Attendants page 129
• Productivity Standard Worksheet for Food Servers
  page 130

102
Productivity Measurements

• Restaurant servers, bartenders, bus persons
• Number of covers
• Number of tables turned
• Average check
• Front Desk guest services, bell staff
• Number of check-ins
• Number of check-outs
• Housekeeping room attendants, house persons
• Number of rooms cleaned
• Quality scores

103
Fixed Labor

• Minimum labor to operate facility, regardless of
  business volume
• Department managers
• Assistant managers
• Some supervisors
• Limited hourly positions

104
Variable Labor

• Positions filled in relation to changes in
  business volume
• Servers
• Bus persons
• Kitchen staff
• Front desk staff
• Room attendants

105
Staffing Guide

• Outlines hours of variable labor needed for
  specific positions at various levels of business
  volume
• Used as a labor scheduling tool dependent on
  reliable forecasts of business volume
• Example page 134 King James Hotel

106
Developing a Staffing Guide

• 1. Determine total labor hours (from
  previously established productivity standards)
• 2. Determine required number of employees
  (full-time and part-time)
• Estimate labor expenses (multiply labor
  hours by average hourly rate)

107
Nature of Forecasting

• Deals with the future
• Involves uncertainty
• Relies on historical data
• Always a variance with actual results
• Samples on page 138 - 140

108
Base Adjustment Forecasting

• In April, the Fun Family Restaurant had 7,000
  covers. The unit manager expects business in May
  to decrease by 5 due to cutbacks in marketing
  and promotional efforts. What is the managers
  forecast of covers for May?
• Base (1 5) Forecast for May
• 7000 x .95 6,650 covers
• Example page 141 Hotel guests

109
Moving Average Forecasting

• The Dinner Deli uses a moving average time series
  approach to forecast dinner sales. If sales for
  the past four weeks were 4,000, 6,000, 5,500,
  and 5,000 what would the sales forecast be for
  the upcoming week?
• Moving Average Activity in Previous 4 Periods
• 4 Periods
• Moving Average 4,000 6,000 5,500
  5,000
• 4
• Moving Average 5,125

110
Review

• Performance Productivity Standards
• Staffing guides based on standards
• Forecasting business to determine staffing guides
• Next Steps

111
Prepare the Schedule

• Consider people and their plans and needs
• i.e. days off
• Vacations
• Use forecasts
• Use quality standards
• Dont over schedule
• Use fixed labor efficiently

CONTINUED
112
SCHEDULES CONTINUED

• POST IN ADVANCE (min 3 days)
• Post in the same location, same time
• Changes marked directly on schedule
• Use to monitor control overtime
• Record or permanent record
• Follow the law
• Be fair
• 8/80 or 40 hour week

113
Alternative Scheduling Techniques

• Stagger regular work shifts
• Greatest number of employees during peak times
• Fewest number of employees during slow times
• Compress work week
• Four 10-hour days may better meet demands
  during peak season/times
• Implement split shifts
• Two separate shifts on the same day
• Increase part-time ( or temporary) staff
• Greater scheduling flexibility

114
Use as a Control Tool

• Compare actual hours worked with hours scheduled
• Analyze variances
• Monitor overtime
• Improve forecasting/improve scheduling practices
• Budgeting Control
• Example of control tools page 147 149

115
Increasing Productivity

• 1. Collect/analyze performance standards
• 2. Generate ideas for new ways to get the job
  done
• 3. Evaluate each idea and select the best
  approach
• 4. Test revised performance standard
• 5. Implement the revised performance standard

116
Case Study

• Under Pressure
• Page 156-158
• What feedback would executive housekeepers give
  Phillip?
• Three main problems
• Suggestions on how to solve/resolve each

117
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118
Agenda

• Turn in test and report for Chapter Four Five
• Review Ground Rules
• Warm-up
• Competencies for Chapter Six Evaluating
  Coaching, Chapter SEVEN Discipline and Chapter
• Next class EIGHT Special supervisory Concerns
  and Chapter NINE Team Building

