Supervision in the Hospitality Industry, 7th Edition Instructors Manual

Type:

Instructor Manual

Resource:

Supervision in the Hospitality Industry

Edition:

7th Edition

Author(s):

John R. Walker Jack E. Miller

Instructor's Manual to Accompany

SUPERVISION IN THE HOSPITALITY INDUSTRY Seventh Edition

John R. Walker McKibbon Professor of Hotel and Restaurant Management University of South Florida, Sarasota-Manatee

&

Jack E. Miller

Table of Contents Note to the Instructor

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Part 1 Supervision Chapter 1: The Supervisor as Manager

1

Chapter 2: The Supervisor as Leader

12

Chapter 3: Planning, Organizing, and Goal Setting

21

Chapter 4: Communicating Effectively

34

Part 2 Equal Opportunity, Diversity, Recruitment, and Performance Standards Chapter 5: Equal Employment Opportunity Laws and Diversity

45

Chapter 6: Recruiting, Selection, and Orientation

56

Chapter 7: Performance Effectiveness

69

Part 3 Creating a Positive Work Environment Chapter 8: Motivation

84

Chapter 9: Supervising Teams, Teambuilding, and Coaching

94

Chapter 10: Employee Training and Development Chapter 11: Conflict Management, Resolution, and Prevention

107 118

Part 4 Maintaining High Performance Chapter 12: Discipline

127

Chapter 13: Decision Making and Control

139

Chapter 14: Delegating

151

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Note to the Instructor Dear Professor, Thank you for adopting this text. Hopefully this manual will help you teach the course by combining with the text to facilitate classroom presentations, discussion, review, and examination. Each chapter in this manual has: 1.

2.

3.

4.

5.

6.

7.

Learning objectives A detailed outline of teaching notes for the chapter Key points to emphasize Answers to the review questions Answers to the activities and applications Suggestions for additional classroom activities and guest speakers 30 multiple choice questions for each chapter

In addition there is a new PowerPoint presentation available to qualified adopters on www.wiley.com/college/walker.

The cases studies are meant to spark student discussion and involvement. There are no definite answers to the questions. Their main purpose is to bring home some of the lessons learned in the text and to stimulate critical thinking skills. The idea is to encourage student interaction and to avoid using the cases as teaching mechanisms. They are learning tools: have fun with them!

Hopefully this manual will help to make it a great course. Please, as you go through the chapters, if you have any suggestions for improving the text and manual you can reach me at johnniewalkergold@hotmail.com or jwalker@sar.usf.edu. Special thanks to James E. McManemon for his help in updating the manual. I look forward to hearing from you and wish you success in the classroom.

Best Wishes, John R. Walker D.B.A., FMP., CHA., McKibbon Professor and Fulbright Senior Specialist Hotel and Restaurant Management School of Hotel and Restaurant Management University of South Florida.

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Chapter 1: The Supervisor as Manager Objectives 1. Describe the primary role of a supervisor in the hospitality industry.

2. Explain the different levels of supervision, and identify first-line supervisors on an organizational chart.

3. Define the terms authority and responsibility.

4. Explain the difference between exempt and nonexempt employees.

5. Outline the supervisor’s obligations and responsibilities to owners, customers, and employees.

6. Describe briefly the important functions of management.

7. Explain the challenge of applying common management theories in the hospitality work environment.

8. Compare and contrast the major theories of people management as they relate to hospitality employees.

9. List examples of technical, human, conceptual, and personal skills used by hospitality supervisors.

Outline 1. The Supervisor’s Role • A supervisor is any person who manages people making products and/or performing services. A supervisor is responsible for the output of the people supervised - the quality and quantity of the products and services. A supervisor is also responsible for meeting employee needs, and can ensure producing goods and services only by motivating and stimulating employees to do their job properly.

• First-line supervisors manage hourly employees.

• Organizational Charts • Define: o Line functions: individuals directly involved in producing goods and services. o Staff functions: advisors such as HR or Training o Authority: right and power to make decisions and actions o Responsibility: obligation to carry out duties o Nonexempt employees: covered by federal and state wage and hour laws such as minimum wage and overtime o Exempt employees: not covered by federal and state wage and hour laws o Working supervisors: supervisor who spends part of workday performing doing work of hourly employees 2. Obligations and Responsibilities of a Supervisor • Explain the supervisor in the middle (Figure 1.5) o Represents management to workers o Represents workers and work to management o Represents the enterprise to the customers • Explain boomerang management - reverting from the management point of view to the worker’s point of view.

• A supervisor has obligations to owners - their profit, systems, and goals.

• A supervisor has obligations to customers - providing the products and services they come for.

• A supervisor has obligations to workers - positive work climate, respect for the individual, communication, and belonging.

• So who’s number one? If the manager/supervisors take care of the employees, the employees will take care of the customers, and the profits will take care of themselves.

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3. Functions of Management • A manager is a person who directs and controls an assigned segment of the work in a business; a supervisor is a manager.

• Some of the more important management functions: o Planning (looking ahead to chart goals and the best courses of action, determining who, what, why, when, where, and how work will be done) o Organizing (putting together the money, personnel, equipment, materials, and methods for maximum efficiency to meet goals) o Staffing (determining personnel needs and recruiting, evaluating, selecting, hiring, orienting, training, and scheduling employees) o Leading (interacting and guiding employees about getting certain goals and plans accomplished, involves communicating, motivating, delegating, instructing, supporting, developing, and mentoring employees) o Controlling and Evaluating (monitoring and evaluating results in terms of goals and standards previously agreed upon, taking corrective action) o Coordinating (meshing the work of individuals, work teams, and departments to produce a smoothly running operation) o Problem Solving and Decision Making (using a logical process to identify causes of and solutions to problems or to make decisions) o Representing (representing the organization to customers and others outside the company) 4. Theories of People Management • Management theory can be useful, even in a crisis. The problem is how to apply it. In the hospitality industry, the situation changes every 20 to 48 seconds, and the unexpected usually happens. Managing becomes the ability to adjust actions and decisions to given situations according to the demands of those situations - flex style of management (doing what will be most effective in terms of the situation, your workers, and yourself).

• Scientific management, according to the work of Fredrick Taylor, has four features: o Standardization of work procedures and methods o Careful selection of competent people o Constant supervision o Incentive pay • Using standardization and principles of work simplification, scientific management led to the new field of industrial engineering. Give examples of standardization (standardized recipes) and benefits.

• The human relations theory (1930s and 1940s) was an outgrowth of studies made at the Hawthorne plant of Western Electric, in which the focus shifted from work to people. Human relations theme is that happy employees will be productive.

• Total Quality Management (TQM) is a participative process that empowers all levels of employees to work in groups to establish guest service expectations and determine the best way of meeting or exceeding those expectations.

• In participative management (1960s and 1970s), workers participate in the decisions that concern them, resulting in improved work climate and increased commitment.

• Humanistic management is a combination of the scientific, human relations, and participative systems adapted to the needs of the situation, the workers, and the supervisor’s leadership style.

• Another form of ROI - return on individuals.

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5. Managerial Skills • Technical skill is the ability to do the tasks of the people you supervise.

• Human skill is the ability to handle people successfully, and involves attitude, sensitivity, and self-awareness.

• Conceptual skill is the ability to see the whole picture and the relationship of each part to the whole.

• Personal skills and qualities: o Self-management (be an opportunity thinker instead of an obstacle thinker) o Strong self-image o Belief that employees will perform well o Flexibility and creativity o High energy levels o Ability to work under much pressure Key Points 1. A supervisor is any person who manages people making products or performing services. A supervisor is responsible for the quality and quantity of the products and services and for meeting the needs of the employees. Only by motivating and stimulating the employees to do their jobs properly will quality products and services be produced.

2. Using an organization chart, you can see line and staff functions as well as how authority and responsibility are handed down from the top level of management to the first-line supervisors.

3. As a supervisor, you depend for your own success on the work of others, and you will be measured by their output and their performance. You will be successful in your own job only to the degree that your workers allow you to be, and this will depend on how you manage them.

4. As a hospitality supervisor, you have obligations to the owners, customers, and employees. To your employees, you represent management. To the owners and your bosses, you are the link with the workers and the work to be done. You represent productivity, cost control, quality control, and customer serve. You also represent your people and their needs and desires. To the customers, your output and your employees represent the company.

5. As a supervisor, you’ve got to maintain the management point of view. You can’t go back to where you came from (called boomerang management).

6. As a supervisor, if you take care of the employees, the employees will take care of the customers, and the profits will take care of themselves. Your number one concern is your employees.

7. Some of the most important management activities you will be involved in are: planning, organizing, staffing, leading, controlling or evaluating, coordinating, problem-solving and decision-making, and representing.

8. Managing is the ability to adjust actions and decisions to given situations - it is a flex style of management, calling upon theory, experience, and talent. It is a skill that cannot be taught but has to be developed on the job.

9. The successful manager will blend principles of scientific management, human relations, and participative management according to the needs of the situation and the employees into a style referred to as humanistic management.

10. For success, managers need technical skills, human skills, conceptual skills, and certain personal skills.

Answers to Review Questions 1. Answers will vary. A supervisor is any person who manages people making products and/or performing services. A supervisor is responsible for the output of the people supervised - the quality and quantity of the products and services. A supervisor is also responsible for meeting employee needs, and can ensure producing goods and services only by motivating and stimulating employees to do their job properly.

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2. Exempt • Nonexempt employees (covered by federal and state wage and hour laws such as minimum wage and overtime).

• Exempt employees (not covered by federal and state wage and hour laws).

3. When an hourly worker becomes a supervisor they are often supervising people with whom they have worked side by side with for years. The temptation is to slip back into familiar routines, attitudes, and points of view (boomerang management). This does not work. They may empathize and listen however a manager must maintain a manager’s point of view.

4. (A) As a hospitality supervisor, you have obligations to the owners, customers, and employees. To your employees, you represent management. To the owners and your bosses, you are the link with the workers and the work to be done. You represent productivity, cost control, quality control, and customer serve. You also represent your people and their needs and desires. To the customers, your output and your employees represent the company.

(B) Answers will vary.

5. Answers will vary 6. A comparison of the following theories--answers will vary: (A) Scientific management has four features: • Standardization of work procedures and methods • Careful selection of competent people • Constant supervision • Incentive pay The human relations theories: focus shifted from work to people. Human relations theme is that happy employees will be productive.

Total Quality Management (TQM): a participative process that empowers all levels of employees to work in groups to establish guest service expectations and determine the best way of meeting or exceeding those expectations.

Participative management: workers participate in the decisions that concern them, resulting in improved work climate and increased commitment.

Humanistic management is a combination of the scientific, human-relations, and participative systems adapted to the needs of the situation, the workers, and the supervisor’s leadership style.

(B) The successful manager will blend principles of scientific management, human relations, and participative management according to the needs of the situation and the employees into a style referred to as humanistic management.

7. (A) Human skills needed are the ability to handle people successfully, and involves attitude, sensitivity, and self-awareness.

(B) Why? Answers will vary.

8. Answers will include three of the following personal skills and qualities: • Self-management (be an opportunity thinker instead of an obstacle thinker) • Strong self-image • Belief that employees will perform well • Flexibility and creativity • High energy levels • Ability to work under much pressure

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Answers to Activities and Applications 1. Discussion Questions Answers may vary. Incorporates personal opinions and experience.

2. Organizational Charts Students may provide various answers.

3. Management Functions A. Staffing B. Evaluating C. Controlling D. Representing E. Planning F. Coordinating, leading G. Staffing H. Controlling I. Staffing J. Problem solving 4. Brainstorming Students may provide various answers.

5. Case Study The questions at the end of the case study are designed to get students involved in the problem. There are no right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points.

• The supervisor’s job is managing people, not doing their work, as Bernie is doing (boomerang management). Managing people requires maintaining performance standards.

• Failure to correct a worker’s performance or behavior means in effect that the supervisor is approving the action. Bernie must enforce the rules and standards.

• Standards of performance and conduct should be established and made clear. (This is done through job descriptions, performance standards, and employee policy and procedure manuals, all discussed in chapters to come.) When workers know exactly what is expected of them, the supervisor’s job of maintaining standards is simplified.

• The manager’s point of view is necessarily different from that of a worker. Encourage discussion of how and why it is different, and how this is making problems for Bernie.

• The supervisor’s boss has a responsibility to help the new supervisor adjust to the shift in roles.

This is usually done through training, coaching, and open communication between supervisor and boss.

• Being liked does not necessarily equate with good leadership and successful people management.

• Supervisors can manage people without being severe or autocratic (as Debra was), yet still not let workers take advantage of them (as Bernie does) just because they once worked together or are good friends.

Additional Classroom Activities 1. Ask students to make a list of personal skills and qualities they have seen in supervisors and managers that were helpful. Have them to identify personal skills and qualities they possess that will help them perform as a supervisor.

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2. Invite a local hospitality manager or Human Resources Director to speak to the class on his or her philosophy of management and what he or she would look for in hiring a supervisor as well as the reality of being a supervisor of a hospitality operation.

Web Activity Go to the Personal Change Readiness Survey and take the survey. www.ascd.org/publications/books/109019/chapters/The-Personal-Change-Readiness-Assessment.aspx Print out the Personal Change Readiness Survey. Circle each number, which you feel is closest to your personal belief. Go to the interpretation page. This survey is a tool to help you understand your own strengths in personality traits when dealing with the stress of change.

Bring your results in for the next class discussion.

The traits measured in this assessment are especially important in dealing with the stressfulness of change. Nobody is perfectly suited to dealing with change. Understanding your own personality versus change will help you guard against stress where you're vulnerable by relying on your strengths.

It measures: PASSION, RESOURCEFULNES, OPTIMISM, ADVENTUROUSNESS, ADAPTABILITY, CONFIDENCE, and TOLERANCE FOR AMBIGUITY. True/False Questions 1. A supervisor is responsible for the input of the people supervised and for the quality and quantity of products and services.

2. Responsibility refers to the obligation that a person has to carry out certain duties and activities.

3. Exempt employees are covered by the federal and state wage and hour laws.

4. Work climate is the level of morale in the workplace.

5. The four main functions of management are: planning, organizing, controlling, and interpersonal skills.

6. Scientific management is the standardization of work procedures, tools, and conditions of guests.

7. Human relations theory is a theory that states that satisfying the needs of employers is key to productivity.

8. Participative management is a system that includes employees in making decisions that concern them.

9. A manager needs three sets of skills: technical, human, and conceptual.

10. Opportunity thinkers focus on why the situation is impossible and retreat.

Multiple-Choice Questions 1. Scientific management is associated with: a. the Hawthorne experiments. b. Frederick Taylor. c. participative management. d. the human relations theorists. e. Alexander Graham Bell.

2. A flex style of management means: a. bending the rules to get employees to work better. b. being able to do all the different tasks you supervise. c. successfully maintaining the management point of view without slipping back to the workers’ point of view. d. adjusting decisions and actions to the needs of the situation. e. b and d 6

3. Human relations theory emphasizes: a. the importance of workers as individuals. b. a fair day’s work. c. management by group decision. d. incentive pay. e. autocratic management.

4. Human skills needed by a manager include: a. the ability to advise workers on personal matters. b. the ability to organize the work and schedule personnel appropriately. c. sensitivity to workers’ personal needs. d. keeping labor costs down.

5. Participative management: a. allows workers to take part in decisions affecting them. b. requires the supervisor to participate in the work alongside the workers. c. allows workers to participate in company profits. d. All of the above. e. a and c 6. Management theory: a. is practically useless on the supervisory level. b. must be adapted to the situation and the people involved. c. cannot be taught but must be learned on the job. d. represents proven procedures that will work for anyone on any level. e. b and d 7. A supervisor has an obligation to customers to: a. see that their needs and desires are met. b. train workers in guest relations. c. represent the enterprise well. d. All of the above. e. train the boss.

8. An organization chart shows: a. the names of managers and their position in the organization. b. job descriptions and titles. c. payroll classifications and salaries. d. lines of authority and responsibility. e. All of the above.

9. A supervisor must work overtime without pay if he/she: a. supervises fewer than 10 people. b. supervises two or more people, spends 50 percent or more of his/her time managing, and earns $455/week or more. c. supervises two or more people and earns at least minimum wage. d. is considered a nonexempt employee. e. is an exempt employee with a company of more than 50 employees and who works more than 30 hours a week for minimum wages.

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10. An approach to management that blends standardization, concern with people, and participative techniques is called: a. democratic management. b. humanistic management. c. flex style management. d. boomerang management.

11. A poor work climate can cause: a. low labor turnover and better quality control. b. low productivity and fewer customers. c. a fun and easy-going attitude. d. hostility among workers. e. an increase in employee satisfaction.

12. Why is it not uncommon for some hourly workers--such as bartenders and serving personnel--to take home more pay than their supervisors? a. Supervisors are considered nonexempt employees and therefore do not earn overtime pay. b. Supervisors are exempt employees and are not covered by wage and hour laws. c. Bartenders and serving personnel are paid more than their supervisors. d. Hourly employees are exempt, meaning that wage and hour laws do not cover them.

13. The work of Frank Gilbreth is associated with: a. humanistic management. b. human relations theory. c. scientific management. d. total quality management. e. work simplification.

14. Total quality management (TQM) is a: a. system in which workers participate in decisions that concern them. b. participative process that empowers all levels of employees to work in groups to establish guest service expectations. c. blend of several different systems. d. theory in which a scientific approach was applied to human performance on the job to increase productivity.

15. Who states that there are two different patterns of thinking, opportunity, and obstacle? a. Gilbreth b. Mayo c. Taylor d. Manz e. Schrock 16. Boomerang management occurs when a: a. supervisor takes control under a stressful situation. b. supervisor reverts from a management point of view to a worker’s point of view. c. supervisor rewards their employees for a job well done. d. supervisor puts an employee on a probationary period. e. a and b

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17. According to Manz an opportunity thinker: a. concentrates on constrictive ways to deal with circumstances. b. focuses on why a situation is impossible to handle. c. seeks out opportunities that will create a positive work environment. d. None of the above. e. a and b 18. Authority in hospitality management can be defined as: a. the obligation of duties and activities a person has to carry out. b. a dictatorship. c. having the right to make the necessary decisions and take necessary actions to get the job done. d. a and c e. All of the above.

19. Working supervisors: a. are in close contact with the people they supervise. b. focus on work. c. are at the highest level of authority and responsibility. d. a and b e. All of the above 20. The supervisor’s role is to: a. be responsible for the quantity and quality of the products and services. b. meet employee needs. c. be responsible for the output of the people supervised. d. All of the above.

21. A supervisor who leads and manages hourly paid employees is known as the: a. working supervisor. b. top-line manager. c. first-line supervisor. d. second-line supervisor. e. a and c 22. As a hospitality supervisor, you have obligations to all of the following except: a. guests. b. owners. c. employees you supervise. d. your family and friends. e. b and d 23. As a supervisor, your number one concern is: a. your employees. b. other managers. c. the guests. d. the owners. e. None of the above.

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24. Which of the following represents the four main functions of management? a. Planning, Evaluating , Organizing, Controlling b. Planning, Organizing, Leading, Controlling c. Planning, Organizing, Evaluating, Leading d. Planning, Evaluating, Leading, Controlling e. None of the above.

25. Standardization of work procedures, tools, and conditions of work is known as: a. democratic management. b. flex style management. c. boomerang management. d. scientific management. e. humanistic management.

26. Which of the following is not one of the three managerial skills essential to success? a. Physical skills b. Technical skills c. Personal skills d. Conceptual skills e. a and c 27. Which of the following is true of managerial skills? a. Management at any level is a science, not an art. b. They are an art that can be learned, although no one can really teach you. c. You do not have to be born with certain talents of personality traits. d. Studies of outstanding top executives accurately identify common sets of traits that add up to successful leadership. e. b and c 28. Which of the following is true of today’s hospitality employees? a. They tend to have a higher expectation level, and a lower frustration tolerance. b. They expect more out of a job than just a paycheck. c. Most are not tied by need to jobs they don’t like. d. All of the above. e. a and b 29. At least ___ of both foodservice and hotel employees are women? a. 60% b. 40% c. 20% d. 75% e. 33%

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30. The group of Americans born between 1995 and 2012 are known as: a. Generation X b. Generation Y c. Generation Z d. Baby Boomers e. New Age Baby Boomers Answer Key to True/False 1. F 2. T 3. F 4. T 5. F

6. F 7. F 8. T 9. T 10. F

Answer Key to Multiple-Choice 1. b 2. d 3. a 4. c 5. a 6. b 7. d 8. d 9. b 10. b 11. b 12. b 13. e 14. b 15. d

16. b 17. a 18. d 19. d 20. d 21. c 22. d 23. a 24. b 25. d 26. e 27. e 28. d 29. a 30. c

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Chapter 2: The Supervisor as Leader Objectives 1. Identify typical hourly jobs in foodservice and lodging establishments.

2. Outline the demographics of the labor pool typically hired for hourly jobs in the hospitality industry.

3. Explain the concept and of leadership.

4. Describe the characteristics of leadership.

5. Compare and contrast the concepts of formal authority and real authority.

6. Compare and contrast Theory X and Theory Y management styles.

7. Describe and give examples of leadership styles—autocratic, bureaucratic, democratic, laissez-faire, situational, transactional, and transformational.

8. Outline leadership practices.

9. Develop your own leadership style.

Outline 1. You and Your People • Many young people find their first job in foodservice or possibly at a hotel. The hospitality industry is staffed mainly with part-time, short-tem people only working here until their circumstances change.

• The hospitality business depends on many people to fill entry-level, low-wage jobs. Some jobs are skilled or semiskilled.

• Turnover rate for hourly workers in full-service restaurants is 100%.

• The industry employs people of all ages and backgrounds.

• Half of the foodservice workforce, and many hotel workers, are from 17 to 34 years old, these members of Generation Y work hard, want worthwhile and fun work, want to participate and receive training.

• Over 50% of the hospitality workforce are women.

• Many ethnic groups work in hospitality, including Hispanics, African Americans, and people of Asian origin.

• Employees want more than just a paycheck.

• When jobs are plentiful, employees do not always really need their job. They can go elsewhere.

2. Characteristics of Leaders • A person’s drive shows that they are willing and able to exert exceptional effort to achieve a goal.

• Leaders have a desire to influence others.

• Leaders have self-confidence to influence others to pursue the goals of the organization.

• A leader must be intelligent and needs a high level of relevant knowledge.

• Effective leaders influence with power.

3. The Nature of Leadership • Being a leader can be defined as a person who people follow voluntarily.

• Formal authority (the authority given to you by virtue of your position).

• Real authority (the actual authority given to you by your employees to make the necessary decisions and carry them out).

• Power (capacity to influence the behavior of others).

• Formal leader (the individual who, according to the organization chart, is in charge).

• Informal leader (the individual who, by virtue of having the support of the employees, is in charge).

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• • •

Do the right things right (be a manager and a leader, be both efficient and effective).

According to Peters and Austin, leadership is: vision, cheerleading, enthusiasm, love, trust, verve, passion, obsession, and consistency.

Explain MBWA (management by wandering around).

4. Leadership Styles • Leadership style: how you direct and control the work of others, how you get them to produce the goods and services for which you are responsible • The old-style boss o The method: command-obey, carrot-and-stick, reward and punishment, autocratic. o The results: far more likely to increase problems than to lessen them.

• Theory X and Theory Y o Theory X: workers are lazy, must be coerced, controlled, and punished. o Theory Y: workers will work willingly to meet objectives they feel committed to.

• Situational leadership explains that leadership style should be adapted to the situation (Figure 2.2).

• Transactional leaders appeal to the worker’s self-interest. Transformational leaders appeal to the worker’s higher-order needs (interesting and challenging jobs, development, empowerment).

5. Developing Your Own Style • To develop your own style: o Adapt you style to the situation, others, and yourself. o Building your awareness o Be yourself 6. Ethics • Moral principles and standards of conduct are just as necessary in the workplace as they are in your personal life.

7. The Supervisor as Mentor • A supervisor often provides guidance and knowledge on learning the operation and moving up the career ladder.

• The relationship between a supervisor and an employee often resembles a teacher and a student.

• Sometimes a mentor is just an example of professional behavior with minimal or no interaction with the worker Key Points 1. Hotels and restaurants depend on large numbers of people to fill entry-level low-wage jobs that have little interest and no perceived future.

2. Turnover in the hospitality field is generally high. For example, your typical full-service restaurant will lose every one of its hourly employees during one year and have to fill every position.

3. There is really no valid stereotype of today’s hospitality workers. The industry employs people of all ages and backgrounds. As a matter of fact, an already diverse workplace is becoming more diverse than ever. The hospitality industry employs many young people, many women, and many members of minority groups.

4. Being a leader means guiding or influencing the actions of your employees to reach certain goals. A leader is a person who people follow voluntarily.

5. As a supervisor, you have been given the formal authority to oversee your employees. Your subordinates confer real authority, and you have to earn the right to lead them.

6. As a supervisor and leader, your job is to do the right things right.

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7. Leadership style refers to your pattern of interacting with your subordinates, how you direct and control the work of others, and how you get them to produce the goods and services for which you are responsible.

8. The old-style boss uses an autocratic method of managing employees that relies on the motivators of money or fear.

9. According to McGregor, the autocratic style is typical of Theory X bosses. Theory Y bosses believe that workers will work of their own accord toward objectives to which they feel committed.

10. In situational leadership, the leadership style is adapted to the uniqueness of each situation. The four primary styles of leading are directing, coaching, supporting, and delegating.

11. Transactional leaders appeal to workers’ self-interest. Transformational leaders appeal to workers’ higher-order needs.

12. Employers and employees must develop mutual respect for success.

13. Ethics can be thought of as a set of moral principles or rules of conduct that provide guidelines for morally correct behavior. The five questions presented in the chapter provide guidance for making ethical decisions.

14. A supervisor often functions as a mentor to a worker by providing guidance and knowledge on learning the operation and moving up the career ladder. The relationship resembles that between a teacher and a student.

Answers to Review Questions 1. Bussers, dishwashers, housekeepers, front desk clerks, cashiers, bartenders, cooks.

2. The operation will lose every one of their hourly employees and will have to fill the positions each year.

3. Leader: someone who guides or influences the actions of his or her employees to reach certain goals.

Leadership: direction and control of the work of others through the ability to elicit voluntary compliance.