119
Competencies forEvaluating and Coaching

• Describe obstacles that can interfere with an
  effective performance evaluation process.
• Identify common errors to avoid when evaluating
  employee performance.
• Describe comparative methods of evaluating
  performance, including approaches such as simple
  ranking, alternative ranking, paired comparison,
  and forced distribution.
• Describe absolute standards methods of evaluating
  performance, including approaches such as
  critical incidents, weighted checklist, forced
  choice, graphic rating scale, and behaviorally
  anchored rating scale.
• Explain the management by objectives (MBO) method
  of performance evaluation.
• Identify the steps the supervisor should take
  when conducting performance evaluations.
• Distinguish coaching from counseling and
  disciplining.
• Identify guidelines supervisors can use when
  setting performance goals with employees.
• Describe coaching principles and techniques.
• Identify the steps a supervisor should take
  before, during, and after a formal coaching
  session.

120
Obstacles to Effective Performance Evaluations

• Unskilled supervisors
• Ineffective forms
• Inadequate procedures
• Infrequent evaluation
• Fear of offending employees
• Fear of unfairness
• Failure to follow up

121
Common Performance Evaluation Errors

• Recency errors
• Past-anchoring errors
• Halo errors
• Leniency errors
• Severity errors
• Central-tendency errors

122
Comparative Methods of Evaluating Performance

• Simple ranking
• Alternative ranking
• Paired comparison
• Forced distribution

123
Absolute Standards Methods of Evaluating
Performance

• Critical Incidents
• Weighted Checklist
• Forced Choice
• Graphic Rating Scale
• Behaviorally Anchored Rating Scale

124
Management by Objectives

• 1. Goals are set with the employee.
• 2. Strategies for training, coaching, etc. are
  built into the plan.
• 3. Next evaluation compares goals reached with
  goals originally set.
• 4. New goals and strategies for attaining them
  are set from the next evaluation period.

125
Before the Evaluation Session

• 1. Review the previous evaluation
• 2. Share previous evaluation with employee
• 3. Complete a first draft of a new evaluation
• 4. Schedule a time and place for the session
• 5. Prepare by focusing on the results you want to
  achieve
• 6. List questions to ask
• 7. Focus on improved performance and further
  improvements

126
During the Evaluation Session

• 1. Create a friendly, relaxed atmosphere
• 2. Conduct the evaluation and note
  agreements/disagreements
• 3. Get feedback from employee
• 4. Focus on performance, not on personalities
• 5. Take notes on important issues
• 6. Clarify your expectations
• 7. Have the employee sign the evaluation
• 8. End on a professional note

127
After the Evaluation Session

• Review your notes and add to them
• Complete forms/route copies
• Give employee a copy of the evaluation
• Follow up with appropriate coaching
• Discuss important issues with your own
  supervisor

128
Coaching vs. Counseling and Disciplining

• Coaching a supervisory function that helps
  employees improve their performance on the job by
  providing feedback
• Counseling a function of trained professionals
  that helps employees learn to solve their own,
  non-job-related problems
• Disciplining a supervisory function generally
  required when an employee knows how to complete a
  task, but performs poorly on purpose

129
Coach, Counsel, or Discipline?

• 1. For the third time this month, Henry showed up
  late for work.
• 2. Over the past month, Jennifer changed from a
  smiling, friendly employee to a withdrawn, almost
  surly person.
• 3. With more eye contact, a bigger smile, and
  more knowledge of the menu, Josie could be one of
  the best servers in the restaurant.

130
Performance Goals

• Clear and specific
• Measurable
• Time-specific
• Achievable
• Example
• Consistently clean a standard guestroom in 16
  minutes beginning the first of next month.