4. To be both efficient (mastering routines) and effective (applying management principles to all the resources of the operation).

5. Formal authority is the right to command given to you by the organization while real authority is conferred to your subordinates, and you have to earn the right to lead them.

6. It is more likely to increase problems and backfire by breeding resentment, low morale, and adversary relationships. The boss becomes the bad guy and the workers do as little as possible and take as much as they can.

7. Answers will vary. Two sentences describing the essence of each leadership style: autocratic, Theory X, Theory Y, situational leadership, and transformational leadership.

Answers to Activities and Applications 1. Discussion Questions Answers many vary. Incorporates personal opinions and experiences.

2. Group Activity Answers many vary.

3. Leadership Assessment Outcomes will vary.

4. L-E-A-D-E-R Activity Answers may vary.

5. Case Study: Firm, Fair, and Open?

The questions at the end of the case study are designed to get students involved in the problem. There are no right or wrong answers. We suggest that you try to lead the discussion to bring out the following points.

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6. Students should learn to recognize the style of leadership a supervisor may bring in. Some clues in the case study: Cree asks workers to stay late without warning. She introduces controversial changes without open communication or employee input. She does not allow enough time for questions. On the other hand, Doris takes the trouble to establish her credentials and is frank about herself. She invites comment and expresses concern for employee well-being.

7. Instant change, unless the situation demands it, is not always the best way to go.

8. When a new supervisor plans radical changes of established conditions and procedures, employee input and discussion are urgently needed.

9. Even when suggestions are asked for, if an atmosphere of open communication has not been established, there will be very little comment or questioning. The impact of change without discussion can lead to very negative employee reactions.

10. The manner in which change is introduced may distort the workers’ perception of its fairness.

11. In this case, the impact of the change may cause workers to feel negative about the new supervisor as well as about the change itself.

Additional Classroom Activities 1. Have students complete a diagnostic test to profile themselves as future leaders and to determine their probable leadership style. A number of such instruments are available from companies listed under Sources of Teaching Tools.

2. Invite a local hospitality operator to discuss the key elements of being a leader.

Web Activity A comparison of McGregor’s Theory X and Y with any other major theory.

Go to the following web site: www.valuebasedmanagement.net/methods_mcgregor_theory_X_Y.html Here you will find McGregor’s Theory X and Theory Y Model. Read the comparison chart and then scroll down to the links with comparison models. Pick two models that you feel are preferable over McGregor’s Theory. Write a brief summary of these models and why you feel they are preferable.

Bring the summaries in for the next class discussion.

True/False Questions 1. In the hospitality setting, training simply means teaching people how to do their jobs.

2. A small mistake or oversight made by a poorly trained employee can have enormous impact.

3. Cross training can keep workers interested and motivated, but it cannot reduce turnover.

4. One benefit to training is that it doesn’t cost the company money to perform.

5. The diversity of employees can be a training problem.

6. It is illogical for the supervisor to personally train employees.

7. Learning is the acquisition of knowledge, skills or attitudes.

8. Training material needs to be well organized and presented all at once, instead of in small chunks.

9. Employees learn best when learning is relevant and practical.

10. A good job-training program should be organized as a series of written training plans, instead of one large written plan.

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Multiple-Choice Questions 1. The supervisor’s authority comes from: a. the power to hire and fire, reward and punish. b. consistent disciplinary action. c. the acceptance of authority by workers. d. All of the above. e. a and c 2. Management by example refers to: a. following in your boss’s footsteps. b. setting a good example for your workers. c. a method of training using show-and-tell techniques. d. making an example of a worker who breaks rules.

3. When an employee has much commitment but little competence to do a job, the best leadership style, according to situational leadership theories, is: a. directing. b. coaching. c. supporting. d. delegating. e. empowering.

4. Leadership style refers to: a. charisma. b. the manner of interaction the supervisor uses with employees in directing and controlling the work. c. managerial skills - conceptual, human, and technical. d. motivation through participation.

5. A fear-and-punishment leadership style: a. works well with people who expect it. b. breeds resentment, low morale, and personnel problems. c. causes adversary relationships to develop. d. All of the above. e. a and b 6. The Theory X view of workers holds that: a. people will work productively if you make them happy. b. people are all the same and must be treated the same. c. work is as natural as play, and people will work of their own accord toward objectives that fill personal needs. d. people dislike work and must be coerced and threatened with punishment to get the work done.

7. The Theory Y view of workers holds that: a. people will work productively if you make them happy. b. people are all the same and must be treated the same. c. work is as natural as play, and people will work of their own accord toward objectives that fill personal needs. d. people dislike work and must be coerced and threatened with punishment to get the work done. e. employees like to be harassed with both empowerment and carrot and stick motivation.

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8. The leadership style that delegates all authority and power to the employees is called: a. autocratic b. bureaucratic c. democratic d. laissez-faire 9. Situational leadership theory holds that: a. a participative style of leadership is most effective in most situations. b. an autocratic style is most effective in most situations. c. as leadership style moves from autocratic toward participative, it becomes more and more effective. d. the degree of worker participation should depend on the work, the people, the leader, and time pressures—the total situation. e. a and c 10. Which of the following statements is true concerning the development of leaders? a. Management training programs focus on long-term skill sets instead of long-term development processes. b. Managers’ numbers are the primary benchmark for evaluating their successes and failures. c. Teaching of administrative functions is a neglected aspect of leadership. d. In all cultures, it is not possible to find leaders at entry level. e. a and b 11. A Formal Leader is one who is: a. in charge by having the support of their employees. b. a manager that wanders around. c. “in charge.” d. a boss that is “one of the gang.” e. a and c 12. Over ________% of the hospitality industry employees are women. a. 75 b. 90 c. 60 d. 50 13. A transformational leader: a. motivates through rewards. b. dictates to their employees what, when, and how things will be done. c. acts as a coach and leads by example. d. None of the above. e. a and c 14. A transactional leader: a. motivates through appealing to the workers self- interest (rewards). b. leads by example. c. aims to fulfill the inner personal needs of the employees. d. b and c e. All of the above.

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15. According to the theory of Situational Leadership the types of behaviors are: a. carrot and stick. b. directed and supportive. c. authority and leadership. d. Theory X and Theory Y. e. empowering and authoritarian.

16. The hotel and restaurant industry depends on large numbers of people to fill_________, __________ jobs that have little interest and no perceived future. a. upper level, high wage b. entry level, high wage c. upper level, low wage d. entry level, low wage 17. In your typical full service restaurant you will lose _______ of your hourly employees in _________ year(s). a. half , 2 b. one-third , 1 c. all, 1 d. all, 2 18. Being a leader means: a. being someone that people follow voluntarily. b. guiding the actions of your employees to reach certain goals. c. influencing the actions of your employees to reach certain goals. d. All of the above. e. a and b 19. According to McGregor, the autocratic style is typical of which theory? a. Theory X b. Theory Y c. Theory Z d. None of the above. e. a and b 20. Which of the following is not one of the four styles of leading? a. directing b. delegating c. discipline d. coaching 21.Which of the following is a characteristic and trait of effective leaders? a. drive b. desire to influence others c. honesty and moral character d. self-confidence e. All of the above.

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22. Which of the following is not one of the four primary sources of power for effective leaders? a. Legitimate power b. Positive power c. Coercive power d. Expert power e. Reward power 23. What is an informal leader? a. Someone with the authority granted by virtue of a person’s position within an organization b. Someone in charge based on the organization chart c. Someone with authority that employees grant a supervisor to make the necessary decisions and carry them out d. Someone with authority granted by virtue of a person’s position within an organization. e. None of the above.

24. What does MBWA stand for? a. Management by way of association b. Management by walking around c. Maintaining bureaucracy within association d. Managing by way of advertising e. None of the above.

25. Which of the following is true of democratic leadership style? a. Also known as participative leadership style b. The supervisor is likely to make decisions without input from staff c. Supervisors manage by the book d. The supervisor does as little leading as possible e. a and c 26. The carrot-and-stick motivation refers to a. money and power b. money and fear c. reward and punishment d. right and wrong e. b and c

and

?

27. This type of leadership was developed by Kenneth Blanchard and Paul Hershey a. Situational leadership b. Transactional leadership c. Transformational leadership d. Effective leadership e. Informal leadership 28. An experienced and proficient person who acts as a leader, role model, and teacher to those less experienced and less skilled is known as a: a. leader b. supervisor c. coach d. mentor e. None of the above.

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29. Which of the following is not a good question to ask to help decide if a decision is ethical? a. How will I benefit from this decision? b. Can I live with my decision? c. Is the decision fair? d. Is the decision legal? e. Have I been honest with those affected?

30. The study of standards of conduct and moral judgment is known as: a. morals b. empowerment c. ethics d. judgment e. righteousness Answer Key to True/False 1. T 2. T 3. F 4. F 5. T

6. F 7. T 8. F 9. T 10. T

Answer Key to Multiple-Choice 1. d 2. b 3. a 4. b 5. d 6. d 7. c 8. d 9. d 10. b 11 c 12. d 13. c 14. a 15. b

16. d 17. c 18. d 19. a 20. c 21. e 22. b 23. c 24. b 25. a 26. e 27. a 28. d 29. a 30. c

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Chapter 3 Planning, Organizing, and Goal Setting Objectives 1. Explain how planning at different levels provides the framework for other functions of supervision.

2. Outline the steps of the planning process.

3. Describe the features of an effective plan.

4. List and describe different types of plans and their uses.

5. Discuss the special problems of planning for change and explain techniques for overcoming resistance to change.

6. Describe how hospitality supervisors can best plan their time on the job.

7. Explain how effective organizing contributes to a department’s maximum success.

8. Be able to write a goal and suggest strategies to meet the goal.

Outline The Nature of Planning • Mission driven: o Once the mission and goals have been set the next step is planning the appropriate resources to meet or exceed the goals.

• Planning is part of the organization’s overall strategic (long-range) plan. o This means looking ahead to chart the best courses of future action to ensure that an organization has the right resources in the right place, at the right time, capable of efficiently and effectively doing the work required to meet, or exceed the pre-determined goals. o Planning provides the framework for other functions and activities.

• For supervisors planning includes: o Some strategic planning o Mostly tactical planning including, resource planning - how to meet the goals o Training o Scheduling o Benefits o Employee and labor relations o Occupational health, safety, and security • Linked to planning is the development of policies, which are broad guidelines for managerial and supervisory action.

Levels of Planning • Top Level: o Makes long-range strategic plans. o This includes setting organizational mission, goals, and strategies to meet or exceed the goals, and policies.

▪ This level of planning is called strategic planning.

• Middle managers with long-range plans typically make annual plans (and sometimes plan for longer periods). o These plans carry forward the strategies, tactics, and programs of the strategic plans within a manager’s own function and area of responsibility.

• As plans move down through channels to first-line supervisors at the operating level, management translates them into specific supervisory duties and responsibilities. o Here the planning period is typically one month, one week, one day, or one shift. o Plans deal with getting daily work done.

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The Planning Process • Steps in making a good plan resemble those in making a good decision: o Define the goal, purpose, or problem and set goals. o Collect and evaluate data relevant to forecasting the future. o Develop alternative courses of action. o Decide on the best course of action. o Carry out the plan. o Control and evaluate results.

Forecasting • Predicting what will happen in the future on the basis of data from the past and present.

• Gather relevant data by examining all the history and current events that might have an influence on the forecast.

• Circumstances beyond your control must also be accounted for.

• Find out what happened in the past to estimate what will happen today.

• If no conditions change, you can predict what can reasonably be expected to happen in the future.

• Controls staffing, purchasing, and production decisions.

• The future is always more-or-less uncertain.

• You reduce the degree of uncertainty, the risk, when you collect the relevant data and apply it to your forecast.

• If you have less than 1% of the relevant data, conditions are completely uncertain and the degree of risk is 99%.

• In some foodservices the degree of certainty about tomorrow is high (nursing home, cruises). o Airline catering is preplanned according to number of seats reserved and is updated as boarding passes are issued. o Hotel occupancy is also fairly predictable, since most people make reservations ahead. o In planning repetitive work, most of the data are known or predictable, the risk factor is low. o You can reduce the risk by having an alternative plan in reserve (a contingency plan), keeping records, and consulting with people with more experience.

The Risk Factor • A degree of uncertainty about what will happen in the future.

• The degree of risk can be reduced by collecting relevant data and applying it to the forecast.

• The more relevant data you gather and apply to the forecast, the higher the percentage of certainty and the lower the risk.

• The amount of risk varies form relatively little to substantial.

• Risk can be reduced by having an alternative plan in reserve, known as a contingency plan.

• The risk factor for repetitive situations can be reduced by keeping records that add to data for projecting the future.

Qualities of a Good Plan • Provides a workable solution to the original problem and meets the objectives.

• Is comprehensive; raises all relevant questions and answers them.

• Minimizes the degree of risk necessary to meet the objectives.

• Is specific as to time, place, supplies, tools, and people.

• Is flexible/can be adapted.

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Standing Plans • Established routines, formulas, blueprints, or procedures used in recurring/repetitive situations (i.e., daily reports, procedures manuals, recipes).

• Any standing plan will simplify a supervisor’s task of planning and organizing.

• If the situation recurs every day, the supervisor’s need to manage is reduced to seeing that the workers meet the standards set and to dealing with the unexpected events. o This is known as management by exception.

• Most workers are happier with standing plans than they are being dependent on the supervisor.

• Large companies usually have them, but smaller operations may not.

• Every hospitality operation must have standing plans and policies for dealing with matters affecting health and safety (i.e., sanitation, fires, and accidents). o The law requires such plans.

• Usually, they consist of 2 parts: preventive routines and standard emergency procedures.

• Standing plans have certain potential drawbacks: o Rigidity. o Changes often evolve in practice but written plans are not kept up to date.

Single-Use Plans • A one-time plan developed for a single occasion or purpose.

• Often, the purpose of a single-use plan is a major change of some sort.

• For such changes the planning must be very thorough.

• The risks must be carefully assessed and the effects of each alternative weighed carefully.

• Such a plan might involve a change in the way the work is done, such as introducing tableside service in your restaurant.

• Sometimes a supervisor is required to make a departmental budget, another kind of single-use plan. o A budget is an operational plan for the income and expenditure of money by the department for a given period. o Preparing the budget requires forecasting costs of labor, food products, supplies, and so on.

Day-by-Day Planning • Planning the day’s work has top priority for the first-line supervisor. o Purchasing may be planned daily, weekly, or monthly, depending on the department, type of enterprise, or location of suppliers. o Scheduling may be planned by the week and updated daily as necessary.

Management by Goals and Goal Setting • Employees jointly set goals for their departments and then plan strategies to meet or exceed the goals.

• A goal is a desired outcome for individuals, groups, or entire organizations.

• Goals should be relevant to the vision and mission, specific, clear, challenging yet achievable and made with employee input.

• Goals should also be written down along with strategies for how to reach the goals.

• Goals are set in each of the key result areas of a business: product and service quality, operations, marketing, finance, and cost reduction.

• Goals include but are not limited to labor costs, staffing levels, guest service, training, employee compensation and benefits, and employee turnover.

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• • • • • •

Goal setting is important because it establishes “where we are now, where we want to go, and when we want to be there.”

Goals have four key ingredients: Goals should be specific and measurable.

Goals should have time limits.

Participation.

Performance feedback.

An important part of goal setting is benchmarking, the search (amongst competitors) for the best method of doing something and implementing the method to improve performance and meet or exceed goals.

• Progress toward the goals is monitored and rewards are given for outstanding performance.

• The five key ingredients in an MBG program: 1. Goal specificity 2. Participation 3. Time limits 4. Who will do what 5. Performance feedback Planning for Change • Planning a change that affects the work must be done carefully.

• Although it is a single-use plan, it requires time and thought because of the risks and consequences change involves.

• There are 2 sides to such planning: 1. To plan the change itself.

2. To plan how to deal with the effects of the change on the workers.

• Most associates resist change.

• Change upsets the environment, routines, habits, and relationships; it creates anxiety and insecurity in those affected.

• People also resist change if it means a loss for them: less status, less desirable hours, etc.

• The first essential for dealing with resistance to change is a climate of open communication and trust.

• Workers must feel free to express their feelings.

• Don’t oversell the change.

• Your people should feel that you want to make the change as easy for them as possible.

• Involve your workers in planning and carrying out the change.

• People will respond positively to being included in planning changes that concern them.

Planning Your Own Time • There is never enough private time for planning and reflective thinking.

• There are never enough long blocks of time in which to plan your time.

• Your job requires that you spend the time in your day in several different ways.

• There are certain parts of the day when the job controls your time, when customer needs and demands are high; you must be at the disposal of anyone and everyone who needs you.

• If you analyze the ways in which you spend your time now, you can probably find ways to spend it better. o Keep a running log for at least one typical day, several if possible. o Next, see what the record shows. o Total the time you spent in each activity and divide by the number of days to figure your daily average for each. o Get rid of activities that waste time or are not worth the time they take.

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Major Reasons for High Turnover and Low Productivity 1. Workers don’t know what they are supposed to be doing.

2. They don’t know how they are supposed to be doing it.

3. They don’t know how well they are doing it.

4. The supervisor has not given them any direction.

5. They have a poor relationship with the supervisor.

Organizing for Success • Long-range plans that will help you solve time problems will also result in your unit running more efficiently and effectively.

• Setting everything up to run efficiently is organizing.

• Keeping it running efficiently and effectively is managing.

• A well-organized and efficient unit is one in which: o Lines of authority and responsibility are clearly drawn and observed. o Jobs, procedures, and standards are clearly defined and followed. o People know what to do and how to do it and they do it. o Standards of quality, quantity, and performance are clearly set and met.

• Set out to organize things better: o Find out what you need to know about your own job. o Find out where poor organization is causing problems.

▪ Chain of command ▪ Job content and procedures o Training o Evaluation and controls o Standing plans o Plan what you will do to improve the organization and efficiency of your operation.

Some advice: o Plan before the day begins. Make it a regular routine. o Established routines simplify planning but do not take its place entirely. o Wherever possible, reduce risks by increasing predictability (more facts) and flexibility (more options).

Schedules • There are two techniques used to help accomplish the goals: o The Gantt chart is a bar graph diagram showing the activity and the timing of each activity.

▪ The chart shows both the actual progress and the goal over a period of time. o Program Evaluation and Review Technique (PERT), is a diagram of a sequence of activities to complete a project.

▪ Shows the time for each activity and plans for activities that can be done ahead of time or simultaneously.

Key Points 1. As a supervisor, you need to plan what is to be done in a variety of areas (see Figure 3.2 2. There are various levels of planning, from SWOT Analysis, strategic planning (or long-range planning) to short-term planning.

3. The planning process involves the following steps: Define the purpose or problem and set objectives, collect and evaluate data relevant to forecasting the future, develop possible courses of action, decide on the best course of action, and carry out the plan.

4. You can reduce risk when planning repetitive work by having a contingency plan, consulting people who have more experience than you do, or by keeping records that add to your data for forecasting.

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5. A good plan provides a workable solution and meets the stated objectives, is comprehensive, minimizes the degree of risk, and is specific and flexible.

6. A standing plan is an established routine or formula or set of procedures designed to be used in a recurring or repetitive situation. Examples include policies and procedures.

7. A single-use plan is a one-time plan developed for a single occasion or purpose, such as a budget.

8. Some employees resist change. You can reduce their fear and uncertainty with facts, open discussion, understanding, and support, as well as involving them in planning and carrying out the change.

9. The first step in planning for change is to define the problem and set the objectives. The second step is to gather data from the past, present, and probable future in order to forecast what alternatives are most likely to succeed and to reduce the risks. Next, generate alternatives, evaluate the pros and cons of each, and assess their risks and benefits. The fourth step is to make the necessary decisions, after weighing each alternative in terms of the five critical decision making questions: risk versus benefit, economy, feasibility, acceptability, and meeting the objectives. The last step is implementing the plan.

10. To make good use of your time, eliminate time-wasters, set priorities, use a planning calendar, set aside regular periods of time without interruption for interviews, and initiate long-range solutions to your time problems.

11. Performance standards form the heart of the job description and describe the what’s, how-tos, and how-wells of a job.

12. Setting everything up to run efficiently is organizing. The first step in organizing is to find out what you need to know about your job. The second step is to find out where poor organization is causing problems, such as chain of command, job content and procedures, training, evaluation and controls, or standing plans. The third step is to plan what you will do to improve the organization and efficiency of your operation.

Answers to Review Questions 1. Strategic planning is long-range planning, compared to day-by-day planning which is short-term and takes place on a daily basis.

2. Steps in planning: • Define the purpose or problem and set objectives • Collect and evaluate data relevant to forecasting the future • Develop possible courses of action • Decide on the best course of action • Carry out the plan It resembles the steps in good decision making because it is a form of decision making and deals with future courses of action.

3. Reduce the risk by having a contingency plan, keeping records, etc.

4. Answers will vary.

5. Five examples of a standing plan.

6. Management by exception is the use of standing plans so that the managements’ need to manage is reduced to seeing that the workers meet the standards set so they can deal with unexpected events.

7. A budget is one example of a single use plan.

8. Employees resist change because it upsets the environment, routines, habits, and relationships. It also creates anxiety and insecurity in those affected.

9. Answers will vary.

10. (1) Define the problem and set objectives, (2) gather data from past, present, and probable future in order to forecast alternatives likely to succeed and reduce risk, (3) Generate alternatives, evaluate and assess pros and cons, (4) Make decisions (after weighing each alternative), (5) Implement the plan.

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11. To make better use of your time eliminate time wasters, set priorities, use a calendar, set aside uninterrupted time periods for interviews, and initiate long-range solutions to your time problems.

12. Areas of operations that should be investigated are: the chain of command, job contents/procedures, training, evaluation controls, and standing plans.

13. Five examples of controls found in hospitality operations.

Answers to Activities and Applications 1. Discussion Questions: Answers may vary. Incorporates personal opinions and experience.

2. Group Activity: Brainstorming Plans and Controls. Student answers may vary.

3. Case Study: Preparing Employees for Change The questions at the end of the case study are designed to get students involved. There are no right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points.

1. Michael should break the news as soon as possible to avoid the employees finding out about from someone else.

2. Discuss with the class why resistance to change is natural to everyone and what specific fears the bartenders may have. Are they realistic fears or general anxieties? How can Michael deal with the anxieties, and how can he involve the bartenders in planning the new bar and lounge?

3. This is a case you can use to bring in material from almost all the other chapters of the text.

Communications should be stressed very heavily—open communications, giving information, listening, getting the bartenders’ ideas, and letting them vent their feelings. Michael’s leadership style is certainly a subject for discussion, as well as his leadership skills, sensitivity, the work climate and motivational techniques. You may even get students to bring in performance standards and training plans for the employees to be hired, as well as recruiting and hiring plans and, of course, planning, problem solving, and decision making.

4. The focus of all this is how Michael should use all these things in getting the present bartenders to accept and even welcome the changes being made in their jobs and job environment. Students will spot the key motivating feature of participation—bringing the bartenders into the planning.

Bartenders know more than Michael does about bar design and equipment (or at least what’s wrong about the present bar). They might help evaluate applicants. They can contribute a great deal to structuring the duties and standards for the new personnel. Michael (through your students) should look at opportunities for delegation, employee development, job enrichment, and rewards.

5. This is another opportunity for a bit of direct experience—for brainstorming, then sifting through the facts to develop a solid plan for Michael to use in preparing his bartenders for change in a way that will give them positive commitment to their new situation.

Additional Classroom Activities 1. Have students keep a diary of where they spend their time to show how much time is wasted or spent unproductively, not only in relation to school and job but also in relaxation, recreation, and pursuing personal goals. Have the students begin by charting in detail the way he/she spends the day from waking up until going to bed. Figure 3.8 can be adapted for personal use. This should be done for at least two or three days. By that time the student should be able to recognize where time is being wasted.

2. As an alternative or supplementary experiment in personal planning, have the student list a number of projects he/she wants to accomplish. For each one, show what has been done, what there is yet to do, and why it has not yet been done. Then set up a schedule for completion along the lines of an improvement objective. This will illustrate the power of goal setting as part of the planning process.

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The second step is to make a simple daily planning sheet and to find one out for each day of the coming week showing all the items the student wants to accomplish. Items should be numbered 1, 2, and 3 according to the student’s own priorities. At the end of the week the student should review the number of 1’s achieved, the number of 2’s, and the number of 3’s. The student should note the points at which time was wasted and whether priorities were followed and if not why not.

Web Activity 1. Go to www.hrps.org, search areas of interest and discuss in class.

True/False Questions 1. The planning process is closely related to the decision-making process.

2. Organizing is limited to top management; the supervisor simply administers the organization he/she has been given.

3. Risk is the degree of certainty about the future.

4. A contingency plan is a standing plan for reducing risk.

5. A single-use plan is a standing plan used for one repeating task.

6. Most workers in routine jobs welcome changes that affect them because change gives them relief from boredom.

7. The final questions in the planning process concern feasibility, risk versus benefit, economy, and goal setting.

8. During certain parts of the day in the hospitality industry, the job controls the supervisor and you cannot plan this time.

9. The hospitality supervisor’s day is so unpredictable that there is no point in planning ahead at all.

10. In the hospitality industry, adjusting your plans as you carry them out is part of the planning process.

Multiple-Choice Questions 1. Long-range planning to set corporate goals and develop strategies for achieving them is called: a. forecasting. b. contingency planning. c. strategic planning. d. management by exception. e. planning by goals.

2. A budget is a: a. standing plan. b. single-use plan. c. strategic plan. d. contingency plan.

3. A term regarding the search (amongst competitors and others) for the best method of doing something and implementing the method to improve performance and meet or exceed goals is called: a. forecasting b. conjecture c. competencies d. benchmarking e. performance indicators

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4. Which of the following are not qualities of a good plan?: a. A good plan is not flexible. b. A good plan is comprehensive. c. A good plan is specific. d. A good plan includes a necessary degree of risk. e. a and d 5. Unity of command refers to the: a. principle that each person should have only one boss. b. general manager’s ultimate responsibility. c. number of employees one person supervises. d. supervisor’s retained responsibility for tasks delegated. e. fact that we all have two bosses.

6. You can reduce the degree of risk when: a. the future is more or less certain. b. you collect all available data. c. you collect relevant data and apply it to your forecast. d. you have less than 1% relevant data collected. e. a and d 7. Organizing is: a. making out an organization chart. b. planning each day’s work in advance. c. planning for the long-range future. d. setting everything up to run efficiently. e. All of the above 8. An established routine or set of procedures used in a recurring situation is known as a: a. standing plan b. contingency plan c. single-use plan d. budget e. None of the above.

9. The planning process includes all for the following except: a. Define the goal, purpose, or problem b. Collect future data relevant to forecasting the future c. Develop alternative courses of action d. Decide on the best course of action Carry out the plan 10. Which of the following is false regarding a standing plan?: a. You can develop standing plans for training new employees, recruiting, hiring, and evaluating performance. b. You can develop standing plans for special occasions such as customer birthdays, anniversaries, and weddings. c. Rigidity is not a potential drawback of a standing plan. d. Every hospitality operation must have standing plans of some sort. e. b and d

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11. If a situation occurs every day, and staff is trained in the procedures, the supervisor’s need to manage is reduced to seeing that the workers meet the standards set and dealing with unexpected events that the plan does not cover. The term that best describes this type of management is: a. management by exception b. management by delegation c. management exemption d. humanistic management e. management by delegation 12. The process of examining the responsibilities and difficulties of each job in order to determine which jobs are worth more than others is called: a. job analysis b. contingency planning c. strategic planning d. job evaluation 13. A bar graph diagram showing the activity and the timing of each activity is known as: a. VENN b. MBO c. GNATT d. PERT e. None of the above.

14. Strategic planning: a. does not provide a workable solution and does not meet the stated objectives. b. is long-range planning to set organizational goals, objectives, and policies to determine strategies, tactics, and programs for achieving them. c. cannot be adapted to a change in the situation. d. is a one-time plan developed for a single occasion or purpose. e. a and c 15. A diagram of a sequence of activities to complete a project which shows the time for each activity and plans for activities that can be done ahead of time or simultaneously is a: a. VENN b. MBO c. GNATT d. PERT e. MERT 16. In forecasting, if conditions tomorrow will be the same as yesterday you should assume: a. sales will be the same. b. sales will be dependent on your location. c. sales will vary everyday. d. a and b e. b and c

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17. The future is always more or less uncertain. You reduce the degree of risk when you collect relevant data and apply it to your forecast-if you have less than 1% of relevant data, conditions are_________ and the degree of risk is_________. a. normal, uncertain b. uncertain, 99% c. normal, 99% d. uncertain, normal e. normal, uncertain 18. Setting everything up to run efficiently is known as: a. planning b. organizing c. leading d. communicating e. controlling 19. Which of the following is false regarding forecasting? a. It controls staffing, purchasing, and production decisions b. It is defined as predicting what will happen in the future on the basis of data from the past c. It is used to help predict business volume in the hospitality industry d. It is the first step in the spanning process e. None of the above.

20. Mark is the manager of a popular local bistro. The staff in this bistro is trained extensively before they are allowed to work on their own. While at work Mark only watches to be sure everyone on the staff is carrying out their responsibilities. Occasionally, when an unexpected event occurs, Mark takes action. Make is managing by: a. exception b. exemplification c. exemption d. excavation 21. Which of the following is not one of the steps involved in making a good plan? a. Define the goal, purpose, or problem, and set strategies of how to meet the goals. b. Develop alternative courses of action. c. Collect and evaluate data relevant to forecasting the future. d. Determine and evaluate any variables involved. e. None of the above.

22. An alternative plan for use in case the original plan does not work out is known as a(n): a. alternative plan b. contingency plan c. standing plan d. single-use plan e. day-by-day plan

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23. A budget is an plan for the income and a. alternative/expenditure b. operational/allocation c. operational/expenditure d. alternative/allocation e. accounting/evaluation

of money for a given period.

24. Which of the following are scheduling techniques used by the hospitality industry to help accomplish goals? a. Gantt chart b. Process Evaluation and Review Technique c. PERT chart d. a and b e. a and c 25. Which of the following is not a key ingredient in the management by goals program? a. critical analysis b. goal specificity c. who will do what d. time limits e. b and c 26. The number of employees that a supervisor or manager supervises daily is known as: a. unity of command b. span of control c. range of authority d. number of employees e. None of the above.

27. A single-use plan: a. is a plan developed for a single use of purpose. b. may have effects that last for years, or even forever. c. could produce consequences that are immediate and disastrous. d. a and c e. All of the above.

28. Which of the following is true about planning and decision making?: a. Planning is a special form of decision making. b. The steps in making a good plan resemble those in making a good decision. c. Planning is making decisions about future courses of actions. d. a and c e. All of the above.

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29. Which is true about levels of planning? a. Top management planners in a large organization make long-range strategic plans. b. Top management should be looking at a one and two-year horizon and deciding where the organization should be heading over that time span. c. Top management implements the organization’s long-term goals on a smaller level and within shorter time frames. d. a and b e. All of the above.

30. The first essential for dealing with resistance to change is a climate of a. anxiety/insecurity b. expression/understanding c. open communication/trust d. planning/reassurance e. None of the above.

Answer Key to True/False 1. T 2. T 3. F 4. T 5. F

6. F 7. T 8. T 9. F 10. T

Answer Key to Multiple-Choice 1. c 2. b 3. d 4. a 5. a 6. c 7. d 8. a 9. b 10. c 11. a 12. d 13. c 14. b 15. d

16. a 17. b 18. b 19. b 20. a 21. d 22. b 23. c 24. e 25. a 26. b 27. e 28. e 29. a 30. c

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and

Chapter 4 Communicating Effectively Objectives 1. List and describe various types of communication.

2. Diagram the communication process and analyze common breakdowns at each step in the process.

3. Explain how effective communication skills are important to success as a hospitality supervisor.

4. Describe personal characteristics that affect communication skills.

5. List examples of nonverbal communication.

6. Discuss common obstacles to good communication and recommend tactics to avoid them.

7. Compare and contrast effective and ineffective listening practices.

8. Illustrate the use of effective communication skills in directing employees.

9. Outline common pitfalls of business writing and list guidelines for avoiding them.

10. List guidelines for effective business meetings.

Outline Communication • Communications is a term that sums up the sending and receiving of messages. o It can make or break a company.

• Types of Communications o Interpersonal communication o Organizational communication o Two-way or open communication o Interviewing communication o Small group communication o Mass communication • The Communication Process o The major function of a leader is to send messages. o Poor communication = problems. o Good leaders talk to their people informally to build working relationships, a positive climate, and a sense of belonging. o Supervisors give instructions and assign tasks, they provide information that their associates need to do their jobs. o Supervisors train associates. o Listening is probably the most neglected of all communication skills.

• Obstacles to Good Communication o Communicators Affect the Message ▪ Differences in background, education, past experiences, and intelligence ▪ Differences in attitude, opinions, and values ▪ Prejudices ▪ Differences in perception ▪ Assumptions and expectations ▪ Emotions ▪ Trust/Distrust ▪ Verbal, listening, and reading skills ▪ Hearing ability o Symbols Can Obscure the Meaning ▪ Symbols can be words, pictures, or body language.

▪ Words are often misinterpreted due to vagueness and language barriers.

▪ Body language or facial expressions may not match the speaker’s words.

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o

Problems in Sending the Message ▪ Bad timing ▪ Not having receiver’s attention ▪ Message is sent to the wrong person ▪ Message sent with wrong means ▪ Forgot to send message o Problems in Receiving Messages ▪ Assumptions, attitudes, phrasing, etc. may obscure the meaning ▪ Receiver is preoccupied or not interested ▪ Message or delivery triggers emotions • Removing Obstacles o Build a climate of trust and respect. o Send your messages clearly and explicitly, use language the receiver can understand, and don’t assume anything. o Send your message at the best time; make sure you have the receiver’s attention. o Send your message to the right person(s). o Choose the best means of sending your message. o Check that your message has been understood, accepted, and acted upon. o Listen, listen, listen! o Be as objective as possible. o Avoid using slang. o Never communicate with someone when you are angry.

Listening • Paying complete attention to what people have to say and hearing them out.

• The most neglected part of the communication process and sometimes the most important.

• Bad Listening Practices: o Going off on tangents o Reacting emotionally o Cutting off the flow of the message o Probing, interrogating, assigning blame, or analyzing motives only complicates matters • How to Listen: o Give the other person your undivided attention. o Hear the person out. o Look for the real message. o Keep your emotions out of the communication. o Maintain your role.

Communication at Work • Send a clear message: explicit, specific, and complete.

• Get your message accepted: build trust, get the interest of the receiver, and make sure the message is reasonable.

• Make a positive impact: put yourself on the employees’ level, talk to them person to person.

• Follow the steps for giving instructions: Step 1: Plan what you’re going to say, to whom, when, and where.

Step 2: Establish a climate of acceptance.

Step 3: Deliver instructions calmly and confidently.

Step 4: Verify understanding.

Step 5: Follow up: observe, check, assist, and evaluate your instructions.

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Computer and Telephone-Aided Communication • Today, vital information can be communicated far more quickly.

• Networked computer systems link corporate and independent hospitality businesses to one another, the supply chain, and various information sources via the World Wide Web. • Now there is communication through: o Email o Instant Messaging o Voice-mail o Intranets o Extranets Business Writing • Some common problems include: o Too long, too wordy o Too vague o Too much jargon o Poorly organized o Purpose not clear o Sloppy: misspelling, incorrect grammar o Too negative o Indirect • Better Business Writing o Pay attention to who the reader will be and write from their perspective. o Organize your thoughts. o Use simple words. o Get to the point quickly. o Be positive. o Be natural; write as if you were talking. o Write clearly. o Show benefits. o Keep it short. o Always check your document for mistakes.

• Meetings: Make them effective: o Be prepared: use an agenda. o Start on time: review agenda. o Summarize and move on. o Keep discussion focused. o Keep meeting minutes. o Have some rules of order. o Handle differences of opinion with respect.

Emotional Intelligence (EI) o EI is the ability to manage ourselves and our relationships effectively. o Components of EI are self-awareness, self-regulation, motivation, empathy, and social skill. o It is important for supervisors to recognize individual emotions and adapt to situations to maintain a harmonious workplace. o The ability to identify emotions consists of a number of different skills such as accurately identifying how you and others feel and being able to sense emotions.

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Key Points 1. Communication is the transference of understanding and meaning between two or more people.

2. Supervisors are involved in interpersonal communication, organizational communication, smallgroup communication, and sometimes mass communication.

3. Figure 4.1 shows the six elements of a successful communication.

4. Communication is important because leaders spend most of their time communicating, as when directing people at work, giving instructions, training, interviewing, hiring, firing, and so on.

5. Figure 4.2 describes many of the obstacles to communication.

6. The following can be done to remove many obstacles to good communication: build a climate of trust and respect; send your messages clearly; use language the receiver can understand; don’t assume anything; take into account the receiver’s ability to receive; send your message at the best time; send your message to the right person; choose the best means of sending your message; check for understanding; listen; be objective; avoid slang and disrespectful terms; and don’t communicate when you are upset.

7. Listening is the second half of the communication process—the most neglected half and sometimes the most important.

8. Bad listening practices include going off on tangents, reacting emotionally, and cutting off the flow of the message.

9. Five principles of good listening include giving the other person your undivided attention, hearing the person out, looking for the real message, keeping your emotions out of it, and maintaining your role.

10. To direct work effectively, a supervisor must send clear messages, get people to accept the messages, and make a positive impact.

11. The steps in giving instruction include planning, establishing a climate of acceptance, delivering the instructions, verifying that the instructions have been understood, and following up.

12. Tips for effective business writing include paying attention to your reader, organizing your writing, using simple words, getting to the point quickly, being upbeat, writing as though you were talking, writing clearly, showing how the reader will benefit from reading your communication, keeping it short, and checking your document for grammar, spelling, punctuation, and neatness.

13. For meetings to work for everyone, you need to be prepared, have an agenda, follow the agenda, and respect differences of opinion.

14. Emotional Intelligence (EI) – It is very important for all hospitality associates to have good EI – some companies measure it in the hiring process. Supervisors need it on a daily basis.

Answers to Review Questions 1. Communication is a generalized term for sending and receiving messages. Types include: • Interpersonal communication (the sending and receiving of messages between individuals).

• Organizational communication (the sending of messages from the top of the organization down— usually the same message to everyone).

• Two-way or open communication (when messages move freely back and forth from person to person).

• Interviewing (conversation with the purpose of obtaining information).

• Small group communication (communication that takes place when group members attempt to influence one another, as in a meeting).

• Mass communication (messages sent out to many people through such media as newspapers, magazines, books, radio, television, and other media).

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2. Obstacles include: • Differences in background, education, experience, intelligence, attitudes, opinions, values • Prejudices • Differences in perception • Assumptions and expectations • Emotions • Atmosphere of trust/distrust • Verbal, listening, and reading skills, hearing ability 3. Answers will vary.

4. Answers will vary.

5. Set an agenda, put a timeline on the agenda, start on time, move on after each topic, bring the conversation back to the topic when it goes off track, and follow some rule of order so everyone has a chance to speak.

6. Answers will vary.

Answers to Activities and Applications 1. Discussion Questions Answers may vary. Incorporates personal opinions and experience.

2. Group Activity: Communication Methods Activity will provide various answers. Some points may include prejudices, nonverbal communication, assumptions, and hearing ability, atmosphere, attitudes, personal space, distractibility, etc.

3. Memo Critique Answers may vary. Some points to include are that messages must be specific, clear, and complete including who, what when, where, how, etc. Other points to include organization, spelling, grammar, unclear abbreviations, length, negativity, etc.

4. Are You Listening?

Answers may vary. Incorporate obstacles in communication.

Case Study: The Refugee Cleaning Crew The questions at the end of the case study are designed to get students involved in the problem. There are no right or wrong answers. We suggest that you try to lead the discussion to bring out the following points.

• In choosing the ten words, have students picture themselves trying to work in a country where they do not speak the language. Bring out the need, not only to instruct, but also to express acceptance and approval.

• Read the discussion into visual symbols—universal symbols, realistic pictures, color coding, and the like. Have students think of all the different tasks in the cleaners’ jobs and try to substitute symbols for words, for ways to measure, for proportions of chemicals to water, for equipment, and so on. Do not rely on gestures; gestures may mean different things in different cultures.

• Stress the importance of demonstrations as substitutes for words and of having the workers perform each task demonstrated to show they understand. Emphasize the importance of setting a good example.

• It is important for Brian to avoid negativity, rejection, anger, and frustration. He must constantly keep in mind the effect he is having on the workers. Students may have suggestions for giving positive reinforcement when a worker masters a particular task.

• The need to keep in touch without language can underscore the importance in all communication of making sure one’s message is received, understood, and willingly accepted.

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•

Have students give examples from their places of work of ethnic difference in customs and gestures as well as language that cause misunderstanding of instructions or problems of attitude, morale, or conflict.

**Case Stdy #8 dies not appear in main book8. Case Study: Too Much Too Fast?

The questions at the end of the case study are designed to get students involved. There are no right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points.

• Successful delegation is built on many concepts developed in earlier chapters. There is the performance standard concept of stating exactly what you want done and how you want it done (not necessarily in written form but in principle). It would have been wise for Joanne to take several days to spell out to Ellen, Michelle, and Robert in turn the units and tasks in the work she is delegating to them.

• There is the training concept of preparing the worker before placement in the job. Probably none of these people had any experience in managing. A related idea is the maxim that being a good worker does not necessarily make one a good supervisor.

• There is the communications concept, related to the first two. There is the need to communicate everything clearly to each delegate in terms they understand and to have each one acknowledge and accept the responsibility, authority, and accountability with full understanding. There is also the need to tell the other workers of the new situation and to let them express their feelings and come to accept their new relationship to their former colleagues.

• There are the concepts of follow-up and coaching spelled out in the chapters on training and evaluation—of being on hand and available during the work period, monitoring the quantity and quality of the work, and simply being present to support and consult. Lead students into a discussion of how this might have prevented or alleviated the crises that developed.

• Have students develop the detailed plan for Joanne suggested in Question 4. Or, as an alternative, have students set up a detailed plan such as Joanne should have used in the first place for one of the three functions delegated. This plan should include the delineation of duties, the communication and acceptance of the delegation, the training if any, and the support phase.

Having students develop such a plan will give them a considerable insight into the work and the skills involved in delegating and a realization of their own inexperience in delegating. This in turn will give them understanding and empathy for managers who say it is easier to do things themselves than to turn them over to someone else, and students may realize why delegation is the least-used of management tools.

• So as not to end on a negative note, lead the discussion into the positive advantages for all concerned if Joanne can work through the current situation in a well-planned step-by-step fashion.

Web Activity 1. Students are to go to a hospitality website and look for examples of effective HR communications, then share them in class.

Additional Classroom Activities 1. Use a listening exercise that provides a brief story for you to read aloud and a series of true-false questions for students to answer. Many such exercises are available. In discussing the answers, stress the assumptions people make as they listen, how they read their own meaning and expectations into what they hear, and how often people do not really hear what was actually said.

2. Select some departments (like Housekeeping and Kitchen) and invite students to come up with ideas for communication with associates who mostly speak a language other than English.

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True/False Questions 1. The lines of responsibility and authority within a business are also the channels of communication.

2. Job loading means adding more challenging work.

3. To delegate successfully, you need advance planning, a positive attitude, the ability to take risks, communication, and commitment.

4. You do not delegate responsibility; this belongs only to the supervisor.

5. Listening is the second half of the communication process – the most neglected half and sometimes the most important.

6. There are few universal rules about what tasks you should delegate.

7. There are only two aspects of delegation.

8. You should adapt delegation to the situation.

9. The Theory X manager relies heavily on delegation.

10. Reverse delegation is when employees try to dump their assignment back on to management.

Multiple-Choice Questions 1. Which of the following is false regarding the communication process?: a. Communication is an interaction between sender and receiver. b. In successful communication, the receiver directs a clear message and the sender gets the message accurately. c. There are six elements of successful communication. d. b and c e. a and c 2. Oral instructions are most suitable for: a. detailed tasks. b. simple, familiar tasks. c. instructions to hostile workers. d. All of the above.

3. Written instructions are appropriate for: a. matters requiring immediate action. b. explaining how to do something. c. tasks involving many important details. d. All of the above. e. a and c 4. Which of the following messages is most likely to be received correctly?: a. A spoken message that emphasizes something important to the receiver b. A command accompanied by threat of action if it is not carried out c. A memo marked urgent d. A notice on a bulletin board containing complete instructions 5. Nonverbal communication refers to: a. written communications. b. permanent forms of communication such as recipes, procedures, manuals, rules, and regulations. c. pictures, signs, body language, eye contact, and tone of voice. d. All of the above. e. a and c

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6. A comfortable distance for communicating instructions is: a. within two to three feet. b. four to seven feet. c. seven to 12 feet. d. more than 12 feet.

7. When rewarding employees: a. allow employees to suggest rewards. b. don’t let employees know what the reward is ahead of time. c. make the goal in reach of the high achievers. d. allow only the employees who are getting the award to select the award. e. a and b 8. Body language is all of the following except: a. expression of attitudes through body movement. b. expression of feelings through body positions. c. expression of gestures. d. expression of goodwill sent by email. e. expression of attitudes and feelings.

9. All but which of the following responses will probably cause an employee to stop talking to the boss? a. preaching b. giving advice c. At the appropriate times, say “okay” and “yes” d. looking at one’s watch e. b and c 10. Most people can talk at the rate of minute. a. 50, 100 b. 100-125, 200-250 c. 200, 400 d. 100-125, 500

words a minute and think at the rate of

11. The most neglected communication skill is: a. listening. b. sending messages. c. expressing symbols. d. translating symbols. e. talking.

12. Symbols can obscure the meaning of a message by: a. vagueness. b. language barriers. c. body language/ facial expressions not matching the speaker’s words. d. All of the above. e. b and c

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words

a

13. A good listener actually listens ______ % of the time. a. 65 b. 75 c. 85 d. 95 e. 80 14. Which of the following are examples of symbols?: a. pictures b. graffiti c. body language d. a and b e. All of the above.

15. Which of the following is a bad listening practice?: a. going off on tangents b. reacting emotionally c. cutting off the flow of the message d. probing, interrogating and analyzing peoples motives e. All of the above.

16. Which of the following is not one of the five principles of good listening?: a. Giving the person your undivided attention b. Hearingthe person out c. Maintaining your role d. Establishing a sense of emotional communication e. Looking for the real message 17. Which of the following best describes organizational communication?” a. the sending and receiving of messages between individuals b. messages sent out by media such as newspapers, books, radio, etc. c. conversation with the purpose of obtaining information d. sending a message from the top of an organization down e. sending a message from bottom to top of an organization 18. Active listening is defined as: a. encouraging the speaker to continue talking. b. giving neutral responses to let the speaker know that you understand their meanings and feelings. c. giving emotional reactions. d. a and b e. All of the above.

19. The second step in giving instructions is: a. establishing a climate of acceptance. b. delivering the instructions. c. verifying the instructions have been understood. d. planning what you are going to say. e. following up.

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20. As human beings we communicate all day, every day. We spend over ______ % of our waking hours sending or receiving messages. a. 50 b. 60 c. 70 d. 80 21. Communication that moves freely back and forth from one person to another, or up and down a ladder is known as: a. open communication b. non-verbal communication c. two-way communication d. interpersonal communication e. a and c 22. On the receiving end, accurate reception depends in part on the or sometimes even the hearing ability of the receiver. a. communication/interpersonal b. listening/reading c. verbal/nonverbal d. verbal/communication e. None of the above.

or

skills,

23. Which of the following is false regarding Emotional Intelligence?” a. It was popularized by the work of Daniel Goleman. b. It is defined as “the ability to manage ourselves and our relationships effectively.” c. It is often measure as EI quotient (EQ). d. It is an important influence on leadership effectiveness. e. None of the above.

24. Which of the following is not a critical component of Emotional Intelligence?: a. active listening b. self-awareness c. motivation d. self-regulation e. empathy 25. What are the six universal emotions?: a. anger, fear, sadness, happiness, worry, and surprise b. anger, fear, anxiety, happiness, disgust, and surprise c. anger, fear, sadness, happiness, disgust, and surprise d. anger, fear, sadness, happiness, nervousness, and surprise e. None of the above.

26. The distance within which a person feels uncomfortable allowing others to come closer unless they are invited to approach is known as: a. communication zones b. personal space c. public distance d. social distance e. a and b 43

27. Which of the following is a convenient way for supervisors and employees to share information and to communicate with one or several people?: a. E-mail b. Texting c. Instant Messaging d. Voice-mail e. All of the above.

28. The world’s largest social utility that connects more than 400 million people with friends and others who work, study, and live around them is known as: a. Twitter b. Intranet c. Youtube d. Facebook e. Myspace 29. Which of the following is true in regards to interviewing?: a. It is defined as conversation with a purpose. b. It is used by supervisors to screen job applicants and to get needed information from employees and their own supervisors. c. It is the most common form of interpersonal communication in the workplace. d. All of the above. e. a and d 30. Which of the following is true in regards to mass communication?: a. Hospitality organizations often use mass communication to advertise for customers as well as job applicants. b. It is defined as messages sent out to few people through newspapers, magazines, books, radio, television, and other media. c. It is decreasing on a large scale. d. a and b e. All of the above.

Answer Key to True/False 1. T 2. F 3. T 4. F 5. T Answer Key to Multiple-Choice 1. b 2. b 3. c 4. a 5. c 6. b 7. a 8. d 9. c 10. d

6. T 7. F 8. T 9. F 10. T

11. a 12. d 13. d 14. d 15. e 16. d 17. d 18. d 19. a 20. c

21. e 22. c 23. e 24. a 25. c 26. b 27. e 28. d 29. e 30. a 44

Chapter 5 Equal Opportunity Laws and Diversity Objectives 1. Define equal opportunity in the workplace.

2. Describe the equal opportunity laws.

3. Explain what every supervisor needs to know.

4. Outline EEO and the hiring process.

5. Define the term diversity.

6. Describe steps that increase positive cross-cultural interaction.

7. Give examples of managing diversity issues positively.

Outline Equal Opportunity in the Workplace • The Equal Employment Opportunity Commission (EEOC): o Established in 1978 o Responsible for leading and coordinating the efforts of federal departments and agencies to enforce all laws relating to equal employment opportunity without regard to race, color, religion, sex, national origin, age, or handicap.

• Culture: Our values; the way we speak, behave, think, and dress; religious beliefs; the music we like; our interactions; and the food we eat. o Failure to understand these diversities can result in tension, poor performance and morale, and higher rates of turnover.

• The Equal Opportunity and Diversity Office provides: o Education and training the public about equal opportunity and diversity o Advocacy for diversity o Support for companies’ initiatives toward equal opportunity and diversity o Consultation on best strategies for Equal Opportunity and Diversity recruitment o Conflict mediation and resolution o Monitoring employers’ equity and affirmative action goals o Reviewing compliance with state and federal regulations o Processing and resolving complaints Inclusion • Include everyone regardless of gender, marital status, race, national origin, religion, age, disability, sexual orientation, weight, and looks.

Equal Employment Opportunity Laws: • Equal Pay Act of 1963 • Civil Rights Act of 1964, Title VII • Age Discrimination in Employment Act of 1967 • The Pregnancy Discrimination Act of 1978 • The Immigration Reform and Control Act • The Americans with Disabilities Act (ADA) • The Family and Medical Leave Act of 1993 EEO Laws and the Hiring Process • Job requirements or qualifications (i.e., those regarding education and work experience) must be relevant to the job, nondiscriminatory, and predictive of job performance.

• Any type of pre-employment test must be valid, reliable, and relevant to the job.

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Interviewing • There are several inappropriate questions to avoid when interviewing, such as: o How many children do you have? o What country do your parents come from? o What is your native language?

Diversity • Culture • Ethnic group • Race • Religion • Language • Age • Gender • Physical abilities • Sexual orientation • By 2020 almost one in three Americans will have African, Asian, Latino, or Native American ancestry.

• By 2050 almost one in two!

• Foodservice industries employ more Hispanics and African Americans than other industries.

Why Does Cultural Diversity Matter?

• When a group or segment is excluded or oppressed, all of us are denied.