131
Goal-Setting Steps

• 1. Specify the objective/tasks to be completed
• 2. Establish attainable goals
• 3. Specify how performance will be measured
• 4. Specify the outcome to be reached
• 5. Set a deadline
• 6. Set priorities
• 7. Determine coordination efforts
• 8. Establish an action plan

132
Prepare for Coaching

• 1. Determine your objective
• 2. Gather information
• 3. Schedule the coaching session
• 4. Reflect on your attitudes toward the session
  and the employee
• 5. Anticipate the employees attitudes

133
Conduct the Coaching Session

• 1. Establish a comfortable atmosphere
• 2. Start slowly
• 3. Describe the problem in a positive way
• 4. Discuss performance standards
• 5. Ask the employee to help solve the problem
• 6. Focus on the performance, not on the employee
• 7. Offer your ideas
• 8. Decide on a course of action
• 9. Schedule a follow-up session
• 10. Express confidence in the employees ability
  to improve

134
Follow Up the Coaching Session

• Following up is the supervisors
  responsibility, not the employees
• Give help
• Provide encouragement
• Document improvements

135
Competencies forDiscipline

• 1. Identify common misconceptions about
  discipline.
• 2. Explain the purpose of disciplinary action.
• 3. Explain why it is important to review
  policies, rules, and procedures and be able to
  justify them to employees.
• 4. Describe how supervisors use positive
  reinforcement.
• 5. Identify the components of a progressive
  disciplinary program.
• 6. Identify factors to consider before
  discharging an employee.
• 7. Describe the steps supervisors should take
  when deciding whether to take disciplinary
  action.
• 8. Describe the steps supervisors should take
  when managing the disciplinary process.

136
Myths about Discipline

• Discipline is a form of punishment.
• Being the boss means people have to do what you
  say.
• If youre nice to your employees, you wont
  need to discipline them.
• Every disciplinary situation must be handled in
  exactly the same way.

137
Purpose of Discipline

• To modify behavior, not to punish
• To close the gap between an employees
  unacceptable behavior and the required standard
  of performance
• To give employees the opportunity to improve
  themselves and their behavior
• Supervisors role is that of a coach not
  judge, jury, and executioner

138
Progressive Discipline

• 1. Oral warningeither formal or informal
• 2. Written warningcopy placed in employees
  personnel file
• 3. Suspensionusually without pay
• 4. Discharge

139
Discharge Decision Checklist

• Did the employee know what was expected?
• Were the rules clearly and fairly communicated
  to the employee?
• Did management explain why the rules were
  important?
• Were the rules that were broken reasonable and
  important to the organization?
• Is the evidence for the discharge substantial
  and reliable?
• Is the discipline equal to the seriousness of
  the offense?
• Did management make a sincere effort to
  identify poor performance and to correct behavior
  or actions?
• Is the disciplinary action taken for breaking
  this rule applied consistently to all employees?

140
When to Discipline?

• Evaluate situations
• Is the situation important enough to spend
  valuable time to correct?
• Did factors beyond the employees control cause
  the problem?
• Did the employee know better?

141
Unacceptable Behavior

• That which results from a purposeful decision
  made by the employee (such as stealing, willful
  damage to equipment, or lying)
• That which is beyond the employees control
  (due to lack of training, improper tools, poor
  supervision, or other conditions)

142
Gather Facts

• Did the employee knowingly break the rule?
• What were the consequences of the behavior?
• What is the employees disciplinary record?
• Is a temporary personal problem contributing to
  the discipline problem?
• Is the incorrect behavior or rule violation
  entirely the employees fault?
• Have you overlooked the behavior in the past,
  both in this employee and in others?

143
Explore Possible Causes

• Who is involved?
• What rules were violated?
• Is there a pattern?
• Is the problem related to any specific time or
  shift?
• Is the problem related to any particular time
  of year? Holidays?
• How long has the problem existed? When did it
  start?
• Where is the problem occurring?
• Have any changes occurred that could have
  caused the problem?
• Are there other symptoms of this problem?
• How does the employees record compare with
  that of others?
• Were the rules posted, published, or otherwise
  known to the employee?