• For businesses and communities to thrive, each of us needs to be aware and sensitive to all members of the community.

Developing Cross Cultural Interaction 1. Increase personal awareness.

2. Recognize and practice cross-cultural interaction skills.

3. Maintain awareness, knowledge, and skills.

How to Increase Personal Awareness • Be careful about being culture bound: believing that your culture and value system are the best, the one and only.

• Learn various facts about other cultures.

• You can learn about other cultures in various ways: reading, attending cultural fairs/festivals, and interacting with individuals from other cultures.

Recognize and Practice Cross-Cultural Interaction • Problem areas to overcome include: o the tendency not to listen carefully or pay attention to what others are saying. o speaking or addressing others in ways that alienate them or make them feel uncomfortable. o using or falling back on inappropriate stereotypes to communicate with people from other cultures.

• To be an effective supervisor in a culturally diverse workforce, you must be able to: o recognize the different ways that people communicate. o be sensitive to your own employees’ cultural values. o adapt accordingly.

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•

Some examples of cultural differences: o Body language o Personal space o Eye contact o Facial expressions o Speech, being direct in conversation

The Value of Cultural Diversity • Supervisors and managers who are not able to handle diversity in the workforce are a liability.

• Poor supervision can cost companies dearly in the following ways: o Discrimination lawsuits o Litigation time and money o Legal fees /settlements o High employee turnover rates o Negative community image • Recognize, respect, and capitalize on the different backgrounds in our society in terms of race, ethnicity, gender, and sexual orientation.

• Diversity or sensitivity training is now commonplace in the corporate world.

Establishing a Diversity and Inclusion Program • Develop a mission statement that includes diversity and inclusion.

• Develop goals for diversity and inclusion for each key operating area.

• Develop objectives/strategies to show how the goals will be met.

• Develop measurements to monitor progress toward the goals.

• Monitor progress toward goal accomplishment.

Leading Diversity Issues Positively • Guidelines: o Get to know your employees. o Treat them equitably but not uniformly. o Watch for signs of harassment. o Foster a work climate of mutual respect. o Encourage and recognize diversity.

• Gender Issues o Make sure you do not show favoritism. o Show the same amount of respect for both genders. o Know the company’s sexual harassment policies, and take misconduct seriously.

• Cultural Issues o Learn some of the language used by your employees (how to address them, common phrases, avoid slang). o Give meaningful and culture-appropriate rewards. o If employees have trouble with English, be careful when speaking to them: ▪ Check to make sure they understand you.

▪ Speaking a little slower might help, but do not speak too slow or too loud, this does not! o Be cautious about interpretations and the use of gestures.

• Religious Issues o Be consistent in allowing time off for religious reasons.

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•

•

Age Issues o Treat both young and older employees with respect. o Make them equally a part of the team. o Younger workers want to have fun while doing worthwhile work, listen to them and let them participate. o Don’t have higher expectations of older adults than their peers. o Don’t patronize.

Physically and/or Mentally Challenged Issues o A differently abled employee is a whole person with likes, dislikes, hobbies, etc.-encourage co-workers to treat them as such. o Speak directly to the differently abled employee. o The hiring of handicapped workers has a positive effect on the economy. o Disabled workers are good for the community and for employers. o The hospitality industry has a responsibility to provide job opportunities for all. o Employees with disabilities are just as productive as other employees. o Even with great cross-cultural interaction skills, you will occasionally do something that offends an employee.

▪ When this happens, do the commonsense thing: • Apologize sincerely!

Key Points 1. Equal employment opportunity was denied to so many for so long that in 1963 Congress passed the Equal Pay Act and, in 1964, the Civil Rights Act, Title VII, which established the Equal Employment Commission.

2. Progressive companies embrace equal opportunity, diversity, and inclusiveness. Many have EEO/Diversity officers who plan, develop, implement, and monitor EEO, diversity, and inclusion programs.

3. The equal employment opportunity laws are reviewed.

4. Hiring and negligent hiring include knowing the questions you can or cannot ask and an outline of what supervisors need to know.

5. Failure to understand and respect the differences, or the diversity, of your employees can result in misunderstandings, tension, poor performance, poor employee morale, and higher rates of employee absenteeism and turnover. On the other hand, when differences are respected, the working environment is richer, more fun, and more interesting, and employee satisfaction and performance improve.

6. Steps to develop cross-cultural interaction skills are: a) Increasing personal awareness b) Learning about other cultures c) Recognizing and practicing cross-cultural interaction skills d) Maintaining awareness, knowledge, and skills 7. The chapter lists tips that can be used to manage diversity issues positively.

Answers to Review Questions 1. Answers will vary.

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2. Laws that affect equal opportunity in the workplace: • Age Discrimination in Employment Act of 1967 • Americans with Disabilities Act • Civil Rights Act of 1964, Title VII • Equal Pay Act of 1963 • Family and Medical Leave Act of 1993 • Immigration Reform and Control Act of 1986 and 1990 • Pregnancy Discrimination Act of 1978 3. Answers will vary, but they should include discussion of what constitutes discrimination in employment.

4. Increase personal awareness Learn about other cultures Recognize and practice cross-cultural interaction skills Maintain awareness, knowledge, and skills 5. Answers will vary.

Answers to Activities and Applications 1. Discussion Questions Answers may vary. Incorporates personal opinions and experience.

2. Group Activity: First Impressions Answers may vary. Incorporates personal opinions and experience. Discuss the impact the points mentioned have on the workplace.

3. Group Activity: The Cultural You Answers may vary. Incorporates personal opinions and experience.

4. Case Study: Culture Clash The questions at the end of the case study are designed to get students involved in the problem. There are no right or wrong answers. We suggest that you try to lead the discussion to bring out the following points.

1. Nancy is aware that her staff communicates with her in ways she is not familiar with, but she has not figured out why this happens.

2. Nancy has not done anything to try to resolve the problem; she has just avoided it by concluding that all employees are getting their jobs done.

3. Discuss the many ways Nancy could learn about other cultures including culture and communication styles.

Web Activity 1. Answers will vary. Students are to go to www.mfha.net, find a topic, and discuss it with classmates.

True/False Questions 1. The ADA applies to all people 18 years or older.

2. It is estimated that 43 million Americans have a disability.

3. The Family and Medical Leave Act of 1993 allows employees to take an unpaid leave of absence from work for up to 12 weeks a year.

4. The Equal Employment Opportunity Commission (EEOC) was established in 1989.

5. Title VII of the Civil Rights Act of 1964 prohibits employment discrimination bases on race, color, religion, sex, or national origin.

6. When managing a diverse group, do not treat each employee the same.

7. Only one in eight Americans has African, Asian, Hispanic, or Native American ancestry.

8. Culture bound means you believe that your culture and value system are the best, the one and only.

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9. Reasonable accommodation, which is legally required, refers to any change or adjustment to a job or the work environment that will enable someone with a disability to perform essential job functions.

10. One of the slowest growing segments of the U.S. population is that of minority groups.

Multiple-Choice Questions 1. Which of the following is the first step in creating a diversity and inclusion program?: a. Develop a mission statement that includes diversity and inclusion. b. Develop objectivesand strategies to show how the goals will be met. c. Develop measurements to monitor progress toward the goals. d. Develop goals for diversity and inclusion for each key operating area. e. Monitor progress toward goal accomplishment.

2. Culture is defined as: a. our values. b. our lifestyle. c. being responsible for our misunderstanding. d. All of the above. e. a and b 3. Equal Opportunity and Diversity Offices provide all of the following services except: a. making complaints. b. education and training about EEO and diversity. c. advocacy for diversity. d. conflict mediation and resolution. e. reviewing compliance with state and federal regulations.

4. The Family and Medical Leave Act of 1993 allows employees to take an unpaid leave of absence from work for up to: a. six weeks every two years. b. three week per year. c. 12 weeks per year. d. six weeks per year. e. 12 weeks every two years.

5. In general, EEO laws make it unlawful to discriminate against applicants with respect to: a. recruiting, hiring, firing, demotions, and compensation. b. recruiting, hiring, firing, commotions, and compensation. c. recruiting, hiring, firing, promotions, and compensation. d. all of the above. e. a and c 6. Discrimination in the workplace can be thought of as: a. making unemployment decisions based on factors like a person’s ability to do the job. b. making employment decisions based on a person’s ability to do the job. c. making employment decisions based on other people’s abilities to do the job. d. making employment decisions based on factors that have nothing to do with a person’s ability to do the job.

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7. The Civil Right Act of 1964, Title VII as amended, makes it unlawful to discriminate against applicants on the basis of: a. gender, skills, age, and color. b. promoting employees who are not qualified, religion, race and color. c. religion, disabilities, skills, and color. d. race, color, religion, gender, and national origin. e. race, skills, color, religion, gender, and national origin. f.

8. The Age Discrimination Act of 1967 as amended, makes it unlawful to: a. discriminate against a person who is 18. b. discriminate in terms of compensation, terms, or conditions of employment because of a person’s age (over 60). c. discriminate in terms of compensation, terms, or conditions of employment for people over 40. d. discriminate against women and minorities. e. c and d 9. The Pregnancy Discrimination Act of 1978 makes it unlawful to: a. discriminate against a woman on the basis of pregnancy, childbirth, or related medical conditions. b. to fire a woman for being temporarily unable to work on the basis of being pregnant or for childbirth or related medical conditions. c. refuse to hire a woman because she is pregnant and already has a child. d. All of the above. e. a and c 10. The Americans with Disability Act (ADA) makes it unlawful to: a. discriminate in employment matters against recovering alcohol and drug abusers. b. discriminate in employment matters against a person who has a physical or mental impairment that substantially limits one or more major life activities. c. discriminate in employment matters against people infected with the HIV virus. d. All of the above. e. a and c 11. It is unlawful to: a. ask the applicant if they are disabled. b. ask the applicant about the disability itself. c. phrase job-related questions in terms of a disability. d. All of the above. e. b and c 12. When interviewing applicants job requirements or qualifications must be: a. relevant to the job. b. Discriminatory. c. predictive of past experience. d. relevant when regarding education and work experience. e. a and d

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13. Pre-employment tests must be: a. valid. b. yield varying results. c. given to marginal applicants to see if they can hack the job. d. given to all applicants (if given at all) and give consistent results. e. a and d 14. Almost one in four Americans has African, Asian, Hispanic, or Native American ancestry. It is estimated that by 2050, the number will be: a. one in three. b. the same. c. one in two. d. significantly less 15. Diversity refers to all of the following except: a. symbols b. culture c. race d. religion e. age 16. According to the NRA, what fraction of supervisors in the foodservice industry are women? a. 7/8 b. 3/4 c. 1/2 d. 2/3 e. 1/4 17. The Americans with Disabilities Act (ADA) of 1990 makes it unlawful to discriminate against the estimated ______ million Americans who have a disability. a. 60 b. 25 c. 5 d. 43 e. 75 18. Poor supervision can cost companies dearly in the following ways: a. discrimination law suites b. high turnover rates c. litigation time and money d. a and b e. All of the above.

19. Which of the following was established in 1978 as a central authority, responsible for leading and coordinating the efforts of federal departments and agencies to enforce all laws relating to equal employment opportunity? a. The Diversity Opportunity Office b. Immigration Reform and Control Commission c. The Equal Opportunity Commission d. The Civil Rights Office e. The Americans with Disabilities Association 52

20. When managing diversity issues positively, you should: a. treat all of your employees equitably but not uniformly. b. have consistency by applying the same set of goals and values to each situation. c. foster a climate of mutual respect. d. All of the above. e. a and c 21. Inclusion in the workplace means: a. failure to include everyone, regardless of gender, marital status, race, national origin, religion, age, disability, sexual orientation, weight, or looks. b. to include everyone, regardless of gender, marital status, race, national origin, religion, age, disability, sexual orientation, weight, or physical appearance. c. to allow all employees to participate in owners meetings. d. All of the above. e. None of the above.

22. The starting point for EEO laws was most likely the passing of: a. Equal Pay Act of_____ b. Pregnancy Discrimination Act of______ c. Age Discrimination Act of_____ d. Civil Rights Act of_____ e. None of the above 23. Reasonable accommodation refers to: a. any change or adjustment made in order to improve the work environment. b. any change or adjustment to a job or the work environment that will enable someone with a disability to perform essential job functions. c. any change or adjustment to a job or the work environment made on behalf of any employee. d. All of the above. e. a and d 24. The Family and Medical Leave Act of 1993 allows employees to take an unpaid leave of absence from work for up to 12 weeks per year for all of the following reasons except: a. birth or adoption of a child. b. serious health condition of a friend or family member. c. serious health condition of a child, spouse, or parent. d. employee’s own serious health condition. e. All of the above.

25. Which of these interview questions is appropriate to ask during the hiring process?: a. Do you own a car? b. What is your native language? c. Of what country are you a citizen? d. Have you ever been convicted of a crime? If yes, give details. e. How many children do you have?

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26. When facing charges of discrimination, ________ bear(s) the burden of proving that all questions on application forms or in oral interviews are not used in making hiring and placement decisions in a discriminatory manner prohibited by law. a. the applicant b. the employees c. the employer d. the attorney e. All of the above.

27. Which of the following does not help you to develop cross-cultural interaction skills?: a. Expressing yourself in new ways b. Increasing personal awareness c. Learning about other cultures d. Recognizing and practicing cross-cultural interaction skills e. Maintaining awareness, knowledge, and skills 28. Which of the following are examples of cultural difference?: a. People from Latin America, Africa, The Middle East, and South America prefer to communicate at much closer distances than do people from Canada or the U.S. b. Eye contact and facial expressions are two nonverbal communication techniques that vary among cultures. c. Even though it is a common perception that Asian people are soft spoken, it is not uncommon for Asian people to speak loudly. d. All of the above. e. a and b 29. Which of the following steps comes first for establishing a diversity and inclusion program?: a. Develop measurements to monitor progress toward the goals b. Develop a mission statement that includes diversity and inclusion c. Develop goals for diversity and inclusion for each key operating area d. Monitor progress toward goal accomplishment e. Develop objectives and strategies to show how the goals will be met 30. At the W Hotel on Union Square in New York, they provide opportunity, for more formal communication by employee survey index. What percent of the supervisor’s and manager’s bonus is based upon the survey results?: a. 25% b. 100% c. 33.3% d. 0% e. 50%

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Answer Key to True/False 1. F 2. T 3. T 4. F 5. T

6. F 7. F 8. T 9. T 10. F

Answer Key to Multiple-Choice 1. a 2. e 3. a 4. c 5. c 6. d 7. d 8. c 9. d 10. d 11. d 12. e 13. e 14. c 15. a

16. d 17. d 18. e 19. c 20. d 21. b 22. a 23. b 24. b 25. d 26. c 27. a 28. e 29. b 30. c

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Chapter 6 Recruiting, Selection, and Orientation Objectives 1. Describe the typical characteristics of entry-level jobs in the hospitality industry.

2. Identify common sources of workers for the hospitality industry.

3. Define a job’s qualifications.

4. List factors that affect forecasts of personal needs.

5. Identify and avoid discriminatory language and practices in recruiting, interviewing, and selecting.

6. Describe the most used methods of recruiting and evaluate their usefulness.

7. Discuss and evaluate the standard tools and practices for screening people and selecting the best person for the job.

Outline The Labor Market • The supply of people looking for jobs and the jobs available in the given area.

• You are looking for people with certain characteristics and they are looking for jobs with certain characteristics.

• The trick is to get a match!

• The U.S. unemployment rate fluctuates around 6.1%.

• The NRA estimates that the number of jobs in the industry will grow by 15% over the next decade.

• Despite this, the labor market looks to remain tight and competitive.

Jobs to be Filled • Many of the jobs in food and lodging operations: o demand hard physical labor. o are filled with safety hazards. o are uninteresting and monotonous. o are entry-level pay, but with the possibility of promotion.

• Days and hours are irregular, scheduling patterns vary: o split shifts o part-time o unusual hours o on call • You also have varying needs according to days of the week.

• These form a fairly predictable pattern (i.e., weekends, holidays, banquets, schools, and hospitals). o Predictable enough for you to plan hiring and scheduling.

Sources of Workers • If the job you’re looking to fill is above the lowest level, the first step is to look inside your own operation.

• Consider how people would feel if you brought someone in from outside to fill a job or a shift they would like.

• It is important for morale to give your workers the first chance.

• The top recruiting methods are: o In-house job referral o Company website o Social media o Newspaper/magazine 56

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o Job fairs o Online resumes o Schools o Employment agencies o Professional/industry association Major Sources of Workers o first-time workers o students o women o moonlighters

Your Labor Area • Know the labor market in your own industry: prevailing wages, unemployment rates, its makeup, and competing enterprises.

• Know the demographics: ethnic groups, income levels, education levels, where the different groups live.

• Know about the community.

Defining Job Qualification • Job Specification lists the: o knowledge; info needed to perform job duties o skills and abilities, competence needed to perform a task o work experience o education and training o performance standards; specific skills you are looking for • Do not discriminate in any way!!!

• Phrase (and think) in concrete terms what each job requires.

Forecasting Personnel Needs • Anticipating your needs for staff gives you more time to look for the right people.

• Use records of past sales; they might indicate past trends.

• Scheduling and downtime are key factors in forecasting your personnel needs.

• Scheduling: o Let your employees know that you value their opinion. o Try to meet the needs of both your employee and the company. o Examine your schedule for efficiency of your needs and ways of organizing shifts to be more attractive to employees’ needs. o Consider revamping.

• Downtime: o The length of time a position is vacant until an employee that can fully perform fills it. o Forecast appropriately for downtime. o If necessary fill out an employment requisition form.

Training vs. Buying Skills • There is no security in hiring for experience.

• You may have to pay more to break years of bad habits.

• If you do hire for experience, be sure to check references.

• Training is expensive but likely to be less costly in the end.

• You really do not have time not to train people!

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Recruiting • a form of marketing • Looking actively for people to fill jobs. o Be appropriate: put your message out in appropriate places. o Be competitive: sell your job as well as others. o Be constant: on the lookout all the time. o Use multiple approaches; don’t depend on a single resource • Online Applicants and Selection Tests o Many companies have a space for employment opportunities on their websites. o This free advertising is attracting an increasing number of applicants. o Applications can be completed online saving both time and money. o Applicants may also be asked to complete selection tests online.

• Internal Recruiting o Promoting from within o To let all employees know about an opening use a job posting o Employee referral programs may be used when you cannot find a current employee to fill the position.

• External Recruiting o Career Builder or similar companies o Seeking applicants from outside the operation o Can be done via company website o Two types of advertising are classified and displayed o Two types of ads: open or blind o Advertise in a major paper o Some employers use radio or television o Advertise in your own operation • Employment Agencies o Private Employment Agencies: ▪ Normally charge a fee ▪ Most often handle management and high skilled jobs o Temporary Agencies: ▪ Charge by the hour ▪ Good for peak business periods o Job Service Centers: ▪ Free!

• Direct Recruiting o Practiced primarily by large organizations seeking management or top-level culinary skills o Recruiters go where the job seekers are: colleges, job fairs, etc. o Advantage: you may get better employees and you are creating a good image for the future o Additional external sources: organizations involved with minorities, women, disabled workers, immigrants, or other special groups • Evaluating Your Recruiting o Learn what sources give you the best workers. o Learn what the success rates are. o Learn what the costs are. o Learn the tenure of people from each source. o Evaluate your own recruiting efforts.

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Selecting the Right People o You are after two kinds of information: 1. Hard data on skills and experience 2. Personal qualities important to the job Evaluate the applicant immediately on your list of specifications for the job, using a rating system that is meaningful to you, such as a point system or a descriptive ranking: 1. exceptional, hire immediately 2. well qualified 3. qualified with reservations 4. not qualified Evaluation o Can-do factors: job knowledge, past experience, and education o Will-do factors: the applicant’s willingness, desire, and attitude toward performing the job o Halo effect or overgeneralization: Jumping to conclusions based on first impressions o Truth in hiring: telling the applicant the entire story about the job, including drawbacks Testing o Some companies use tests as an additional method of evaluating applicants. o Various tests are used: ▪ Skills tests measure specific skills ▪ Aptitude tests measure ability to learn.

▪ Psychological tests measure personality traits.

▪ Medical examinations measure physical fitness. o To use a test it must be reliable, valid, and relevant. o The Employee Polygraph Protection Act of 1988 prohibits the use of polygraphs in screening for job applicants.

Reference Check o The final step; helps to weed out applicants o Verify substance: factual information about the applicant o Check applicant’s style: how they did in previous jobs, how well they got along with others o IF YOU NEGLECT THE REFERENCE CHECK YOU RUN THE RISK OF HIRING A PROBLEM WORKER!

Making the Choice o Don’t jump to hire someone you have previously known. Look at the big picture! o Don’t hire too quickly. o Don’t rush to hire the applicant who interviewed the best. o Don’t hire on intuition. o Don’t hire just because someone is highly recommended. o When you make the offer, do it in writing, include all conditions.

Making the Offer o The following points should appear in the offer letter, as appropriate: ▪ Department ▪ Position title ▪ Supervisor ▪ Location ▪ Rate of pay ▪ Schedule of shift 59

o o o o

▪ When jobs start, where to report, whom to report to ▪ Clothing and equipment needed ▪ Meal arrangements ▪ Parking Arrangements for orientation/training Brief description of benefits Probationary period Appointment time for filling out additional personnel forms (such as the I-9 form)

Negligent Hiring • Fear of negligent hiring and retention litigation is a hiring manager’s worst nightmare and the most compelling reason to conduct in-depth criminal records searches of job applicants.

Orientation • Introduces each new employee to the job and the workplace.

• Tells new staff members what they want to know and what the company wants them to know.

• To communicate this information you can give out an employee handbook.

• This creates positive employee attitudes toward the company and the job.

• If you do not have an orientation for each new employee, somebody else will-- your other workers.

• Their orientation will be quite different from yours, and it may have a negative impact.

• You want to: o Create an image of the company as a good place to work. o To foster certain feelings in your new people: that they are needed and wanted. o Create the beginnings of a sense of belonging. o Reduce anxieties and promote confidence and security.

• Communicating Necessary Information o Employees want to know certain information (i.e., pay rate, overtime, days and hours of work, etc.). o Employers want them to know this, plus other information (i.e., rules and regulations, company policy etc.). o You can have it all printed in a booklet, commonly called an employee handbook. o Give them the booklet to take home. o An orientation checklist is an excellent tool for telling your employees what they need to know.

Key Points 1. Labor market refers to the supply of workers looking for jobs and the jobs available in a given area.

2. Many hospitality jobs require hard physical labor, and the pay is often low. The days and hours of work vary, but many employees work part-time hours, including weekends and evenings.

3.

Possible sources of workers include those already working in your operation, Social media, people looking for their first job, women, immigrants, retired people, moonlighters, the unemployed, the disabled, and people who just want to get away from what they have been doing.

4. You will find it helpful to know something about the labor market in your own area, such things as prevailing wages for various jobs, unemployment rates for various types of workers, demographics, and the kinds of companies you are competing with for workers.

5. To determine labor needs, you must define the qualifications for each job in a document called a job specification. Job qualifications include knowledge, skills and abilities, work experience, and education and training.

6. When forecasting staff needs, look at your schedules and consider the amount of time it takes to replace an employee and get the new employee trained. Anticipate openings using a staff forecast form, shown in Figure 4.3.

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7. Figure 6.7 shows recommended ways to ask questions of job applicants to avoid charges of discrimination.

8. Recruiting should be appropriate, competitive, constant, and use a multifaceted approach.

9. Recruiting is either internal or external. Examples include employee referral programs, direct recruiting, advertising, employment agencies, community organizations, personal contacts, and word of mouth.

10. The selection process includes the application form, the interview and evaluation, testing, the reference check, and making the choice.

11. Tips for interviewing are given in Figure 6.8.

12. To be usable, a test must be valid, reliable, and relevant to the job.

13. Check references by phone using a list of specific job-related questions.

14. Orientation tells new staff members what they want to know and what the company wants them to know.

Answers to Review Questions 1. Answers will vary—labor market in your area.

2. Answers will vary—various sources of potential employees.

3. Knowledge, skills and abilities, work experience, education, and training.

4. a. no h. yes b. no i. no c. yes j. no d. no k. no e. yes l. no f. no m. yes g. no n. yes 5. Negligent hiring occurs when a background check is not performed on a hired employee. Moreover, they may have had a background that is a danger to customers and/or employees.

6. Answers will vary. Two methods of internal recruiting and three methods of external recruiting.

7. Answers will vary. Three methods you may use to evaluate your recruiting efforts.

8. Dos: be non-judgmental, make notes for vital information, be realistic, allow applicants to ask questions, spend most of your time listening attentively, be objective, sincere, respectful, etc.

Don’ts: jump to conclusions, let personal biases influence you, interrupt the candidate, be bashful about probing for information, ask about an employee’s weaknesses, let the applicants characteristics influence your decisions, etc.

9. Answers may vary—Checking references is an important tool to weed out applicants who have stretched/falsified their credentials. It can also prevent lawsuits for negligent hiring. Checking references is difficult due to the fact that past employers may only give neutral information and it is time consuming.

Answers to Activities and Applications 1. Discussion Questions Answers may vary. Incorporates personal opinions and experience.

2. Role Play: Interviewing Interviews and observations will vary from student to student. Some points to include are religion, race, and other personal information.

3. Group Activity: Job Specifications.

Student answers may vary.

4. Case Study: The One That Got Away The questions at the end of the case study are designed to get students involved. There are no right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points.

• Lead the discussion into the crisis type of situation in which Dennis is trying to interview Donna.

Get students to suggest a better time and environment for interviewing prospective employees.

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• • • • • • • • •

Have students consider the pros and cons of setting aside a regular time for interviewing applicants, whether a job is open or not.

Make sure the students discuss the issue of Dennis’s bias against married women with kids.

Discuss how it can affect Dennis’s judgment.

Dennis’s bias is in fact not only subjective but also discriminatory. Have students discuss this type of discrimination and the trouble it could make for Dennis.

Did it have any effect on making Donna leave?

Bring out the effect of the many interruptions. However normal they are, they can create an impression of lack of organization, to which applicants may react negatively. They may sense that, once they start working, their job will be as hectic as the interview turned out to be.

Another effect of the interruptions is to keep Dennis from telling Donna anything about the job or finding out anything about her, other than her family status (which should have been irrelevant).

Still another effect could be an impression (good or bad) of Dennis’s relations with the waitresses.

As a side effect, there is the reaction of customers who watch and eavesdrop on this attempt to conduct an employment interview. It somehow does not build a good image of the operation.

Have students discuss the basis on which Dennis decided he wants to hire Donna. Like most supervisors, he really made his decision in the first four minutes. Was it a sound decision? What else could he have found out?

Additional Classroom Activities 1. Invite a human resources staff member from a large hotel, restaurant, or hospital to speak to the class about recruiting personnel for entry-level and semi-skilled jobs. Ask the speaker to talk about the types of people the organization looks for, how they go about finding them, and how they screen and select suitable workers.

2. Have students collect the classified ads for hotel and restaurant employees form the Sunday paper and bring them to class. Ask the students to evaluate various ads on content, screening, image, selling the jobs, competitiveness, meeting EEO requirements, pulling power.

3. Have students discuss their experiences when they were interviewed for a job. Specifically, ask them to describe interviewing techniques the interviewer used that facilitated the process. Ask them also for interviewing techniques that they did not like.

Web Activity The EEOC Web site: www.eeoc.gov 1. Which laws does the U.S. Equal Employment Opportunity Commission (EEOC) enforce?

Title VII of the Civil Rights Act of 1964 Equal Pay Act of 1963 Age Discrimination in Employment Act of 1967 Title I and Title V of the Americans with Disabilities Act of 1990 Sections 501 and 505 of the Rehabilitation Act of 1973, Civil Rights Act of 1991 2. What is the Civil Service Reform Act of 1978 (CSRA)?

It contains a number of prohibitions, known as prohibited personnel practices, which are designed to promote overall fairness in federal personnel actions. The CSRA prohibits any employee who has authority to take certain personnel actions from discriminating for or against employees or applicants for employment on the bases of race, color, national origin, religion, sex, age or disability. It also provides that certain personnel actions cannot be based on attributes or conduct that do not adversely affect employee performance, such as marital status and political affiliation.

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3. Who enforces the CSRA? Office of Special Counsel (OSC) and the Merit Systems Protection Board 4. Which law prohibits discrimination against qualified individuals with disabilities who work in the federal government?

Sections 501 and 505 of the Rehabilitation Act of 1973, 5. What does the EEOC also provide?

Oversight and coordination of all federal equal employment opportunity regulations, practices, and policies.

True/False Questions 1. In the hospitality industry there is a pattern of daily peaks and valleys, with the peaks falling around mealtimes and the valleys falling between.

2. If the job is above the first level in terms of pay, interesting work, and decent hours, then the first place to look for someone to fill it is inside your own organization.

3. To define a job’s qualifications, you need to list the knowledge, skills and abilities, work experience, and education and training required.

4. Scheduling is a key factor. Your work schedules form a year-to-year forecast of the people you need at each hour of the day.

5. External recruiting is looking for people where the job seekers are in such places as colleges and in the company.

6. Selection tests include cognitive ability tests, which measure the ability of an individual to learn or acquire new skills.

7. Internal recruiting offers results in promoting from outside the company.

8. The best interview questions begin with how, what, and why.

9. Can-do factors are an applicants or employee’s willingness, desire, and attitude toward performing a job.

10. Fear of negligent hiring and retention litigation is a hiring manager’s worst nightmare and most compelling reason to conduct in-depth criminal records searches of job applicants.

Multiple-Choice Questions 1. The labor market refers to: a. the classified ad section of a newspaper. b. employed people in a given area. c. the jobs available and the people looking for work. d. government and private employment agencies. e. jobs in a hotel or restaurant.

2. One disadvantage of patterned interviews is that they: a. are not very thorough. b. are not consistent. c. encourage bias by managers. d. discourage customized discussion.

3. The top recruiting method is: a. in-house referral b. newspaper c. job fairs d. online e. offline 63

4. Direct recruiting refers to: a. hiring the first person that applies for a job. b. going to where job seekers are. c. hiring from within the company. d. hiring temporary employees.

5. The application form can tell you all of the following except: a. the applicant’s name, address, phone number, and previous employers. b. the applicant’s marital and family status. c. whether the applicant can read, write, and follow instructions. d. whether the applicant is neat and conscientious or messy and careless.

6. Which type of employment agency refers job applicants at no cost to the employer? a. private employment agency b. temporary agency c. job service center d. leasing company 7. Which of the following questions is appropriate to ask a job applicant?: a. Are you over 50 years of age? b. Are you a native-born U.S. citizen? c. Do you own a home? d. Where are you currently employed? e. Do you own a car?

8. The average U.S. unemployment rate fluctuates around ______and the National Restaurant Association estimates that the number of jobs in the industry will grow by ______ over the next decade. a. 9%; 15% b. 6.1%; 15% c. 10%; 10% d. 15%; 4.8% 9. Which of the following is designed to measure an applicants’ propensity toward unwanted behaviors such as stealing, using drugs and lying?: a. aptitude tests b. substance abuse tests c. cognitive tests d. honesty/integrity tests e. scientific method test 10. Which of the following is true regarding temporary agencies?: a. They are usually free of charge. b. They charge a fee, usually 10% of the employees first year salary. c. They charge by the hour. d. They charge a fee, usually 25% of the employees first year salary. e. b and c

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11. It is very easy, in that first four minutes, to be influenced by one or two characteristics and extend them into an overall impression of a person. This is known as: a. the halo effect b. an overgeneralization c. a projection d. a and b e. All of the above.

12. Which of the following examines an applicant’s willingness, desire, and attitude toward performing the job?: a. can-do factors b. job specifications c. will-do factors d. contingency factors 13. A list containing the knowledge, skills, abilities, work experience, education, and training that defines the qualifications needed for a position is called a: a. demographics form b. forecast specification c. employment requisition form d. job specification e. job improvement form 14. Private employment agencies: a. normally charge a fee. b. Usually charge fees based on a percentage. c. charge by the hour. d. are generally free of charge.

15. A highly structured interview that involves a two way exchange of information is called a(n): a. evaluation interview b. architectural interview c. patterned interview d. b and c e. All of the above.

16. Which of the following measures intelligence? a. aptitude tests b. integrity tests c. personality tests d. cognitive ability tests e. All of the above.

17. The over-65 group is growing and will increase to ______ of the population in 2030. a. 10% b. 20% c. 30% d. 40% e. 35%

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18. Which of the following tests would be most likely used by a hospitality enterprise for a nonmanagement job?: a. medical examinations and skills tests b. aptitude tests and medical examinations c. psychological tests and skills tests d. aptitude tests and skills tests 19. Which of the following is not a method of external recruiting?: a. employee referral program b. advertising c. employment agencies d. direct recruiting e. the company website 20. An applicants or employee’s job knowledge, skills, and abilities are known as: a. will-do factors b. projection factors c. can-do factors d. forecast variables 21. If the job you need to fill is anything above the lowest level in terms of pay, interesting work, and decent hours, where is the first place you should look? a. Newspaper/magazine b. Internet c. Inside your own operation d. Other similar companies e. None of the above.

22. Demographics include all of the following except: a. ethnic groups b. income levels c. education levels d. educational institution e. a and d 23. All of the following are true regarding scheduling except: a. Scheduling is an important task, which, when done well, helps ensure a smooth-running operation. b. Scheduling is a process of determining how many people are needed when, and assigning days and hours of work accordingly. c. Schedules should be flexible. d. Employees should be allowed to decide which days they want to work. e. c and d

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24. Which of the following is not a type of recruiting method used?: a. Direct recruiting b. Indirect recruiting c. Internal recruiting d. External recruiting e. c and d 25. Which of the following is not used as an online selection test?: a. Cognitive ability test b. Personality test c. Honesty/integrity test d. Substance abuse test e. Informational skills test 26. A program under which employees suggests to others that they apply for a job in their company. If a person referred gets a job, the employee often receives recompense is known as: a. Employee referral program b. Internal recruiting c. Promoting from within d. External recruiting e. None of the above.

27. Which of the following is false regarding advertising?: a. There are two types of ads: classified and display. b. Classified ads attract more attention and can give more information than display ads. c. Blind ads pull in fewer responses than open ads. d. Display ads using the company’s logo attract more attention. e. b and c 28. Which of the following is false regarding temporary agencies?: a. It is a type of employment agency. b. They charge businesses by the hour for use of their employees. c. They are decreasing in size and importance as of recent. d. They do business with hotels, restaurants and caterers. e. b and c 29. A job service center is: a. an office of the U.S. employment service b. another source of employees, at no cost c. a federal and state system of employment offices d. a and c e. All of the above.

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30. Telling an applicant the entire story about a job, including the drawbacks is known as: a. Truth in hiring b. Job specification c. Negligent hiring d. Doing the right thing e. Overgeneralization Answer Key to True/False 1. T 2. T 3. T 4. F 5. F

6. T 7. F 8. T 9. F 10. T

Answer Key to Multiple-Choice 1. A 2. D 3. A 4. D 5. D 6. C 7. D 8. A 9. D 10. C 11. B 12. B 13. B 14. A 15. B

16. D 17. B 18. A 19. A 20. C 21. C 22. D 23. C 24. B 25. E 26. A 27. B 28. C 29. D 30. A

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Chapter 7 Performance Effectiveness Objectives 1. Describe how performance standards can be used to develop a system of managing employees and their work.

2. Explain why some performance standard systems succeed and others fail.

3. Explain the complementary relationship between ongoing day-by-day evaluation and periodic performance reviews.

4. Enumerate the purposes and benefits of performance reviews.

5. Outline the steps of the performance review process.

6. Explain common hurdles to evaluating employee performance fairly and objectively.

7. Describe how to handle an appraisal interview, and list mistakes that commonly occur during appraisal interviews.

8. Explain how follow-up can extend the benefits of a performance review.

Outline PerformanceIimprovement • To be effective, performance improvement individuals and teams need: • Direction about what the organization wants to accomplish • Clear expectations • The equipment to do the job • Information and incentives to keep them on tract Performance Standards • If you develop a full set of performance standards for each job classification you: o Have the basis for a management system for your people and the work they do. o Can use them to describe the jobs, to define the day’s work for each job, and to train employees. o Can use them as a basis for rewarding achievement. o Can use them as diagnostic tools to pinpoint ineffective performance. o Can use them in disciplining workers. o A unit of work is any one of several work sequences that together form the content of a given job o A task is a procedural step in a unit of work.

What a Good Performance Standard System Can Do • Setting a full set of performance standards for each job classification is the basis for a performance management system.

• Performance standards can be used as the basis for rewarding achievement.

• Performance standards can be used as diagnostic tools to pinpoint ineffective performance and as a basis for corrective action.

• With a good performance standard system, employees are told clearly what to do, they are taught how to do it, and they know how well they are doing it because there is an objective standard of measurement.

• In Recruiting and Hiring o Defines the job o Aids in planning and forecasting o Provides a method of testing skills o Defines a day’s work • In Training o Provides blueprints for a training program o Sets a competency standard for job performance 69

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In Evaluating Performance o Provides an objective evaluation method o Pinpoints needs for improvement o Identifies superior workers In Your Job and Career o Helps you to develop managerial skills o Reduces crisis management o Provides time for true management Setting up a Performance Standard System Three Essentials for Success: 1. Employee participation: better results, commitment, and morale 2. Active supervisory leadership and assistance throughout: be in charge at all times but, work together 3. Built in reward system: rewards linked to how well each worker meets the performance standards Defining the Purpose o The first step is to define the purpose for which standards will be used ▪ This should define a day’s work, set standards, develop training programs, and evaluate on the job performance Analyzing the Job o The next step is to analyze the job and break it down into units. o You and your crew identify units of work that are performed. o List, in order of performance, all the tasks in the units-and rate them according to value. o Sometimes it is appropriate to define the three levels of performance: 1. Optimistic 2. Realistic 3. Minimum Writing the Performance Standards o Be specific, clear, complete, and accurate. o Be measurable and observable. o Be attainable. o Conform to company policies, goals, and legal and moral restraints. o Certain kinds of standards must have time limits set for achievement.

Developing Standard Procedures o The next step is to develop standard procedures. o These state what a person must do to achieve the results--they give spelled out instructions for the action. o Functions: ▪ To standardize procedures you want followed.

▪ To provide a basis for training. o Do not: ▪ get carried away on detail ▪ ake rigid rules when there is a choice on how things can be done Training Standards o A training program should have a training objective for each standard. o Training objective: a trainer’s goal-- a statement, in performance terms, of the behavior that shows when training is complete Evaluating on the Job Performance o The first evaluation is a test of both the workers and the system. o If the workers meet all the standards, rewards are in order. o This also indicates that standards and procedures are suitable and workable.

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Implementing a Performance Standard System • Keys to making it work: o Workers’ cooperation o Gradual implementation o An award or incentive system o Recognition and use of workers’ potential o Periodic review • How a Performance Standard System Can Fail o The standards are not clearly stated and communicated. o The supervisor is doing a poor job. o The supervisor neglects various follow up elements. o Employees find no challenges or rewards. o The supervisor becomes too preoccupied with maintaining the system. o The system is administered in a negative way.

Essentials of Performance Evaluation • Performance evaluation: o A periodic review and assessment of each employee’s performance during a given period o Are not always used for hourly workers in the hospitality industry (lack of time, workers do not stay long enough, etc.) o Does not substitute in any way an informal evaluation • Purpose and Benefits o To evaluate and give recognition o Get different perspectives by looking back over a long period of time o Documentation for the record o Let people know how they are doing o Set improvement goals o Basis for salary increase. o Identify workers for potential advancement o May be used by other managers o May be used by your boss to rate you/ provides feedback on your hiring and training o Provides an occasion to get feedback from employees • Steps in the Performance Review Process o Prepare for the evaluation o Making the evaluation o Sharing it with the worker o Providing a follow up • Making the Evaluation o Evaluations are typically formalized in an evaluation form. o This form lists performance dimensions or categories in measurable or observable terms. o Dimensions should be related to the job and clearly defined in objective and observable terms.

• Standards and Ratings o There should be measurable or observable standards wherever possible to make evaluation more objective. o Many evaluation forms use a rating scale ranging from outstanding to unsatisfactory performance.

▪ A common scale includes ratings of outstanding, above average, average, needs improvement, and poor.

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The major problem with ratings such as outstanding or excellent is figuring out what they mean in performance terms.

▪ The more precise these descriptions are, the fairer and more objective the ratings will be (i.e., point values).

▪ No evaluation form solves all the problems of fairness and objectivity.

Pitfalls in Rating Performance o Form itself o Halo effect o Letting feelings bias judgment o Comparing one person to another o Supervisors’ feelings about the evaluation process affects ratings o Concern about consequences o Procrastination o Supervisor gives ratings for the effect they will have o Rating employees on most recent performance Defense Against Pitfalls o Evaluate performance, not the employee. o Give specific examples. o Where there is substandard performance ask WHY? ▪ Use the rule of finger. o Think fair and consistent. o Get others’ input. o Write down ideas and discuss with the employee how to improve performance.

Appraisal • Employee Self-Appraisal o Employees evaluate themselves o May result in less employee defensiveness o May result in a more constructive performance appraisal interview o May improve motivation and job performance • The Appraisal Interview o A private face-to-face session between you and your employee o Plan: Pick a place free of interruption at an appropriate time, review the evaluation, and keep in mind your goal of a positive climate of communication and problem solving.

• Conducting the Interview o Start off with small talk. o Make sure the employee understands the evaluation process. o Ask the employee to rate their performance. o Encourage the employee to comment on your judgments. o Get the employee to do most of the talking. o Work with them on setting improvement objectives. o Summarize the interview and end on a positive note.

• Common Mistakes in Appraisal Interviews o Authoritarian approach o Tell and sell approach o Criticizing and dwelling on past mistakes o Failing to listen, arguing, interrupting o Losing control, letting emotions take over o Reducing standards for one person

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Follow-Up o First, see that people receive the rewards they have coming to them. o For people you think need more training, arrange to provide it for them. o For people you feel will improve themselves, follow their progress discreetly. o There will be people who you are sure will make no attempt to improve, who will continue to get by with minimum performance; reassess them in your mind. o There are two important facets of follow-up: 1. Actually carrying it out 2. Using all you have discovered about your people and yourself to improve your working relationship with each person you supervise

Legal Aspects of Performance Evaluation • EEO laws effecting performance evaluation include: o Title VII of the Civil Rights Act o Equal Pay Act o Age Discrimination in Employment Act o Americans with Disabilities Act • Fair and Legal Evaluations o Evaluations should be based on standards obtained from job analysis o Use objective, observable, and measurable performance standards o Keep a positive rapport during the interview o Do not focus on qualities of employees based on their membership to a group o Document frequently o Employees should be given a way to appeal Key Points 1. If you develop a full set of performance standards for each job that you supervise, you have the basis for a management system for your people and the work they do. You can use them in recruiting, training, and evaluation. You can use them with employees to reduce conflict and misunderstanding.

Everyone knows who is responsible for what.

2. Three essentials to setting up a successful performance standard system are worker participation, active supervisory leadership and assistance throughout, and a built-in reward system.

3. Figure 7.1 depicts how to develop a performance standard system: define the purpose, analyze the job, write the performance standard, train the workers, and evaluate on-the-job performance.

4. Figure 7.4 shows a sample form to be used when writing performance standards.

5. Performance standards must be specific, clear, complete, accurate, measurable or observable, attainable, and in conformance with company policies and legal and moral constraints.

6. The first key to making your system work is the workers’ cooperation and agreement in the developmental stage. The second key to success is to put the system to work slowly over a period of time, one job at a time. Other keys to success include having an award or incentive system, recognizing your workers’ potential, and reviewing the system periodically.

7. A performance standard system can fail if the standards are not clearly stated and communicated to everyone, if the supervisor does not follow up properly, if the supervisor does not provide enough challenge or reward, or if the system is administered in a confining or negative manner.

8. Performance evaluation refers to the periodic review and assessment of each employee’s performance during a given period, such as a year. This is in addition to the informal performance evaluation that is a daily part of a supervisor’s job.

9. When carried out conscientiously and when there is constant communication between reviews, performance reviews have many benefits. They help to maintain performance standards. By telling workers how they are doing, they can remove uncertainty and improve morale. By spotlighting areas for improvement, they can focus the efforts of both worker and supervisor to bring about improvement.

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10. They can increase motivation to perform well and provide the opportunity for improving communication and relationships. They can identify workers with unused potential and workers who ought to be terminated. They can give feedback on supervisory performance and uncover problems that are getting in the way of the work.

11. The performance review process includes these four steps: preparing for evaluation, making the evaluation, sharing it with the worker, and providing follow-up.

12. An evaluation form typically lists the performance dimensions or categories on which each worker is to be rated. The performance dimensions should be related to the job being evaluated and defined clearly in objective and observable terms, as in a performance standard.

13. A rating scale is used for each performance dimension, such as outstanding to unsatisfactory. The more precise the descriptions for each rating, the more objective the ratings will be.

14. No evaluation form solves all the problems of fairness and objectivity. Probably those that come closest are designed exclusively for hourly workers, for specific jobs, and for evaluating performance rather than promotability.

15. Some pitfalls when rating employee performance include the halo effect, letting your feelings about a person bias your judgment, comparing one person with another, letting your feelings about the evaluation process affect rating, procrastination, giving ratings for the effect they’ll have, and being too lax or too much of a perfectionist.

16. Evaluate the performance, not the employee.

17. Employee self-appraisals are especially justified when an employee works largely without supervision.

18. Plan a quiet location for appraisal interviews, review your written evaluation shortly beforehand, and plan how you will communicate it to the employee for best effect.

19. When conducting the appraisal interview, start with a bit of small talk. Make sure that the employee understands the evaluation process, ask the employee to rate his or her own performance first, encourage employees to comment on your judgments, get the employee to do most of the talking.

Work with them on setting improvement objectives, summarize the interview, and end on a positive note.

20. Common mistakes in appraisal interviews include taking an authoritarian or tell-and-sell approach, criticizing, dwelling on past mistakes, failing to listen, and losing control of the interview.

21. Follow-up after performance appraisals is crucial. If you let the process drop until the next appraisal date, you will let all its potential benefits slip through your fingers.

22. Equal employment opportunity laws apply to performance evaluation, so the evaluation process needs to be nondiscriminatory.

Answers to Review Questions 1. A position consists of duties and responsibilities performed by one employee, whereas a job is a group of positions with the same duties and responsibilities. It is the entirety of the work, the sum total of what a person is paid to do.

2. A job description describes what the job is as a whole. It explains what the employee is supposed to do, how to perform job duties, and how well they are to be done, whereas the job specification spells out the qualifications that a person must have in order to get the job, including knowledge, skills, abilities, work experience, education, and training.

3. Job analysis is a determination of the content of a given job by breaking it down into units (work sequences) and identifying the tasks that make up each unit, whereas job evaluation is the process of examining the responsibilities and difficulties of a series of jobs to determine which are worth the most and should therefore be paid more. The primary purpose of job analysis is to form the basis of the job description. Job evaluation is used primarily to determine which jobs should pay more than others.

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4. Units of work for bakers: a. Prepare and bake loaves of bread, rolls, and pastries b. Form bread dough c. Operate equipment for slicing bread to prepare for sale d. Calculation of recipes and ingredients 5. Common parts of a job description: a. Job Identification b. Job title c. Department d. Hours e. Exempt or Nonexempt f. Grade g. Performance Standards h. Job Setting i. Contacts j. Working Conditions k. Physical Demands l. Work Hazards 6. The job description is used to present the standard description of a certain job, ad to give an overall basic understanding of what the job will entail. The job description explains what an employee is supposed to do, how to perform job duties, and how well they are to be done. The job description also explains the conditions in which the work takes place, including the factors of working conditions and the social environment.

7. Answers will vary.

8. Answer will be based on previous question.

9. Prepare, make the evaluation, share it, and follow up: Have all documentation in a file that you can refer to before note taking. Outline topics to be discussed. Start on a positive footing allowing a few minutes for calming, begin slow and build. Be assertive, in control and be straight about the points you are trying to get across. Explain that is a new beginning and offer a new approach to grow in the position. Allow a week or two and review again. Solicit a response from the employee whether changes can, will, or won’t work and modify as needed.

10. Title VII of the Civil Rights act of 1964, Equal Pay Act, Age Discrimination in Employment Act, Americans with Disabilities Act. 11. Answers will vary.

Answers to Activities and Applications 1. Discussion questions. Answers will vary.

2. Group Activity: Critique of Job Descriptions. Answers will vary.

3. Role Playing: The Appraisal Interview. Answers will vary.

4. Writing Performance Standards. Answers will vary.

5. Case Study: Labor Turnover. Students are to list their top 10 recommendations.

6. Case Study: The First Appraisal Interview. The questions at the end of the case study are designed to get students involved. There are not right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points.

• Note that many supervisors have the habit of comparing their workers with one another, as Sandy’s boss does, rather than rating their performance against established standards.

Compare with a performance standard system and note how different the effect is on employee motivation.

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Emphasize the critical importance of handling the interview in a positive, upbeat fashion.

Note the negative feedback Sandy gets; she is not as good as Ruth and Charlie. The boss does not even have her name right. She is average. She gets no credit for her successes. The boss interrupts her. He rushes through the interview and throws a casual improvement plan in her lap. Her body language shows how she feels. Discuss the effect of the interview on Sandy’s motivation.

Bring out the managerial obligation to help workers improve (Chapter 1, Chapter 8, and elsewhere). Ask students about situations they may have seen or experienced at work in which an employee is criticized on the work he/she does but is offered no help for improvement. This typical industry pattern is one of the major reasons many people do a poor job. Sandy’s boss should have taken an active part in helping her develop an improvement plan, giving the time and attention to do it right.

Focus on the improvement plan Sandy’s boss suggests, and bring out the need to have the right person do the training (refer back to Chapter 8). Who knows how Charlie will feel about it and whether he will be interested and will do a good job? Another bad habit in the industry.

Discuss the effect an interview like this one can have on the entire evaluation program and how it could have been avoided.

Web Activity 1. Answers may include the following: a. The position exists to perform the function. For example, a person is hired to proofread documents. The ability to proofread accurately is an essential function, because this is the reason that this position exists. b. There are a limited number of other employees available to perform the function, or among whom the function can be distributed. For example, it may be an essential function for a file clerk to answer the telephone if there are only three employees in a very busy office and each employee has to perform many different tasks. c. A function is highly specialized, and the person in the position is hired for special expertise or ability to perform it. For example, a company wishes to expand its business with Japan. For a new sales position, in addition to sales experience, it requires a person who can communicate fluently in the Japanese language. Fluent communication in the Japanese language is an essential function of the job.

2. Answers may include the following: a. The employer's judgment. For example, if an employer requires its typists to be able to accurately type 75 words per minute, the employer is not required to show that such speed and accuracy are "essential" to a job or that less accuracy or speed would not be adequate. Similarly, if a hotel requires its housekeepers to thoroughly clean 16 rooms per day, it does not have to justify this standard as "essential." However, in each case, if a person with a disability is disqualified by such a standard, the employer should be prepared to show that it does in fact require employees to perform at this level, that these are not merely paper requirements and that the standard was not established for a discriminatory reason. b. A written job description prepared before advertising or interviewing applicants for a job.

If an employer uses written job descriptions, the ADA does not require that they be limited to a description of essential functions or that "essential functions" be identified. However, if an employer wishes to use a job description as evidence of essential functions, it should in some way identify those functions that the employer believes to be important in accomplishing the purpose of the job.

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c. The amount of time spent performing the function. For example, if an employee spends most of the time or a majority of the time operating one machine, this would be evidence that operating this machine was an essential function. d. The consequences of not requiring a person in this job to perform a function. Sometimes a function that is performed infrequently may be essential because there will be serious consequences if it is not performed. For example, an airline pilot spends only a few minutes of a flight landing a plane, but landing the plane is an essential function because of the very serious consequences if the pilot could not perform this function. e. The terms of a collective bargaining agreement. Where a collective bargaining agreement lists duties to be performed in particular jobs, the terms of the agreement may provide evidence of essential functions. However, like a position description, the agreement would be considered along with other evidence, such as the actual duties performed by people in these jobs. f. Work experience of people who have performed a job in the past and work experience of people who currently perform similar jobs. The work experience of previous employees in a job and the experience of current employees in similar jobs provide pragmatic evidence of actual duties performed. The employer should consult such employees and observe their work operations to identify essential job functions, since the tasks actually performed provide significant evidence of these functions.