144
Managing the Disciplinary Process

• 1. Define the performance gap
• 2. Identify the cause of the problem
• 3. Agree on a solution
• 4. State the disciplinary action
• 5. Set a follow-up date
• 6. End on a positive note

145
Define the Performance Gap

• Describe the unacceptable behavior
• Specify the performance standardthe acceptable
  behavior
• Restate relevant policies
• Summarize previous discussions
• Avoid general statements
• Dont threaten, argue, or display anger
• Explain how you feel

146
Identify the Cause of the Problem

• Ask why the unacceptable behavior occurred
• Actively listen
• Encourage the employee to provide more
  information
• Ask probing questions
• Avoid loaded questions
• Reach agreement on probable cause

147
Agree on a Solution

• Ask the employee for improvement ideas
• Add your own suggestions
• Agree on a specific solution
• Set a timetable with specific target dates for
  improvement

148
State the Disciplinary Action

• State the immediate action to be taken
• Explain future actions, if behavior does not
  improve
• Be specific
• Next disciplinary action should not be a
  surprise

149
Set a Follow-Up Date

• Set a specific date and time for a follow-up
  meeting
• Regularly observe employees behavior
• Summarize the improvement plan in writing

150
End on a Positive Note

• Offer support
• Express confidence in employees ability to
  improve
• Shake hands
• Communicate again with the employee before the
  end of the day

151
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152
WelcomeCHRM 2470 Foodservice Supervision

• The Institute for the
• CULINARY ARTS
• AT METROPOLITAN COMMUNITY COLLEGE

153
Ground Rules

• Be on time start on time
• All cell phones should be turned off during class
• Free to take a break if needed
• Appreciate other points of view
• Respect others desire to learn
• End on time

154
Agenda

• Welcome
• Warm up
• Special Supervisory Concerns
• Team Building
• Next week Motivation Through Leadership

155
Your last week

• Evaluations
• Did anyone receive or give a performance
  evaluation?
• Were you on the receiving or giving end? How did
  it go?
• Suggestions on improvement?
• Discipline
• Circumstances where discipline was or should have
  been taken
• Suggestions or improvements you would make

156
Review Raising the Performance Bar

• Break into groups of three

157
Competencies forSpecial Supervisory Concerns

• Explain how equal opportunity laws affect
  hospitality operations.
• Describe the supervisor's safety and security
  role.
• Describe the special challenges of supervising a
  multi-cultural work force.
• Discuss ethics.
• Explain the supervisor's role in combating drug
  abuse by employees and guests.
• Describe typical reasons that employees join
  unions.
• List actions that supervisors can take to
  influence a union organizing campaign.
• List actions that supervisors cannot take to
  influence a union organizing campaign.
• Describe special considerations of working with a
  union.
• Contrast mediation with arbitration.
• List examples of management rights that should be
  protected when negotiating with a union.

158
ADADefinitions

• Disability
• A physical/mental impairment substantially
  limiting one or more major life activities
• People Qualify for ADA Protection
• If they can perform the essential functions of
  the job with or without reasonable accommodation

159
ADAProtected Groups

• Mental retardation
• Learning impediment
• Emotional illness
• Diseases
• Drug/alcohol addiction (some restrictions)

160
ADAReasonable Accommodation

• Making facilities accessible
• Restructuring jobs/eliminate nonessential
  functions
• Reassigning a person to a vacant job
• Modifying work schedules
• Modifying or acquiring equipment
• Providing readers/interpreters

161
Sexual HarassmentDefinition

• Definition
• Unwelcome sexual advances, requests for sexual
  favors, or other verbal or physical conduct of a
  sexual nature.

162
Sexual Harassment Occurs If

• Employment decisions are made or threatened
  based on acceptance or rejection of sexual
  conduct.
• A persons job performance is adversely
  affected by sexual conduct.
• Sexual conduct creates an intimidating,
  hostile, or offensive work environment.

163
Forms of Sexual Harassment

• Peer to peer harassment
• Employee harassment of a supervisor
• Women harassed by men
• Men harassed by women
• Same-sex harassment

164
Sexual Harassment Is NOT

• Normally friendly interactions
• Non-offensive joking
• Behavior that would not offend a reasonable
  person

165
Avoiding Sexual Harassment

• A written and distributed policy statement
  prohibiting sexual harassment.
• A reasonable and well-publicized grievance
  procedure for reporting and processing sexual
  harassment allegations.
• Ongoing training for supervisors and managers
  to make sure they are aware of their
  responsibilities to guard against sexual
  harassment.

166
Investigating a Sexual Harassment Complaint

• Interview the accuser, the accused, and any
  witnesses.
• Set a professional tone for each interview.
• Get detailed answers to the who, what, when,
  where and how questions that are specific to the
  investigation.
• Whenever possible, protect everyones privacy
  by maintaining confidentiality.

167
Special challenges of supervising a
multi-cultural work force

• Cultural differenceschallenges and opportunities
• Communication problems
• Honest effortunderstand differences, modify
  behavior accordingly

168
Business Ethics

• Ethicsstandards for right and wrong actions
• Ethical codes tend to be too general and not
  helpful
• Gray areas always exist

169
Supervisor's role in combating drug abuse by
employees and guests

• Report illegal activity
• Alert law enforcement agency
• Exhibit 6
• Behaviors and Characteristics Associated with
  Possible Substance Abuse
• Exhibit 7
• Summary of Guidelines for Supervisory Action in
  Suspected Drug-Abuse Cases

170
Typical reasons that employees join unions

• Inattentive management
• Increase bargaining power
• Minimize favoritism
• Advancement opportunities

171
Actions supervisors can take to influence a union
organizing campaign

• Inform your employees of employee benefits
  that equal or exceed industry averages.
• Relate managements past successes in dealing
  with employee grievances.
• Indicate how management has developed and
  improved benefits and working conditions.
• Inform employees about management policies that
  favor them.
• Publicize details about the union that your
  employees may not be aware of.
• Describe disadvantages of union membership.
• Explain that, even if the union wins the
  election, it still must bargain with management.
  In other words, union organizers may not be able
  to deliver on all they promise.
• Remind employees that all sides lose when there
  is a strike.
• Tell employees that they do not need to vote for
  the union even if they have signed a union
  authorization card to hold the election.

172
Actions that supervisors cannot take to influence
a union organizing campaign

• You cannot promise benefits to employees who vote
  against the union and cannot make any type of
  threat (a layoff, for example) to employees who
  vote for the union.
• You cannot withhold benefits from union
  organizers.
• You cannot discriminate against employees because
  of their prounion activities, including
  subjecting prounion employees to unfair working
  conditions to which other employees are not
  subjected.
• You cannot attend union organizing meetings or
  attempt to secretly determine which employees are
  participating.
• You cannot grant unscheduled wage increases,
  special benefits, or concessions to employees
  during the preelection period.

173
Cannot take cont

• You cannot keep employees from wearing union
  buttons unless the buttons are extremely large or
  are considered in poor taste.
• You cannot stop union organizers from soliciting
  employee membership during their nonworking
  hours as long as they do not interfere with the
  work of other employees.
• You cannot hold private meetings with employees
  to discuss unions or the upcoming election. You
  also cannot question employees about their union
  activities.
• You cannot ask employees about how they intend to
  vote.
• You cannot meet with employees within 24 hours of
  the election.
• You cannot refuse to recognize the union
  if its chosen to represent the employees.