Other relevant factors such as the nature and scope of the work operation and the employer's organizational structure may be factors in determining whether a function is essential.

3. Step 1: Completing a Job Analysis Step 2: Recording the Basics Step 3: Detailing Qualifications Step 4: Maintaining Consistency 4. Answers will vary.

5. When detailing qualifications on job descriptions, employers typically require certain knowledge, skills, aptitude, training, and previous experience. Employers should remember that these qualifications might be gained in a number of ways.

Additional Classroom Activity 1. Have each student obtain an evaluation form from the company for which he/she works. If the company does not have a form, or the student is not working, have the student work with someone who has a form. Have each student, or group of students, evaluate the company form on the following points: a. Items to be evaluated: are they appropriate to the job? b. Are measurable or observable performance standards used? c. Are ratings defined objectively? d. Length and difficulty of filling out From the students forms, pick several for class discussion that illustrate desirable and undesirable features.

Discussion Questions 1. What are some characteristics of a cohesive team?

2. Explain the difference between a formally appointed team and an informally appointed team.

3. Explain positive and negative team norms 4. What are some ways that management can increase positive team norms?

5. What are the four steps of turning a group into a team discussed in the text?

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Chapter 7 (Web Activity) • Go to the following website: www.jan.wvu.edu/media/JobDescriptions.html • Answer the following questions: 1. What are several reasons why a function could be considered essential?

2. Name some sort of the types of evidence that are considered in determining whether a function is essential.

3. According to Fullmer and Loy, what are the steps in completing a job description?

4. Why do many job seekers consider job descriptions a valuable screening tool?

5. What does it mean for the potential employee if an employer is detailing qualifications? What should the employer keep in mind?

True/False Questions 1. Performance management may be defined as the whole process impacting how well an employee performs.

2. Written performance reviews are insurance against discrimination charges.

3. In performance reviews, superiors should be careful to rate their employee’s performance rather that the people themselves.

4. A performance review from should state measurable or observable performance standards by which workers are to be rated.

5. The typical job description spells out in general terms the content of the job, the duties, and perhaps the kind of experience or skill desired.

6. One of the biggest problems of a performance review system is guarding against the subjectivity of the evaluator.

7. The final step in developing a performance standard system is to evaluate employee performance on the job.

8. The way supervisors handle their appraisal interviews can determine whether the performance review is beneficial or harmful to the company.

9. An optimistic level is your estimate of what constitutes a component job and the way that good steady employees are doing it now.

10. The typical job description clearly defines the job and the duties, the methods of performing the duties, and the competencies required.

Multiple-Choice Questions 1. A periodic review and assessment of employee performance during a given period is called: a. a performance review. b. a performance appraisal. c. a performance evaluation. d. All of the above. e. a and c 2. The final step in developing a performance standard system is to: a. evaluate worker performance on the job. b. train the worker. c. develop standard procedures. d. write performance standards.

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3. Among the problems of most performance review systems are: a. the difficulty of being fair and objective. b. the need to set improvement goals. c. the necessity of sharing the evaluation with the worker. d. All of the above. e. the difficulty of being fain and subjective.

4. The first step in setting up a performance system is: a. analyzing the job. b. defining the purpose. c. defining levels of performance. d. writing performance standards. e. writing the standard.

5. The halo effect refers to: a. letting your expectations of a person color your judgment of a person’s work. b. comparing one person with another. c. rating everybody average. d. letting one thing about a person color your judgment of that person’s performance as a whole. e. Aall of the above.

6. In an appraisal interview the supervisor should: a. do all the talking. b. start with the negative things and get them over with. c. encourage the worker to discuss problems about the work. d. All of the above.

7. The best approach to an appraisal interview is: a. an authoritarian approach. b. a problem-solving approach. c. a persuasive approach. d. let the worker control the interview. e. a subjective approach.

8. For a performance standard system to work it should: a. be put to work as swiftly as possible. b. be constantly supervised. c. include a built-in reward system. d. be developed by a consultant.

9. Which of the following is an identifiable activity that constitutes a skill or activity necessary to complete a segment of a job?: a. job classification b. unit of work c. task d. job specification e. job description

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10. In the survey of U.S. businesses mentioned in the text, ______ % of respondents reported using appraisals to determine an employee’s raise. a. 75 b. 86 c. 50 d. 25 11. Which level is best to write your performance standards for?: a. realistic level b. pessimistic level c. minimum level d. optimistic level e. any level 12. A job description is used to: a. decide on disciplinary action. b. assign work. c. spell out qualifications. d. a and b e. All of the above.

13. A quality evaluation form should: a. have measurable or observable standards. b. include subjective evaluations. c. define each performance dimension. d. a and c e. All of the above.

14. A performance evaluation is: a. a formative evaluation. b. a periodic review and assessment of each employee’s performance during a given period. c. an ongoing form of evaluation that uses observation, interviews, and surveys to monitor training. d. All of the above.

15. The order of steps in the performance review process are: a. Preparing for the evaluation, making the evaluation, sharing it with the worker, providing a follow-up. b. Making the evaluation, sharing it with the worker, preparing for the follow-up. c. Preparing for the evaluation, making the evaluation, observing the worker, dismissing the worker (if necessary). d. Coaching the worker, evaluating the worker, sharing it with the worker, retraining. e. Sharing the evaluation, follow-up, training and reevaluating.

16. A supervisor tells the worker the results of the evaluation and tries to persuade the employee to improve. The _____________ approach is a presentation based on logic alone rather like a lecture. a. performance b. tell and sell c. sell and see d. authoritarian

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17. A good way to start off an interview is: a. making sure they understand the evaluation process b. explaining the purpose of the interview c. a bit of small talk d. asking the employee to rate them self e. getting a cup of coffee 18. An evaluation form typically lists or includes all but which of the following?: a. performance dimensions b. steps in the performance process c. goals for improvement d. employee information 19. The type of appraisal that helps put employees at ease because they know what will be discussed during their appraisal is known as: a. rating scale appraisal. b. self-appraisal. c. performance appraisal. d. performance review. e. peer appraisal.

20. Your estimate of what constitutes a competent job and the way that good steady workers are doing it now is held at what level of performance?: a. positive level b. minimum level c. realistic level d. optimistic level 21. A private face-to-face session between you and an employee is known as a(n):: a. evaluation interview b. performance rating c. appraisal review d. a and c e. All of the above.

22. All of the following are true of the tell-and-sell approach except?: a. It is a mild version of the authoritarian approach. b. It is a presentation based on logic alone. c. It seems to be a natural approach for someone who has developed sensitivity in handling people. d. a and b e. All of the above.

23. Which of the following is not one of the three essentials for setting up a successful performance standard system?: a. Employee participation b. The employee should be in charge at all times c. Active supervisory leadership and assistance throughout d. Built-in reward system e. b and d 81

24. What questions should you ask when writing performance standards? a. What is to be done? b. How is it to be done? c. To what extent is it to be done? d. a and b e. All of the above.

25. Which of the following is false regarding written performance standards?: a. Standards must not place a time limit set for achievement. b. The statement must be clear, complete, and accurate. c. The standard of performance must be measurable or observable. d. The standard must be attainable. e. The standard must conform to company policies, goals, and applicable legal and moral constraints.

26. Which of the following is not a key to a successful performance standard system?: a. Workers’ cooperation b. Recognizing your workers potential c. Not putting the system to work slowly d. An award or incentive system e. Reviewing your system periodically 27. A raise given to an employee based on how well the employee has done his or her job is known as a(n): a. award or incentive b. merit raise c. performance appraisal d. promotion e. a and b 28. Which of the following is true regarding the authoritarian approach?: a. It will often antagonize employees b. It will often produce the improvements that you want c. It will not work with dependent types of people d. a and c e. All of the above.

29. Which of the following are true regarding proper interviewing technique?: a. Be a good listener b. Do not interrupt c. Maintain eye contact d. Hear our potential candidates e. All of the above.

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30. A good interview comes from: a. practicing interviewing for other purposes (hiring, problem solving). b. preparing yourself. c. not being afraid to reprimand the way you see fit. d. a and b e. All of the above.

Answer Key to True/False 1. T 2. F 3. T 4. T 5. T

6. F 7. T 8. F 9. T 10. F

Answer Key to Multiple-Choice 1. D 2. A 3. A 4. B 5. D 6. B 7. B 8. C 9. C 10. A 11. A 12. D 13. D 14. B 15. A

16. B 17. C 18. B 19. B 20. C 21. B 22. E 23. A 24. B 25. E 26. D 27. C 28. D 29. E 30. C

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Chapter 8 Motivation Objectives 1. Explain common employee expectations of their leaders.

2. Define the term motivation and explain the leader’s responsibility to motivate his or her employees.

3. Discuss the essential points of current theories and practices for motivating employees on the job.

4. Explain the challenge of applying common motivational theories in the hospitality work environment.

5. Identify nine ways to build a positive work climate by focusing on employees as individuals.

6. Describe two ways a leader can build a positive work climate by focusing on him or herself.

Outline Motivation • There is really no valid stereotype of today’s hospitality employee.

• The industry employs people of all ages and backgrounds.

• Approximately half of the foodservice workforce are employees from 18- to 40-something years old, a group referred to as Generation X (born between the late 1960s and 1980) and Generation Y (born in the 1980s or 1990s).

• At least 60% of both foodservice and hotel employees are women.

• Motivation is what makes people tick: the needs, desires, fears, and aspirations within that make them behave as they do.

• It is the energizer that makes people take action-- the why in human behavior.

• Motivation comes from within.

• You cannot motivate people to do good work, but by getting to know your employees you can activate their own motivations.

Your Experience and Technical Skills • Employees expect you to: o Be qualified to lead o Have technical competence o Act like a boss (make decisions, take stands, stay in charge) o Act like a leader o Be fair, treat them equally o Give them information o Give feedback on performance and listen to them o As a new supervisor, observe themand resist change to work customs o Treat them like human beings, know who they are, what they do, and how well they do it Theories of Motivation • Motivation Though Fear: uses coercion, threats, and punishment • Carrot-and-Stick: combines fear with incentives • Economic Person: Money is the only thing that people work for.

• Human Relations Theory: If workers are treated as people they will get the job done.

• Maslow’s Hierarchy of Needs: Human beings are wanting animals and they behave in ways that will satisfy their needs and wants.

• Theory Y (McGregor): o revised the typical view of the way people look at work o it is ‘‘as natural as play or rest’’ when it is satisfying a need. o states that people’s needs, especially their ego and self-actualization needs, can be made to operate on the job in harmony with the needs and goals of the organization

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Herzberg’s Motivation: Hygiene Theory: o Inadequacies in the job environment create dissatisfaction (dissatisfiers), or hygiene/maintenance factors. o Motivators are factors in the job itself provide motivation and satisfaction (recognition, achievement, the work itself, etc.). o The answer to motivating employees, then, lies in the job itself. o If it can be enriched to provide opportunity for achievement and growth, it will not only motivate the worker to perform well but will also tap unused potential and use personnel more effectively.

Behavior modification: o Newer method for improving performance. o Bypasses inner motivation and deals instead with behavior change. o Takes off from the behaviorist’s theory that all behavior is a function of its consequences; people behave as they do because of positive or negative consequences to them. o If the consequences are positive, they will tend to repeat the behavior; if they are negative, they will tend not to. o If you want to improve performance, then, you will give positive reinforcement (attention, praise) whenever people do things right.

Reinforcement and Expectancy Theory o Praises and rewards employees’ good behavior, undesired behavior is not reinforced. o Supervisors can modify behavior by giving appropriate praise and rewards. o Positive reinforcement should be given right after the behavior occurs. o Negative reinforcement is the withholding of praise and rewards for inferior performance.

Applying Theory to Reality: o Limiting Factors ▪ Nature of many jobs: dull, unchallenging, and boring.

▪ Company policy, administration, and management philosophy.

• You must be in harmony with the companies’ goals, and meet with rules and regulations. o Extent of your responsibility, authority, and resources. o Kinds of people that work for you (I am only working here until…). o Time. o Constant pressures.

Building a Positive Work Climate • Morale: a group spirit with respect to getting the job done. o Morale is made up of individual attitudes toward the work that pass quickly from one person to another until everyone in the group shares the mood. o High morale is the best thing that can happen in an enterprise. o To build a positive work climate, focus on: the individual, the job and the supervisor.

• Focus: The Individual o Get to know your people. o Deal with security needs: inform, train, structure the work, support, give positive reinforcement, evaluate, praise, and build confidence. o Deal with social needs: satisfy the need for acceptance- make people feel comfortable, coach them, encourage them, and get them on your side.

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Rewarding Your Employees o Give recognition in a positive manner. o The entire system of rewards, both monetary and otherwise, must be worked out with care, not only for getting the maximum motivation but also for fairness in the eyes of the employees. o The performance required to achieve the reward must be spelled out carefully, and the goal must be within reach of everyone. o People must know ahead of time what the rewards are and must perceive them as fair or they will cause more dissatisfaction than motivation.

Developing Your Employees o Develop them through training, feedback, encouragement, support, positive reinforcement, and involving them. o Continue to develop yourself.

Focus: The Job o Provide an attractive, safe, and secure job environment. o Put the right person in the right job. o Make the job interesting and challenging. o Delegate. o Rearrange work to add responsibility, challenges, etc. o Increased responsibility, participation, and pride of achievement generate high commitment as well as better ways of doing the work.

Job Loading and Job Enrichment o Job Enrichment: shifting the way things are done to provide more responsibility for one’s work and more opportunity for achievement and recognition. o Job Loading: Building in job motivators to enrich jobs. This does not mean additional, but similar tasks.

Focus: The Leader o The leader holds the key to a positive work climate. o Employees can be motivated though enthusiasm and expectations. o Set a good example for your workers; they are going to copy what you do.

▪ Be a role model.

▪ Keep your best side out at all times.

▪ Establish a climate of honesty.

Key Points 1. Employees want their leader to be qualified to supervise, be experienced, take charge, treat people fairly and equally, communicate, and treat people as human beings.

2. Motivation is the ‘‘why’’ of human behavior.

3. There are various theories of motivation: Use fear (McGregor’s Theory X); combine fear with incentives (carrot-and-stick motivation); give money (economic person theory); give them consideration (human relations or social person theory, Maslow’s hierarchy of needs); satisfy employee work needs, such as a need for growth or achievement (McGregor’s Theory Y); and give positive reinforcement when a worker does something right (behavior modification).

4. Factors that may limit your use of motivational techniques include the boring nature of many jobs, company management policies, the extent of your authority and resources, the employees themselves, and the constant time pressures.

5. A positive work climate is one in which employees can and will work productively.

6. Morale is a group spirit surrounding getting a job done.

7. Motivational methods include: vision, goals which individuals have contributed toward, expectations, empowerment, sharing information, frequent one-on-one communication, resources, appreciation and recognition, fun, advancement opportunities.

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8. In order to build a positive work climate, you need to focus on the individual, the job, and yourself (the leader) by getting to know your people, dealing with security and social needs, rewarding and developing your people, providing an attractive job environment, providing a safe and secure work environment, making the job interesting and challenging, setting a good example, and establishing a climate of honesty.

9. Besides causing pain and suffering to the injured employee and the cost of lost work time, there are other direct and indirect costs to consider when an accident occurs, such as lost business and possibly a lawsuit.

Answers to Review Questions 1. Answers will vary: expectations employees have of their supervisor.

2. Answers will vary: five theories of motivation that make sense to you.

3. Maslow and self-actualization or McGregor and Theory Y. 4. Nature of the job, company policy, extent of authority, reasons for working, constant pressure, time, expectations.

5. Positive work climate: an atmosphere in which productivity is welcomed along with the ability of the employees to do their best work and reach their highest potentials.

Morale: group spirit with respect to getting the job done. Building morale will help create a positive work climate and vice versa. They work hand in hand but it cannot be guaranteed that one will produce the other.

6. Demotivator: an emotion, environmental factor, or incident that reduces motivation.

Dissatisfier: a factor in the job environment that produces dissatisfaction. They both are negative to a positive work environment. Supervisors can avoid them by listening to their employees, building motivators, and producing a positive work climate.

7. Develop your people is a concept that works to maintain a positive work environment. As a supervisor your job will involve growing and as you do you will need to find your employees strengths and weaknesses, give them tasks that will help them build and excel on. This will give them confidence and encourage them to develop skills, knowledge, and to become better trained.

8. Leadership by example: if you expect your employees to do their best at the job, then you must also.

Answers to Activities and Applications 1. Discussion Questions Answers may vary.

Incorporates personal opinions and experience.

2. Write a Dear Boss Letter Answers may vary.

Incorporates personal opinions and experience.

3. Employees: 2, 5, 4.

Supervisors: 6, 3, 1.

Web Activity Students are to go to a career website such as careerbuilder.com or monster and seek out opportunities that may motivate them.

Additional Classroom Activity 1. Have students bring in from their place of work instances in which they have recognized motivation theory into practice. Look for example of some of the following: a. McGregor’s Theory Y: People work willingly and well when their personal goals are in harmony with the goals of the job and the company. b. Herzberg’s dissatisfies: Inadequate factors in the job environment create dissatisfaction, but their removal does not increase motivation. c. Herzberg again: Motivation occurs when the job itself provides opportunities for achievement and growth.

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d. Maslow: People are motivated by a hierarchy of needs and desires. They do not experience higher-level needs until lower-level needs and desires are satisfied (e.g., a person whose security needs are dominant cannot be motivated by power, status, or opportunity to advance). e. Motivation through fear: an example of successful motivation or an example of an attempt that failed. f. Carrot-stick (reward/punishment) motivation: an example of success or failure. g. Economic man theory: the more the money, the better the work (an example of success or failure). h. Human relations theory: make workers more productive by making them happy (an example of success or failure). i. Positive reinforcement: an example of improved productivity or correction of undesired behavior. j. Rewards and incentives: an example of success or failure. k. Job enrichment: its effect on motivation. l. Job loading: its effect on motivation.

True/False Questions 1. Approximately half of the foodservice workforce is comprised of employees from 18-to 40something years old.

2. The fastest growing ethnic groups in the United States are Hispanics, African Americans, and people of Asian origin.

3. The term motivation refers to what make people tick.

4. Motivation through fear often works.

5. Frederick Taylor put forth the carrot and stick method of motivation.

6. At the top of hierarchy of needs are physiological needs.

7. According to theory Y, work is a natural as play or rest.

8. McGregor put forth Theory X and Theory Y. 9. According to the Motivation/Hygiene theory, removing the causes of dissatisfaction does not create satisfaction.

10. At the bottom of hierarchy of needs is self-fulfillment.

Multiple-Choice Questions 1. The theory that the best way to make workers productive is to make them happy is associated with: a. Frederick Taylor. b. Douglas McGregor. c. Human relations theorists. d. Abraham Maslow. e. Douglas McArthur.

2. The theory that the best motivator is opportunity for achievement and growth in the job itself is identified with: a. Frederick Taylor b. Frederick Herzberg. c. Abraham Maslow. d. Tom Peters. e. LBJ. 3. The theory that work is as satisfying as play or rest when it is filling a need is part of: a. Theory X. b. Theory Y. c. Maslow’s hierarchy of needs. d. Behavior modification. e. McGregor’s theory.

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4. In Maslow’s hierarchy of needs, the need to belong is included in: a. Safety needs. b. Social needs. c. Need for self-esteem. d. Need for the esteem of others. e. a and b.

5. The carrot-and-stick approach to motivation combines: a. reward and punishment. b. positive and negative incentives. c. coercion and expectation. d. all of the above. e. a and c only.

6. Job enrichment involves reorganizing a job to include: a. more work. b. more money. c. more power over the people who do the work. d. more opportunity for responsibility and recognition. e. more work for the same money but less responsibility.

7. Those born between the late 1960s and 1980 are referred to as: a. Generation Y. b. Generation Z. c. Baby boomers. d. Generation X. e. Generation M. 8. Behavior modification is associated with: a. positive reinforcement. b. fear and punishment motivation. c. human relations theory. d. money as a motivator. e. carrot-and-stick approach.

9. In dealing with security needs, you can increase motivation by: a. trying to solve personal problems. b. telling them exactly what you expect and providing structure. c. nurturing workers. d. all of the above. e. a and b only.

10. The way to motivate people is to: a. get to know them and find out what each individual responds to. b. make them happy. c. follow the five rules of motivation. d. all of the above. e. a and c only.

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11. Which of the following motivational theories was Fredrick Taylor an advocate of? a. Theory X b. Theory Y c. Economic Man Theory d. Human Relations Theory e. Human Ecology Theory 12. According to Maslow, a person’s most basic needs are: a. psychological b. self-fulfillment c. esteem of others d. safety e. a and d 13. Herzberg referred to environmental factors, such as company policy and supervision as: a. dissatisfiers b. social factors c. personal factors d. hygiene factors e. satisfiers.

14. What percent of both foodservice and hotel employees are women? a. 60% b. 25% c. 75% d. 48% 15. Which theory of motivation states that money is the only thing people work for? a. Theory X b. Incentives theory c. Reality theory d. Economic person theory e. Theory Z 16. Which of the following is the why of behavior? a. Self esteem b. Rewards c. Social needs d. Motivation 17. The Motivation Through Fear Theory: a. combines fear with incentives. b. uses coercion, threats, and punishment. c. states the money is the only reason why people work. d. states that if people are treated equal they will get the job done. e. Uses praise and punishment.

18. Self-actualization is: a. the desire to fulfill other people’s needs. b. associated with the Carrot-and-Stick Theory. c. the desire to fulfill one’s own potential. d. people’s belief about the nature of life. e. c and d 90

19. The difference between job enrichment and job loading is: a. job enrichment shifts the way things are done and job loading builds in job motivators. b. job loading shifts the way things are done and job enrichment builds in job motivators. c. the term are interchangeable. d. none of the above. e. All of the above.

20. What needs are at the bottom of Maslow’s pyramid? a. Social needs b. Survival needs c. Esteem needs d. Physiological needs e. Personal needs 21. Which of the following is not one of the three forms of communication workers expect from their boss? a. Feedback on their performance b. Information c. Nonverbal communication d. Listen when they tell you something e. a and b 22. Which of the following is true regarding motivation? a. Poorly motivated people do what is necessary to get by without hassle b. Highly motivated usually work hard and do superior work c. Unmotivated people don’t do any work at all d. a and b e. All of the above 23. Which of the following is an example of a motivator? a. Recognition b. Responsibility c. Achievement d. Advancement e. All of the above 24. Which of the following are some of the best approaches to motivation? a. Don’t be a decisive boss b. Work objectively with everyone c. Empower the workers d. b and c e. All of the above

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25. Which level of Maslow’s Hierarchy of needs does survival fall under? a. Physiological b. Safety c. Social d. Self-fulfillment e. Ego 26. The Hawthorne experiments, relating to the Human Relations Theory were conducted by a. Nathaniel Hawthorne b. Elton Mayo c. Douglas McGregor d. Frederick Herzberg e. Frederick Taylor 27. The major challenge facing leaders and human resource professionals over the next 20 years will be leading ? a. Human energy b. Motivational methods c. Positive work teams d. Behavior modification e. Employee development 28. If you give 75% to your effort to your job, your employees are likely to give to a. 0 to 10% b. 50 to 75% c. 25 to 50% d. 0 to 100% e. None of the above

percent?

29. Managing people at work by setting a good example, and by giving 100 percent of your time, effort, and enthusiasm to your own job is known as: a. Management by example b. Social man theory c. Motivation d. Leading energy e. Morale 30. The group of Americans born in the 1980’s and 1990’s a. Tweens b. Generation X c. Generation Y d. Baby boomers e. None of the above

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Answer Key to True/False 1. T 2. F 3. T 4. F 5. F

6. F 7. T 8. T 9. T 10. F

Answer Key to Multiple-Choice 1. C 2. B 3. B 4. B 5. D 6. D 7. D 8. A 9. B 10. A 11. C 12. A 13. C 14. A 15. D

16. D 17. B 18. C 19. A 20. D 21. C 22. D 23. E 24. D 25. A 26. B 27. A 28. C 29. A 30. C

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Chapter 9 Teamwork, Teambuilding, and Coaching Objectives 1. Explain the difference between groups and teams 2. Describe team norms, cohesive teams, and three ways to influence a team 3. Discuss the building of teams, turning groups into teams, creating successful teams, and the characteristics of successful teams 4. List and describe the steps in installing a TQM process 5. Discuss empowerment and coaching Outline Group Versus Team • A group is a large number of people working together because of similarities, yet remain neutral. o They interact only to achieve the objective.

• A team is a group of individuals who share a common goal and the responsibility of achieving it. o The team attempts to achieve a positive collaboration among its members.

The Formally Appointed Team • Has an appointed team leader.

• The team leader may have more decision-making authority than others.

• Power may be delegated to them.

• Delegation is when one gives a portion of their responsibility and authority to a subordinate.

The Informally Appointed Team • Evolves on its own.

• Has a rotation of leadership.

• The group leader does not have formal power over the group.

• The informally appointed team has some advantages over the formally appointed.

• Advantages: o One person probably does not possess every quality needed to be the perfect leader. o Everyone has a chance. o Formally appointed team leaders may also lose popularity among the group because of their connection with management. o In an informal team, eventually everyone is linked with management.

Why do people join teams?

• To accomplish tasks as efficiently and swiftly as possible.

• To feel like they are part of a whole.

• To feel like they contribute something to the overall success of the team.

• To develop, enhance, and/or confirm some underlying identity needs.

Teamwork • The actual action that a team performs.

• Cooperative effort by a group of persons acting together as a team.

• Team players are individuals that participate in a collective effort and cooperation to get the job done efficiently.

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Norms • Team norms are defined as implicit, in addition to explicit rules of behavior.

• Norms occur within every type of team interaction.

• Norms work best when the team creates them.

• Positive team norms are behaviors that are agreed upon and accepted within the group.

• One way a manager may increase positive team norms in the hospitality industry is by giving rewards.

• Negative team norms are behaviors that are against the interest and are not accepted by the overall group A Cohesive Team • Communicates well with each other and has well-defined norms, unity, respect, and trust among its members.