174
Considerations of working with a union

• New processes
• Changing relationships
• Stewards/supervisors
• Grievance procedures
• Management rights

175
Examples of management rights that should be
protected when negotiating with a union

• Schedule and allocate overtime
• Establish, change, and enforce work rules,
  policies, and procedures
• Discipline and fire employees
• Develop or change work schedules as needed
• Adjust or change job tasks
• Increase workloads of staff members when
  necessary
• Have jobs performed by employees that management
  believes are qualified
• Assess employee eligibility for merit increases
  and job promotions
• Require tests for employment
• Set work standards
• Close down departments, or the entire property,
  if a strike occurs

176
Mediator/Arbitrator

• Mediator
• Reviews
• Advises
• Arbitrator
• Reviews
• Makes binding decisions

177
Supervisor's Safety and Security role

• Heimlich maneuver
• Cardiopulmonary resuscitation (CPR)
• OSHA
• Physical Safety Program
• Training
• Reporting accidents incidents

178
Security Training for Employees

• Report suspicious activities or persons
  anywhere on the property.
• Avoid confronting a suspicious individual, go
  to a secure area, and call a supervisor for help.
• Report drug paraphernalia or other suspicious
  items they see while working.
• Make sure posters, tent cards, and other
  security information for guests are available and
  properly located.

179
Identifying Sexual Harassment Situations

• Handout
• Red light
• Yellow light
• Green light

180
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181
Competencies forTeam Building

• Define a work team and distinguish work teams
  from work groups.
• Describe types of work teams.
• Explain the stages of team development.
• Describe issues supervisors should be aware of as
  they assume the role of team leader.
• Summarize special concerns about work teams.

182
None of us is as smart as all of us

• The collective wisdom and productivity of a good
  team always outperforms even the most talented
  and motivated individual

183
Work Teams vs Work Groups

• Work teams greater than the sum of their parts
  people committed to a common purpose or goal
  trust and communication are keys
• Organizational demands and guest demands create
  the need for work teams
• Work groups workers who are not committed to
  each other or to a common purpose or goal they
  concentrate on doing their own jobs, don't think
  about helping other employees

184
Types of Work Teams page 247-251

• Simple
• Relay
• Integrated
• Problem-solving

185
Stages of Team DevelopmentPages 251-257

• Forming
• Storming
• Norming
• Performing
• Adjourning
• Functional
• Disfunctional

186
Role of Team Leader

• Leading a team does not mean doing all of the
  work yourself it means developing the team's
  capabilities
• The "no power" fallacy knowledge is power, and
  supervisors know how to get things done
• Hierarchical power
• Personal power
• Supervisors as role models supervisors must (1)
  be passionate about serving guests well, (2)
  check their troubles at the door, (3) be positive
  and energetic, (4) set the right tone, (5) follow
  company rules, (6) celebrate work achievements
  with staff members appropriately

187
Role of Team Leader (cont)

• Interpersonal skills supervisors must connect
  one-on-one with their employees. They should ask
  for "weather reports."
• Get out of the baby-sitting business supervisors
  shouldn't try to intervene in every petty
  squabble among staff members. Let staff members
  work things out for themselves when appropriate.
• Keep hope alive supervisors must find ways to
  nurture themselves so they can be effective on
  the job and nurture their staff members.

188
Special Work Team Concerns

• Social loafing
• Ways to reduce social loafing page 263
• Teams that never jell
• Future of teams

189
Teams you have been a part of

• Break into groups
• Discuss teams you have been a part of class
  projects, term papers, at work
• Write down strategies
• Did the team jell?
• Were there loafers? How did you handle?
• What other problems did you encounter as a team
  and how did you solve

190
Due Next Week May 2

• Next weeks topic Managing Productivity
  Controlling Labor Costs
• Weekly Report (20 points) Recruitment/Interviewi
  ng Training/Orientation
• Outline
• Application
• Opinion
• Read and report on an article in reference to
  management process (5 points)
• Five main point
• Agree
• Questions
• Reports Format
• Typed, double spaced
• Student name, name of report (Management Process
  or Article Title) week of discussion (3/14/06)
• Professional presentation of information well
  written, accurate, grammar spelling

191
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