• Strengths and weaknesses; hopefully what one member lacks another will make up for.

• If a team lacks cohesion, the group will not have any sense of unity, which will result in a hindered performance.

• To build a cohesive team goals and objectives need to be set.

Leading a Kitchen Team • Starts with a “battle plan”.

• Every station discusses their action plan and then ‘preps’ to ‘par.’

• Then the chef/kitchen leader practices participative leadership, leading by example, working with the team.

Leading a Restaurant • Every shift is unique and presents different obstacles to overcome • Nevertheless, leaders must be ready to lead their staff through a successful shift.

• This is where the following come in handy: o Opening Checklists o Pre-shift Meetings o Closing Checklists 3 Ways to Influence an Informal Team: • Feed Back: The type (positive or negative) and amount should even itself off, or meet in the middle.

• Identification: Identify the key players within the group.

• Communication: Builds trust, and helps to confirm that you are addressing the right issues.

Before Building a Team • First consider what they want out of the team they are about to build and clarify these goals to pre-existing members.

• Be very selective with who is hired, and always conduct a reference check!

• Remember that one team member’s problem affects the whole group in a downward spiral.

• Build a positive work environment.

Formal Versus Informal Groups • Formal groups are work groups established by the company. o They include committees, group meetings, work teams, and task forces.

• Informal groups are more social and form naturally in the workplace.

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Changing a Group into a Team • Get the teams input toward establishing team goals.

• Allow some team decision making.

• Stress communication within the team.

• Have collaboration among team members.

Creating a Successful Team • Together, Everyone, Achieves, More!

• Team effectiveness is defined by 3 criteria: 1st, the productive output of the team meets or exceeds the standards of quantity and quality.

2nd, team members realize satisfaction of their personal needs.

3rd, team members remain committed to working together.

• A Successful Team: o Understands and is committed to the vision, mission, and goals of the company. o Is mature. o Works to continually improve how it operates. o Treat each other with respect. o Differences are handled in a professional manner. o Respect their supervisor. o Members are consulted and their input is requested in decision making. o Members encourage and assist other team members to succeed. o The team meets or exceeds its goals. o Has synergy.

Total Quality Management (TQM) • Goal is to ensure continuous quality improvement of services and products for guests.

• TQM is applied in all areas of business at every level.

• It consists of 10 steps: 1. Have excellent leaders as supervisors and managers.

2. Build and train teams of volunteer associates within each department and later cross departmentally in problem solving.

3. Teams decide on and write down the appropriate levels of guest service and relative weighting for ”their guests.”

4. Set mission, goals, and strategies based on guest expectations.

5. Empower and inspire associates to reach goals.

6. Identify deficiencies, which are areas where service falls below expectations.

7. Analyze and resolve identified deficiencies 8. Modify processes to incorporate corrections to improve service to expected levels.

9. Track results – improvements in service, guest satisfaction, employee satisfaction, cost reduction, and profit.

10. Evaluate and support the process.

Empowerment • Empowerment: ensuring that employees have the skills, knowledge and authority to make decisions that would otherwise be made by management.

• Structured empowerment allows employees to make decisions within specified limits.

• Flexible empowerment gives employees more scope in making decisions.

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Team Challenges • Overcoming negativity.

• Learning how to delegate (appropriate) responsibilities.

• Overcoming high turnover.

• Gaining respect from and within the team.

Coaching • Coaching is a process involving observation of employee performance and conversation focusing on job performance between the manager and the employee.

• Coaching focuses on enhancing skills of the employee, productivity of the employee and elevating employee motivation. o Self-fulfilling Prophecy • 8 Step Coaching Model: 1. Be supportive 2. Define the problem and expectations 3. Establish impact 4. Initiate a plan 5. Get a commitment 6. Confront excuses/resistance 7. Clarify consequences 8. Don’t give up • If the leader takes the coach approach, they will still be part of the team, involved in employee performance.

• Why do supervisors avoid coaching? o Lack of time. o Fear of confrontation. o Assuming the employee knows they are doing a good job. o Little experience coaching. o Assuming that the employee will ask questions when appropriate and does not need feedback.

• The coach: o Is present. o Is a teacher. o Observes employees doing their jobs. o Asks questions. o Gives feedback Counseling Sessions 1. Speak in private with the employee. Be relaxed and friendly.

2. Express in a calm manner your concern about the specific aspect of job performance you feel needs to be improved.

3. Ask the employee for his or her thoughts and opinions, including possible solutions.

4. Ask the employee to restate what has been agreed upon to check on understanding.

5. At a later time, you should follow up and make sure that the performance concern has been addressed.

Behaviors of a Coach • Do not think about employees as people that need to be controlled.

• Listen, listen, listen!

• Develop the individual strengths of each employee.

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• • • • •

Endorse effort and growth (instead of pointing out mistakes).

Stop providing solutions. Give your employees an opportunity to figure it out.

Stop making all the decisions. Delegate decisions where appropriate and engage your employees.

Be unconditionally constructive.

Create an environment where people want to work with you, feel valued, respected and part of a team

Key Points 1. A group is defined as a number of persons working together, or considered together because of similarities. They share information but remain neutral. A team is a special kind of group that attempts to achieve a positive collaboration among its members.

2. A formally appointed team has an appointed team leader. The team leader possesses the power to influence others; power may be delegated to this server from management. An informally appointed team will evolve on its own, it has a rotation of leadership, and the group leader does not have formal power over the group.

3. One main reason for joining in a team in the hospitality industry is to accomplish tasks as efficiently and swiftly as possible. People may also simply join a team to feel like they are small part of a whole (this may help to develop, enhance, and/ or confirm some underlying identity needs).

4. Teamwork is the actual action that a team performs. It is defined as the cooperative effort by a group of persons acting together as a team. In order to have teamwork in the hospitality industry you must have team players.

5. In the hospitality industry teams as well as team norms are constantly evolving. Team norms are defined as implicit, in addition to explicit rules of behavior. Positive team norms are behaviors that are agreed-upon and accepted within the group. Negative team norms are behaviors that are against the interest and are not accepted by the overall group.

6. A cohesive team communicates well with each other, has well-defined norms, unity, respect, and trust among its members. To build a cohesive team goals and objectives need to be set.

7. Three ways to influence an informal team: feedback, identify the key players, and communication.

8. Before actually implementing the plan of building a team, managers should consider what they want out of the team they are about to build. They should be very selective with whom they hire, and conduct reference checks. A supervisor should also keep in mind that one team member’s problem affects the whole group.

9. Groups may be formal or informal. Formal groups are work groups established by the company; informal groups are more social by nature.

10. There are four steps to take at turning a group into a team: • Get the team’s input into establishing team goals. • Allow some team decision making. • Stress communication. • Have collaboration among team members.

11. A team that will be highly successful understands and is committed to the vision, mission, and goals of the company and the department, is mature, works to continually improve how it operates, treat each other with respect, handle differences in a professional manner, have respect for their supervisor, are consulted for their input in decision making, encourage and assist other team members to succeed, meets or exceeds its goals, and has synergy.

12. Total Quality Management’s goal is to ensure continuous quality improvement of services and products for guests. TQM is applied in all areas of the business at every level. There are ten steps to Total Quality Management: a) Have excellent leaders as supervisors and managers. b) Build and train teams of volunteer associates within each department and later cross departmentally in problem solving. c) Have the teams to decide on and write down the appropriate levels of guest service and relative weighting for ‘‘their guests.’’

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Set mission, goals, and strategies based on guests’ expectations.

Empower and inspire associates to reach goals.

Identify deficiencies.

Analyze and problem solve identified deficiencies.

Modify process to incorporate corrections to improve service to expected levels.

Track results—improvements in service, guest satisfaction, employee satisfaction, cost reduction, and profit. j) Evaluate and support the process.

13. There are two types of empowerment: structured and flexible. Structured empowerment allows employees to make decisions within specified limits; flexible empowerment gives employees more scope in making decisions to give outstanding guest service.

14. Major team challenges are negativity, learning how to delegate responsibilities, high turnover, and gaining the respect of the team.

15. The coach uses energy and positively, not fear or status, as a form of motivation to get the job done. d) e) f) g) h) i)

Answers to Review Questions 1. A group is defined as a number of people working together, or considered together because of similarities. If working together they interact to achieve a certain objective. The group usually shares information but remains neutral. Teams are task-oriented work groups that attempt to achieve a positive collaboration among its members. A successful team will work well with each other, achieve set goals, and each member will have a feeling of self worth. The successful team will also be adaptive, flexible, and able to deal with conflicts as they arise.

2. A formally appointed team has an appointed team leader. The team leader possesses the power to influence others and may have more decision making authority than others. An informally appointed team will evolve on its own. It has a rotation of leadership. The group leader does not have formal power over the group. The informally appointed team has some advantages over the formally appointed. For instance, one person probably does not possess every quality needed to be the perfect leader. With the rotation of leadership everyone has a chance to show the qualities that they possess.

Formally appointed team leaders may also lose popularity among the group because of their connection with management.

3. Team norms are defined as implicit, in addition to explicit rules of behavior. Norms occur inevitably within every type of group or should we say, team interaction. They are how each member of the team communicates and conducts themselves in the workplace. Norms work best when the team is allowed to create them amongst themselves.

4. To build a cohesive team goals and objectives need to be set. Through close interaction with each other, the team will learn each other’s strengths and weaknesses (as mentioned above) and how each member works. Interaction and communication among the members of the team will eventually lead to group norms, respect, trust, and unity.

5. Answers will vary. The amount of feedback given to employees generally should meet somewhere in the middle, you should be able to identify the key players within the group, and build open communicate within the team.

6. Total Quality Management (TQM) is a continuous improvement process. TQM is a concept that works well in the hospitality industry, because its goal is to ensure continuous quality improvement of services and products for guests. With TQM the word guest is preferred over customer, the inference being that, if we treat customers like guests, we will exceed their expectations.

7. Empowerment means ensuring that employees have the skills, knowledge and authority to make decisions that would otherwise be made by management. . Structured empowerment allows employees to make decisions within specified limits, an example being ”comping” an entrée, not the whole meal. Flexible empowerment gives employees more scope in making decisions to give outstanding guest service.

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8. Major team challenges are negativity, learning how to delegate responsibilities, high turnover, and gaining the respect of the team.

9. There is a big difference between a supervisor and a coach. A coach does not use fear or status as a form of motivation to get the job done. The coach uses positive energy. The coach of a team must remember that they are also part of that team.

Answers to Activities and Applications 1. Discussion questions: • Delegation is when one gives a portion of their responsibility and authority to a subordinate. The manager may delegate the head server do nightly check-outs, or voids throughout the evening.

Examples will vary, • One main reason for joining in a team in the hospitality industry is accomplish tasks as efficiently and swiftly as possible. People may also simply join a team to feel like they are small part of a whole (this may help to develop, enhance, and/or confirm some underlying identity needs.

Examples will vary.

• Answers will vary.

• Before actually implementing the plan of building a team, managers should consider what they want out of the team they are about to build. The first step to take is clarifying these goals to preexisting members (if there are any). Next, you should be very selective with who you hire, and always conduct a reference check! It happens often in this industry, but you should never hire employees simply to fill a position. Keep in mind that one team member’s problem affects the whole group. Build a positive work environment.

• Answers will vary: A team that will be highly successful understands and is committed to the vision, mission and goals of the company and the department, is mature, works to continually improve how it operates, treat each other with respect, differences are handled in a professional manner, have respect for their supervisor, are consulted and their input is requested in decision making, are encourage and assist other team members to succeed, meets or exceeds its goals, and has synergy.

• The word TEAM stands for Together Everyone Achieves More.

2.1. Group Activity: Total Quality Management Answers will vary 2.2 Group Activity: Teambuilding exercise Answers will vary 3. Case Study: “The Just Hired as a Supervisor Blues” 1. Answers will vary 2. Get the teams input into establishing team goals, allow some team decision making, stress communication, have collaboration among team members 3. Answers will vary 4. Answers will vary Web Activity • Go to the following website: www.humanresources.about.com/od/involvementteams/a/team_culture.htm# If you scroll down, you should find a heading:

To make teamwork happen, these powerful actions must occur.

Do you agree that these topics would make for a climate of teamwork at your place of work? Why or why not?

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True/False Questions 1. A group is defined as individuals who share a common goal and the responsibility of achieving it.

2. Team norms are set behaviors that do not change.

3. A formally appointed team has an appointed leader.

4. A typical per-shift meeting should last anywhere between 20-25 minutes.

5. Delegation is when one gives a portion of their responsibility and authority to a subordinate.

6. The first step in building a team is to clarify goals.

7. Forming is when group members agree on their shared goals, norms, and closer relations develop.

8. Formal groups are work groups established by the company.

9. The last step in the TQM process is to track results.

10. Empowerment means ensuring that employee have the skills, knowledge, and authority to make decisions that would otherwise be made by management.

Multiple-Choice Questions 1. Group synergy is: a. Helping employees discourage one another b. Encouraging employees to form groups c. Employees helping and encouraging each other to excel d. All of the above e. a and c 2. In the Zagat survey mentioned in the text, what percent of complaints were service related? a. 50% b. 89% c. 25% d. 99% e. 72% 3. A number of people working together, or considered together because of similarities is called a: a. team b. formal team c. group d. formal group e. batch 4. A typical pre-shift meeting should last anywhere between: a. 5-10 minutes b. 2-3 minutes c. 15-20 minutes d. 10-15 minutes 5. One thing great managers/leaders share is continuous moving, helping, spreading energy, confidence, direction, and coaching. This is called: a. purposed motion b. delegation c. empowerment d. norms projection e. perpetual motion

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6. What type of empowerment allows employees to make decisions within limits? a. Semi-structured b. Flexible c. Structured d. Informal e. Constructed 7. One of the ways to influence an informal team is to: a. Give positive feedback b. Give negative feedback c. Maximize positive and negative feedback d. Generally give feedback somewhere in the middle. e. Give more positive than negative feedback.

8. Formal groups are: a. Work groups established outside the company b. Workgroups established by social interaction c. Workgroups that are temporary d. Workgroups that include committees, group meetings, work teams and task forces.

9. Groups that are more social by nature are: a. Formal groups b. Informal groups c. Dysfunctional groups d. b and d e. all of the above 10. There are four steps to take at turning a group into a team. According to the text what is the first step? a. Get the teams input into establishing team goals. b. Stress communication. c. Allow some team decision making. d. Have collaboration among team members.

11. The first step in coaching is to: a. Observe employees doing their jobs b. State your appreciation when employees do something right. c. Explain the results or effects of the employees’ actions. d. Set goals e. Decide who you are going to coach.

12. Characteristics of successful teams include all of the following except: a. The team understands and is committed to the vision, mission and goals b. The team is mature c. The team works to continually improve how it operates d. There is a synergy where the output of the member is greater than the team e. a and c

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13. TQM is: a. A continuous improvement process b. When the word customer is preferred over guest c. A concept who’s goal is to ensure continuous quality improvement of product more than service d. All of the above e. a and c 14. Which of the following is not one of the three ways to influence an informal team mentioned in the text? a. Feedback b. Identify the norms c. Identify key players d. Communicate 15. As known and is taught today in management and education circles, the notion of a self-fulfilling prophecy was conceptualized by: a. Robert Merton b. Jim Sullivan c. Frederick Taylor. d. Douglas McGregor e. Douglas McArthur.

16. A process involving observation of employee performance and conversation focusing on job performance between the manager and the employee is called: a. Total quality management b. Management by exception c. Coaching d. Counseling 17. The word TEAM stands for: a. Together everyone attains more b. Together everyone aims for more c. Together everyone achieves much d. Together everyone achieves more e. Togeather everyone accepts more 18. Which of the following is the last step in the TQM process? a. Track results b. Analyze and resolve identifies deficiencies c. Evaluate and support the process d. Modify the process to incorporate corrections 19. A process used to help employees who are performing poorly because of personal problems is called: a. Coaching b. Counseling c. Participative leadership d. Empowerment e. Reprimanding

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20. This is the notion that once an expectation is set, even if it is not accurate, we tend to act in ways that are consistent with that expectation: a. Self- fulfilling prophecy b. Self- actualization c. Peak experiences d. Self-projection 21. A(n) ________ will evolve on its own. It has a rotation of leadership. The group leader does not have formal power over the group. a. formally appointed team b. informally appointed team c. team d. group e. a and d 22. Negative team norms: a. Are behaviors that are against the interest of the team b. Can develop by abusing team norms c. Are not accepted by the overall group d. Allows teams to strive for the same goal e. a, b, and c 23. Pre-shift meetings should be all of the following except: a. A chance for the manager to talk about himself b. An opportunity for managers to motivate employees c. Interactive, allowing for questions to be answered d. Straightforward and to the point e. Between 10 and 15 minutes in length 24. If groups are to develop successfully, they will engage in all of the following activities except: a. Forming b. Exploring c. Storming d. Norming e. Performing 25. Which of the following criteria defines team effectiveness? a. The productive output of the team meets or exceeds the standards of quantity and quality b. Team members realize satisfaction of their personal needs c. Team members remain committed to working together d. a and c e. All of the above

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26. Which of the following statements are true? a. There are two types of empowerment: structural and inflexible b. Structured empowerment allows employees to make decisions within specified limits c. Flexible empowerment gives employees more scope in making decisions to give outstanding guest service d. b and c e. All of the above 27. _______ is a process involving observation of employee performance and conversation focusing on job performance between the manager and employee. a. Counseling b. Self-fulfilling prophecy c. Coaching d. Motivating e. Supporting 28. Which of the following are reasons why supervisors often avoid coaching employees: a. Lack of time b. Fear of confronting an employee with a concern about his or her job performance c. Lack of energy d. a and b e. a and c 29. Which of the following steps should a supervisor or manager use when they catch an employee doing the right thing: a. Describe the specific action you are praising b. Explain the results or effects of the actions c. State your appreciation d. a and c e. All of the above 30. Which of the following statements about coaching is false: a. Coaching a team can be fun and stimulate productive teamwork b. What every good leader needs is continuous feedback about their performance as well as their employees c. Coaching is easy; most people figure it out in no time d. Working together, the coach and the employee can resolve problems successfully e. None of the above

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Answer Key to True/False 1. F 2. F 3. T 4. F 5. T

6. T 7. F 8. T 9. F 10. T

Answer Key to Multiple-Choice 1. C 2. E 3. C 4. D 5. A 6. C 7. D 8. D 9. B 10. A 11. A 12. D 13. A 14. B 15. A

16. C 17. D 18. C 19. B 20. A 21. B 22. E 23. A 24. B 25. E 26. D 27. C 28. D 29. E 30. C

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Chapter 10 Employee Training and Development Objectives 1. Discuss the importance of training in the hospitality industry.

2. Site both the benefits of training and the problems encountered providing it.

3. Outline factors that help employees learn.

4. Explain steps for developing a job-training program.

5. List the major steps in job instruction training and describe how to apply them.

6. List the six skills necessary for effective classroom training.

7. Identify when retraining is needed and how to retrain.

8. Explain the importance of orientation and enumerate the kinds of information that should be covered.

9. Identify the essential elements in a successful training program and the major steps in developing such a program.

Outline Importance of Training • There are 3 kinds of training: 1. Job Instruction 2. Retraining 3. Orientation • The big sister, big brother, or buddy system is when an old hand shows a newcomer the ropes.

• When good training is absent there is likely to be an atmosphere of tension, crisis, and conflict because nobody knows what to do.

• The Benefits of Training o Gives the supervisor more time to lead, standardizes performance, less absenteeism, less turnover, reduced tension, consistency, lower costs, more customers, better service. o Gives the workers confidence and knowledge to do their jobs, reduces tension, boost morale and job satisfaction, reduces injuries and accidents, gives them a chance to advance. o Gives the business a good image and more profit.

• Then why is training often neglected? o Urgency of need. o Training time. o Costs. o Employee turnover. o Short-term associates. o Diversity of worker. o Kinds of jobs (simple-complex). o Not knowing exactly what you want your people to do and how.

• Who will do the training? o The magic apron method: people train themselves the easiest ways to get the job done, and what will keep them from getting into trouble. o The person that is leaving trains: teaches shortcuts and ways of breaking the rules. o Big sister, big brother, or buddy method: passes on bad habits and may resent new person as a competitor. o The logical person to train new workers is YOURSELF!

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How Employees Learn Best • Learning is the acquisition of skills, knowledge, or attitudes.

• The adult learning theory is a field of research that examines how adults learn.

• A number of the following tips come from the adult leaning theory. o When they are actively involved in the learning process (to do this you must choose the appropriate teaching method). o Training is relevant and practical. o Training material is organized and presented in chunks. o Training is in an informal, quiet, and comfortable setting. o When they have a good trainer. o When they receive feedback on performance. o When they are rewarded.

Developing a Unit Training Program • Training plans each represent a learnable, teachable segment of the job: 1st: Establish performance standards: they provide a ready-made structure for a training program.

2nd :Write a training objective derived from above.

3rd: Develop standard procedures (list tasks and spell them out).

• This is taught in several sessions.

• It should provide checkpoints to measure progress.

• The method of training should include 2 elements: 1. Showing and telling the trainee what to do.

2. Having the trainee do it (right).

▪ This is known as job instruction training.

• The closer the training method, setup and materials are to the on-the-job situation, the better the training.

• The location of the training should be a quiet place free of interruptions.

• One-on-one training generally works best. o However, group presentations have certain advantages (general information).

• Your training materials should include the same equipment and supplies that will be used on the job, and they should all be on hand and ready before the training starts.

• Developing a written training plan helps you to think out all the aspects of the training and to orient everything to the new employee and the details of the job.

Moving from Plan to Action • Training people with some experience begins with a pretest.

• Experienced associates should end up meeting the same standards as people whom you train from scratch.

• Once the training process is complete EVALUATE. • Evaluations: o Formal evaluation: uses observation, interviews, and surveys to monitor training while it’s going on. o Summative evaluation: measures results when training is complete in five ways: 1. Reaction 2. Knowledge 3. Behavior 4. Attitudes 5. Productivity • Job Instruction Training (JIT) (also called on the job training) 108

•

•

•

Consists of 4 steps: 1. Prepare the associate.

2. Demonstrate the task.

3. Have the associate do the task.

4. Follow through.

Retraining o Needed when changes are made that affect the job, employees’ performance drops below par, when the worker has not mastered a particular technique, or your people themselves may ask for it. o A positive one-on-one approach to retraining is referred to a coaching.

Coaching is a 2 part process: 1. Observation of the employee’s performance.

2. Conversation between manager and employee focusing on job performance.

Overcoming Obstacles to Learning • Reduce fear with a positive approach (convey confidence in the worker).

• Increase motivation: o Emphasize whatever is of value to the learner, make the program form a series of small successes, build in incentives and rewards.

• Adjust teaching to learner’s level.

• Laziness, indifference, resistance may mean a problem worker.

• Approach training from the learner’s point of view.

• Keep it simple, concrete, practical, and real.

• Sometimes the training program is the problem. o If it is abstract, academic, impersonal, or unrealistic, it will not get across.

• Sometimes the instructor causes the learning problems. o Trainers need to know the job well enough to teach it. o They need to be good communicators, able to use words other people will understand, sensitive enough to see when they are not getting through.

Turnover and Retention • Many hospitality operations have a labor turnover of more than 100%.

• Retention is the term given to keeping employees from “jumping ship”.

• In study by the Hay Group over a ½ million employees in 300 companies were asked about important retention factors, the top 10 were: 1. Career Growth, learning and development.

2. Exciting and challenging work.

3. Meaningful work.

4. Great people to work with.

5. Being part of a team.

6. Having a good boss.

7. Recognition of work well done.

8. Autonomy and a sense of control over work.

9. Flexible work hours.

10. Fair pay and benefits.

• Strategies for improving retention: o Hold 50/50 meetings. o Practice management by wandering around. o Work side by side with employees. o Conduct exit interviews.

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o o

Use other methods to listen (i.e., suggestion systems).

Recognize a job well done.

Key Points 1. Training means teaching people how to do their jobs. You may instruct and guide a trainee toward learning knowledge, skills, or attitudes.

2. Three kinds of training are needed in hospitality operations: job instruction, retraining, and orientation.

3. Training has the following benefits: more time to manage, less absenteeism and less turnover, less tension, higher consistency of product and service, lower costs, happier customers and more of them, and enhancement of your career. By making sure that your employees know what to do, tension is reduced, morale and job satisfaction are boosted, the number of accidents and injuries are reduced, and your workers have a better chance of advancing.

4. The problems involved in training are real: urgent need for trained workers, lack of time, lack of money, short-term workers, diversity of workers, kinds of jobs and skills, complexity of some jobs, and not knowing exactly what you want your people to do and how.

5. The logical person to train your people is you, the supervisor. It is your responsibility, whether you delegate it or do it yourself. Training is one of those obligations to your people that go with your job—giving them the tools and knowledge to do theirs.

6. Employees learn best when they are actively involved in the learning process, when the training is relevant and practical, when the training materials are organized and presented in small chunks, when the setting is informal and quiet, when the trainer is good, and when employees receive feedback on their performance and reward for achievement.

7. Figure 8.3 portrays the steps involved in developing and carrying out a training plan.

8. Once the formal training process is completed, there is still one very important step: evaluation.

Formative evaluation uses observation, interviews, and surveys to monitor training while it is going on. Summative evaluation measures the results of the training after the program is completed, looking at it in five ways: reaction, knowledge, behavior, attitudes, and productivity.

9. The procedure for job instruction training is illustrated in Figure 8.7.

10. Classroom training may be used at times for job instruction or retraining. Teaching in a classroom requires certain skills: Be aware of and use appropriate body language and speech, convey respect and appreciation, use informal and familiar language, correct in a positive and friendly manner, handle problem behaviors effectively, avoid time-wasters, facilitate employee participation and discussions, and use visual aids properly.

11. Retraining is needed when changes are made that affect the job, when an employee’s performance drops below par, or when a worker simply has never really mastered a particular technique.

12. Orientation is the pre-job phase of training that introduces each new employee to the job and workplace. Your goals for orientation are to communicate necessary information, such as where to park and when to pick up a paycheck, and also to create a positive response to the company and job.

13. Some keys to training include the following: Use a positive approach to reduce fear and anxiety, look at ways to increase employee motivation, such as building in incentives and rewards as steps are mastered; adjust the teaching to the employee’s learning ability; don’t assume anything; approach training from the learner’s point of view; keep it simple and practical; and make sure that the trainer is doing a good job.

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Answers to Review Questions 1. Job instruction: explains what you need to know to do the job correctly. It depends on your need to understand the complexity of the position.

Retraining: when a current employee is not meeting standards, a new method is introduced, or when an employee asks for it.

Orientation: sets the view a new hire will have on the position, company, and supervisor. It should happen in the first days of employment.

2. It is hard due to time pressures and the need for someone to do the work right now. There are several benefits to training including giving the supervisor more time to manage, less absenteeism, less turnover, tension reduction, easier to maintain consistency of products and service, lower costs, etc.

3. The supervisor will give the new hires the tools and knowledge to best succeed at the task making the employees better informed.

4. Employees learn best when they are involved actively, training is relevant, materials are organized and presented in simple chunks, employees are in the optimal learning environment, and the receive feedback.

5. Establish a plan, develop a unit training plan, moving from plan to action, job instruction training, and classroom training.

6. Answers will vary.

7. Answers will vary.

8. Introduce yourself, be aware of your use of body language and speech, handle negative situations effectively, avoid time wasters, facilitate participation in discussions, use visual aid, offer breaks, talk to the group as a group, role play, give praise and support.

9. Retraining is necessary when changes affecting the job arise, when an employee’s performance drops below par, or when an employee has not mastered a particular technique.

10. Orientation introduces the company to the employee. It tells the employee what they want to know and what the company wants them to know.

Answers to Activities and Applications 1. Discussion Questions Answers may vary. Incorporates personal opinions and experience.

2. Brainstorming: My Favorite Teacher Answers may vary. Incorporates personal opinions and experience.

3. Group Activity: Cost/Benefit Analysis Answers may vary. Some point may include the removal of hazardous objects or materials to prevent injuries or fires that can cause thousands in damages and expenses, as well performing tasks according to the accident prevention program to reduce the occurrence of serious injuries.

4. Group Activity: Develop a Training Program Group answers may vary.

5. Case Study: A Quick-Fix Training Program?

The questions at the end of the case study are designed to get students involved. There are no right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points.

• There is no such thing as a quick-fix training program. Many training programs are developed with such haste and lack of insight into what truly needs to be accomplished that they may indeed be more harmful and upsetting to everyone involved than helpful to anyone.

• Good training is developed over a period of weeks, months, years, and is ongoing and continuous.

It does not spring into being in response to a must -be-done-now panic-type situation.

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•

•

• •

This operation has not been sufficiently monitored and has slid downhill until it reached its present crisis situation. Training cannot save it tomorrow (although some orientation for those three new employees will at least help them get started right). The best thing Tom’s research can do it is make him aware of the need for a systematic training program. He should recommend that Alex read Chapter 7 himself.

Tom and Alex probably do not have the know-how to do a good job of training. They may need training themselves in how to train others. Lead students into discussion of who should and should not be given the job of training and what it takes to be a good trainer, drawing from their own experiences as well as the text.

It may be that training alone cannot solve all the problems this operation has. If it survives the crisis, Tom should recommend a full-blown, continuing training/retraining program including employee development.

They might begin their long-range program with a series of weekly retraining sessions for each classification of employees. Students may have other ideas.

Web Activity 1. Students are to go to the CHART Web site (www.chart.org) , look for strategies and goals for CHART, and select a topic for a class discussion.

Additional Classroom Activities 1. Have each student develop a list of at least 10 points that were critical to him or her on the first day of employment. Using these as guides, compare them to the sample orientation checklist provided in the chapter.

2. Invite a training director of a large hospitality enterprise or foodservice contractor to speak to the class about some of the problems of training entry-level personnel and how they deal with them. Ask the speaker to demonstrate some of the training materials used, such as videotapes. Have the speaker comment on the company philosophy of training and the relation of training to turnover and morale.

True/False Questions 1. The advantages of training can readily be expressed in dollar amounts.

2. Training people for jobs always takes care of their training needs.

3. A good training program is unaffordable luxury for most hospitality operations.

4. Summative evaluation measures the results of the training after the program are completed.

5. New employees should be given a pretest before training began.

6. A job should always be taught in the order in which it is performed.

7. A performance standard system provides a ready-made structure for a training program.

8. Where training is inadequate, poor sanitation is probable.

9. The way you talk to employees in class room training has a little effect on how receptive they are to your leadership.

10. Fear is a powerful motivator in helping an employee to learn new skills.

Multiple-Choice Questions 1. The coffee shop manager who tried to persuade Shirley to come in at 6:00 A.M. and train her replacement was practicing another common method of training—having the person who is leaving a job train the person who will take it over. This method is known as: a. trailing b. JIT training. c. retraining. d. orientation. e. training.

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2. Good training will benefit associates in the following ways except: a. Training can eliminate the five reasons why people do poor work. b. Trained employees always have to ask how to do things. c. Training can reduce employee tension. d. Training can reduce accidents and injuries. e. a and c 3. In a training program, the training objective: a. includes a time limit for the learning. b. has a higher performance standard. c. expresses the goal of the trainer rather than the goal of the learner. d. all of the above. e. determines who will do the training.

4. A teaching method that does NOT promote employee involvement is: a. lecture. b. discussion. c. role play. d. brainstorming. e. a and d.

5. JIT skills training consists of: a. putting the new worker on the job beside a skilled and experienced worker. b. a multiple step training program based on performance standards. c. a five-step program consisting of reading, seeing, experiencing, doing, and forming habits. d. preparation, show and tell, performance, follow through. e. all of the above.

6. A good way to increase motivation to learn is to: a. emphasize the negative consequences of not learning. b. set up a learning schedule the trainee must meet. c. have a system of rewards, and praise achievement. d. all of the above.

7. The steps in Job Instruction Training are as follows: a. demonstrate the task, prepare the associate, have the associate do the task, follow through. b. prepare the associate, have the associate do the task, demonstrate the task, follow through. c. demonstrate the task, have the associate do the task, demonstrate the task, follow through. d. prepare the associate, demonstrate the task, have the associate do the task, follow through.

8. A study by Towers Perrin found that of 1,100 North American workers in the survey, ______% had negative feelings about their job and ______% had intensely negative feelings. a. 50, 33 b. 33, 40 c. 40, 50 d. 40, 33

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9. In a study by the Hay Group over half a million employees in 300 companies were asked about important retention factors. The tenth factor (out of ten) was: a. Career growth, learning and development b. Fair pay and benefits c. Meaningful work d. Being part of a team e. Having a great supervisor.

10. Human resource directors estimate the cost of employee turnover at about ______for an hourly paid employee and ______ for a management position. a. $4,000, $8,000 b. $2,000, $4,000 c. $4,000, $12,000 d. $8,000, $12,000 11. A summative evaluation looks at which of the following? a. Reaction, Knowledge, Productivity, Behavior, Attention b. Knowledge, Independence, Behavior, Attitude, Attention c. Reaction, Knowledge, Productivity, Behavior, Attitude d. Reaction, Knowledge, Motivation, Behavior, Attitude 12. The magic apron method is: a. when people train themselves. b. when the person that is leaving train. c. when the manager trains. d. the best method of training. e. a and d.

13. In a study by the Hay Group over half a million employees in 300 companies were asked about important retention factors. The number one factor was: a. Career growth, learning and development b. Fair pay c. Benefits d. Being part of a team e. Working conditions 14. Job instruction training consists of all but which of the following: a. Preparing the worker for training b. A demonstration of what the worker is to do c. Having the worker perform the task d. Continuous evaluation of the worker 15. One of the benefits of training are: a. Giving the supervisor more time to manage b. Giving the workers positive discipline c. Giving the business a number of warm bodies to do the work d. Developing a buddy system e. All of the above

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16. The survey mentioned in the text asked a nationally representative group of 3,400 employees what they considered to be “very important” in deciding to take their current job. The top reason was: a. Open communication b. Few choices regarding other opportunities c. They knew someone in the company d. Great pay 17. Which of the following should be written before developing a unit training plan? a. performance standards b. training objectives c. standard procedures d. all of the above 18. Which of the following is the most important step after the formal training process is complete? a. job instruction training b. summative evaluation c. formative evaluation d. b and c e. none of the above 19. A unit training program should consist of: a. Training Objectives and Training Sessions b. Training Checkpoints and Training Methods c. Training Pretests and Performance Standards d. a and b e. a and c 20. A job should always be taught: a. with easiest tasks first, hard tasks last b. with hard tasks first, easiest tasks last c. in the order the tasks will be performed d. in the order that is most comfortable for the trainer 21. Which of the following is the biggest problem in training employees? a. Urgent need b. Diversity of workers c. Training time d. Turnover e. Short-term associate 22. Employees learn best when: a. They are actively involved in the learning process b. The training is relevant and practical c. They have a good trainer d. a and b e. All of the above

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23. Which of the following are characteristics of a good trainer? a. Knowledgeable b. Organized c. Displays sense of humor d. a and c e. all of the above 24. All of the following instances are necessary for further training except? a. Changes are made that affect the job b. Employees don’t get along with each other c. Employees performance drops below par d. A worker has never mastered a particular technique e. None of the above 25. Human resource directors estimate the cost of employee turnover at employee? a. $2,000 b. $4,000 c. $8,000 d. $12,000 e. None of the above

for

an

hourly

paid

26. In meetings, management talks for half the time about goals, vision, and mission.

Employees talk the other half of the time, by raising questions and concerns. a. Retraining b. Job instruction training c. 50/50 d. Orientation e. Group presentation 27. Which of the following is not one of the five reasons why people do poor work? a. Not knowing what to do b. Not knowing how well you’re doing c. Not caring about your work d. Not getting any help from the leader e. Not getting along with the leader 28. Which of the following is true regarding training? a. When good training is lacking, there is likely to be an atmosphere of tension, crisis and conflict b. A small mistake or oversight made by a poorly trained employee can’t have enormous impact c. Having a person who is leaving a job train the person who will take it over is known as trailing d. a and b e. All of the above 29. Teaching people how to do their jobs is known as: a. Training b. Retraining c. Job instruction d. Orientation e. a and c

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30. The logical person to train employees is: a. Human resources b. Supervisor c. Other employees d. Big brother/sister e. None of the above Answer Key to True/False 1. T 2. F 3. F 4. T 5. T

6. T 7. F 8. T 9. F 10. F

Answer Key to Multiple-Choice 1. A 2. B 3. A 4. A 5. D 6. C 7. D 8. A 9. B 10. C 11. C 12. A 13. A 14. D 15. A

16. A 17. B 18. D 19. D 20. D 21. A 22. E 23. E 24. B 25. B 26. C 27. C 28. E 29. E 30. B

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Chapter 11 Conflict Management, Resolution, and Prevention Objectives 1. Define conflict.

2. Identify the “main ingredients” of conflict.

3. Understand how conflict arises in the workplace.

4. Implement the steps in managing workplace conflict.

5. Work on preventing conflict from happening.

Outline What is Conflict?

• Anger is defined as a feeling of great displeasure, hostility, indignation, or exasperation, wrath, trouble, or affliction.

• Conflict is defined as discord, a state of disharmony, open or prolonged fighting, strife, or friction.

• We define conflict as a disagreement resulting from individuals or groups that differ in: o Opinions o Attitudes o Beliefs o Needs o Values o Perceptions • The main “ingredients” of conflict include: o Desires o Needs o Perceptions o Power o Values o Feelings • Common Causes of Workplace Conflict o Lack of communication o Feelings of being undervalued o Undefined/not clearly defined roles o Poor use of managerial criticism o Preferential treatment o Poor management/leadership o Impractical expectations o Overworked employees o Stress o Internal conflict • Conflict Triggers o Communication is the resolution to the majority of conflicts! o Different work methods o Different goals o Personalities o Stress o Different viewpoints or perspectives

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Violence in the Workplace • On the rise in recent years.

• HR professionals and managers need to be more vigilant in creating a positive, safe, and secure workplace environment.

• This can be significantly reduced by taking preventative measures: o Increased security by using employee name badges. o Reducing the number of entrances and exits. o Video surveillance cameras. o Entrances with metal detectors. o Guest and employee security checks at hotels. o Complete background checks on all employees. o Noting and reporting any use of threats, physical actions, frustrations, or intimidation.

Conflict Management • The application of strategies to settle opposing ideas, goals, and/or objectives in a positive manner.

• There are 5 steps.

1st: Analyze what is at the center of the conflict.

• Brainstorm 2nd: Determine the strategy that will be used to resolve the conflict.

• Collaboration • Compromise • Competition • Accommodation • Avoidance 3rd: Start pre-negotiations and re-assess.

4th: Begin the negotiation phase.

5th: Implement the negotiations made.

• Conflict Resolution o Keep the best interest of your company in mind. o Guiding principles for handling conflict: • Preserve dignity and respect.

• Listen with empathy and be fully present and identify the issues.

• Find a common ground without forcing change and agree on the issues.

• Discuss solutions.

• Honor diversity, including your own perspective.

• Agree on the solutions and follow up.

• Avoid groupthink!

Alternative Dispute Resolution (ADR) • Problem-solving and grievance resolution approaches to address employee relations and disputes outside the courtroom.

• Provides employers and employees with a fair and private forum to settle workplace disputes.

• With ADR a process is in place to offer the following options: o Open Door Policy o Third-Party Investigations o Fact Finding o Peer Review o Mediation o Arbitration 119

Conflict Prevention • Conflict is bound to arise in any atmosphere that requires interdependency between people and work.

• Preventing it is substantially more effective than having to undo it!

• Conflict is not really the root of the problem.

• The root is a lack of direct, properly handled conflict. o Be prepared to handle conflict. o Pay close attention to your employees. o Listening actively. o If it seems like a situation may lead to a conflict you should speak up before the situation gets out of hand. o Always remember to keep a sense of humor.

Key Points 1. Conflict happens, because we are human.

2. As a supervisor, the conflict is not the real issue. How the conflict is dealt with is.

3. A conflict is a disagreement resulting from individuals or groups that differ in opinions, attitudes, beliefs, needs, values, or perceptions.

4. The main ingredients or sources of conflict include; desires, needs, perceptions, power, values, and feelings.

5. Communication is the key to resolving and preventing most workplace conflicts.

6. Conflict management is application of strategies to settle opposing ideas, goals, and/or objectives in a positive manner.

7. The first step in conflict management is to analyze what is at the center of the conflict.

8. The second step to managing conflict is to determine the strategy to resolve the conflict; common strategies are collaboration, compromise, competition, accommodation, or avoidance.

9. The third step to managing conflict is pre-negotiation.

10. The fourth step to managing conflict is to negotiate.

11. The fifth step to managing conflict is to implement the negotiations agreed upon.

12. There are four guiding principles for handling conflict.

13. Conflict is bound to arise in any atmosphere that requires interdependency between people and work.

14. Preventing conflict is substantially more effective than having to manage it after the fact.

15. Identification and resolution of conflict results in success.

Answers to Review Questions 1. Conflict is defined as discord, a state of disharmony, open or prolonged fighting, strife or friction.

2. Answers will vary, but may include the following: lack of communication, feelings of being undervalued, undefined/not clearly defined roles, poor use of managerial criticism, preferential treatment, poor management/leadership, impractical expectations, overworked employees, stress, internal conflict.

3. Answers will vary, but may include the following guiding principles for handling conflict: • Preserve dignity and respect.

• Listen with empathy and be fully present and identify the issues.

• Find a common ground without forcing change and agree on the issues.

• Discuss solutions.

• Honor diversity, including your own perspective.

• Agree on the solutions and follow up.

• Avoid groupthink!

4. Answers may vary. See above as well as Alternative Dispute Resolution (ADR).

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5. Yes, sometimes. Preventing it is substantially more effective than having to undo it! Conflict is not really the root of the problem. The root is a lack of direct, properly handled conflict.

• Be prepared to handle conflict.

• Pay close attention to your employees.

• Listening actively.

• If it seems like a situation may lead to a conflict you should speak up before the situation gets out of hand.

• Always remember to keep a sense of humor.

Answers to Activities and Applications 1. Discussion Questions Answers may vary. Incorporates personal opinions and experience.

2. Group Activity: Workplace Violence.

3. Group Activity: Conflict Management.

4. Case Study: Conflict management. Answers will vary.

Web Activity Students are to go to www.abetterworkplace.com/conflicts.html to find the following answers: 1. Alternative dispute resolution 2. Negotiation: Direct negotiations happen all the time. As a form of alternative dispute resolution (ADR), win-win negotiation involves listening to the interests of the other party in order to make proposals or suggestions they are likely to accept. (Adversarial negotiation is where each party gets whatever they can, even and especially if it's at the other party's expense). Mediation is a more structured process in which the mediator assists the participants to reach a negotiated settlement of their differences. Participant get together to talk and exchange ideas, feelings, experiences, and information on the issue, then try to come to new understandings in order to reach agreements that will satisfy everyone's interests.

3. When Not to Engage: Avoiding is appropriate when there's no way to win or there needs to be a cooling off period. Accommodating involves listening and accepting without resistance, effective when the issue is less important than the relationship. Accommodation on minor issues which are important to others are gestures of goodwill and are a way to make deposits in someone's "emotional bank account." Not engaging is different than resisting or being defensive. It can be a conscious, deliberate choice to not struggle, to protect the relationship, or to stop adversarial, win-lose dynamics.

Rather than "meeting them at their own game," call the game over and arrange to play another day in some other way.

True/ False Questions 1. Conflict according to Webster’s Dictionary is defined as a feeling of great displeasure, hostility, indignation, or exasperation, wrath, trouble, or affliction.

2. Desires can be thought of as wants.

3. Conflict management is the application of strategies to settle opposing ideas, goals, and/or objectives in a positive manner.

4. Anger , according to Webster’s Dictionary, is defined as discord, a state of disharmony, open or prolonged fighting , strife or friction.

5. Compromise results most often when concerns for others is of high importance.

6. Feelings and emotions are a main cause of conflict.

7. Accommodation is the result of low concern for your own interests or the interest of your group.

8. Diversity is defined as a difference, variety, or unlikeness.

9. Violence in the workplace has become less problematic in recent years.

10. Needs are those things that we feel are vital to our well-being.

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Multiple-Choice Questions 1. The first step in conflict management is: a. determining the strategy b. analyzing c. reassessing the situation d. negotiation e. confrontation 2. Which of the following results most often when concerns for others are of high importance? a. compromise b. collaboration c. competition d. accommodation e. a and b 3. A voluntary and confidential process in which a neutral third-party facilitator trained in mediation techniques negotiates a mutually acceptable settlement. This is a: a. mediation b. peer review c. third party investigation d. arbitration e. independent inquiry 4. What would be the last step in the ADR process? a. peer review b. mediation c. arbitration d. fact finding 5. According to the text, the “root” of conflict is: a. interdependency b. opposing values c. opposing beliefs d. lack of proper handling e. intercultural misunderstanding 6. Discord, a state of disharmony, open or prolonged fighting, strife or friction. This is: a. anger b. conflict c. resentment d. raucous 7. How people interpret things (situations, events, people, etc.) are: a. feelings b. values c. perceptions d. desires e. beliefs

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8. Which of the following is the result of low concern for your own interests or the interest of your group, which produces a lose/win outcome? a. compromise b. collaboration c. competition d. accommodation 9. The last step in the process of mediation is: a. formalizing agreements b. framing issues c. developing options d. negotiation e. conclusion 10. A neutral third-party, from inside or outside the organization, confidently investigates complaints and proposes resolutions. This is (a): a. fact-finding b. third party investigation c. mediation d. peer review 11. Deeply held beliefs are: a. needs b. feelings c. desires d. values e. wants 12. Which of the following restricts employers from making employment decisions based on arrest records, since doing so may unfairly discriminate against minority groups? a. Employment Discriminatory Act b. Americans with Disabilities Act c. Occupational Safety Standard d. Title V11 of the Civil rights Act 13. When both parties avoid conflict and neither party takes action to resolve it, this produces a lose/lose outcome known as: a. avoidance b. collaboration c. competition d. accommodation e. compliance 14. The first step in the mediation process is: a. formalizing agreements b. framing issues c. developing options d. gathering information

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15. Employees have the opportunity to meet with managers to discuss issues. This is (a): a. open door policy b. employees’ right to know policy c. mediation d. arbitration e. all of the above 16. A panel of employees, or employees and managers, work together to resolve the employee complaints in (a): a. mediation b. third party investigation c. peer review d. arbitration 17. A neutral third-party person or team from outside the organization examines the facts of the complaint and presents them in a report. This is called (a): a. arbitration b. fact finding c. third party investigation d. peer review e. independent brainstorm 18. The application of strategies to settle opposing ideas, goals, and/or objectives in a positive manner is called: a. conflict management b. fact-finding c. alternative dispute resolution d. behavior modification 19. All too often the search for a resolution during a conflict is a hasty one. When we rush, we rush others into an agreement. This is called: a. insurrection b. brainstorming c. behavior modification d. groupthink e. Satisficing 20. Which of the following results when there is a high concern for one’s own interest or one’s own group? a. accommodation b. avoidance c. compromise d. competition 21. The things that we feel are vital to our well-being are known as: a. Desires b. Needs c. Feelings d. Wants e. Values 124

22. a. b. c. d. e.

and Morals/values Needs/desires Anger/ frustration Feelings/emotions Perceptions/personalities

are the main cause of conflict.

23. Which of the following is not a common cause of conflict in the workplace? a. Lack of communication b. Overworked employees c. Poor management/leadership d. Inability to perform job functions e. Stress 24. Which of the following is not one of the steps of conflict management? a. Determine the type of strategy that will be used to resolve the conflict b. Start pre-negotiations c. Begin negotiation stage d. Implement the negotiations made e. Analyze the negotiations 25. Which of the following is not one of the guiding principles for handling conflict? a. Preserve dignity and respect b. Find common ground by forcing change c. Honor diversity, without including your own perspective d. All of the above e. b and c 26. What does ADR stand for? a. Average Daily Rate b. Alternate Dispute Resolution c. Alternative Dispute Resolution d. Advanced Detail Report e. Average Daily Revenue 27. Which of the following is true regarding the stages of “crisis reactions,” following a violent incident? a. The “reconciliation” stage occurs when the employee tries to make sense out of the event, understand its impact, and reach closure of the event. b. The “impact” stage is the third stage in the process. c. The second stage involves a variety of intense emotion d. a and c e. All of the above

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28. Which of the following is false regarding conflict prevention? a. As a manager, you should pay close attention to your employees b. You can prevent conflict by listening actively c. Try not to display a sense of humor d. Conflict is bound to arise in any atmosphere that requires interdependency between people a work e. c and d 29. Which of the following is false regarding conflict? a. Not all conflict is bad b. Conflict arises when one individual has an opposing viewpoint on a subject c. Most conflicts are fueled because one’s interests or values are challenged d. Conflicts are bound to arise when needs are ignored e. None of the above 30. To is to give variety to something; to engage in varied operations; to distribute over a wide range of types or classes. a. Diversity b. Variegate c. Diversify d. Distribute e. None of the above Answer Key to True/False 1. F 2. T 3. T 4. F 5. F

6. T 7. T 8. T 9. F 10. T

Answer Key to Multiple-Choice 1. B 2. A 3. C 4. D 5. B 6. C 7. D 8. A 9. B 10. D 11. D 12. A 13. D 14. A 15. C

16. B 17. A 18. D 19. D 20. B 21. B 22. D 23. D 24. E 25. E 26. C 27. A 28. C 29. B 30. C

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Chapter 12 Discipline Objectives 1. Define the four essential elements of successful discipline and explain the importance of each.

2. Compare and contrast the negative and positive approaches to discipline.

3. State basic guidelines for administering discipline, and explain how to avoid common mistakes and pitfalls.

4. Weigh and discuss the problems of terminating a worker who has underperformed.

5. Discuss the legal implications of termination and learn how to avoid unwarranted charges of discrimination.

6. List guidelines for conducting a termination interview.

7. Explain the basics of dealing with sexual harassment and substance-abuse problems.

Outline Essentials of Discipline • Discipline: o (1) Condition or state of orderly conduct and compliance with rules. o (2) Action to ensure orderly conduct and compliance to the rules.

• Both sides are the responsibility of the manager.

• Discipline is essential to managerial success.

• Steps in the Discipline Process. o Establish and communicate ground rules for performance and conduct. o Evaluate employee performance and conduct. o Reinforce employees for appropriate performance and conduct, work with them to improve when necessary.

• Essentials to Successful Discipline o A set of rules that everyone knows and understands. o A clear statement of the consequences of failing to observe the rules. o Prompt, consistent, impersonal enforcement of the rules. o Appropriate recognition and reinforcement of employees’ positive actions.

• Negative Discipline: 4 Stage Model 1. Oral warning 2. Written Warning 3. Punishment (suspension) 4. Termination • Negative Approaches to Discipline o Negative discipline: Maintaining discipline through fear and punishment, with progressively severe penalties for rule violations. o Negative discipline has never been successful at turning chronic rule breakers into cooperative employees. o Fear-and-Punishment are de-motivators.

• Positive Discipline o When rules are broken you inform and correct. o Extension of coaching. o Theory Y view of people. o Positive discipline works!! o Shifting from negative to positive discipline is easier said than done.

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Formula for Chronic Rule Breakers o Punishment-free formula for disciplinary action: ▪ Oral Reminder ▪ Written Reminder ▪ Termination Advantages o Keeps discipline problems from developing. o Improves relations between boss and workers. o Fosters early and consistent rule enforcement. o Lower costs: less turnover, fewer problems, better work, no chronic discipline problems. o Avoids grievances in union settings. o Turns some offenders around.

Shifting to the Positive Approach o Supervisors who are used to administering penalties and punishments often have trouble shifting gears. o They may have difficulty: ▪ Accepting the idea of paying an employee to stay home and think things over.

▪ Shaking loose the habit of thinking in terms of punishment and substituting the attitude of educating and helping people to avoid breaking rules.

Administering Discipline • Uniform discipline system: o Prescribes the specific action for each rule violation. o You must be able to adapt your own leadership style to, your workers, their needs, their actions, and the circumstances.

• Mistakes to Avoid o Starting off easy. o Neglecting to take action or too slow of a response. o Acting in anger. o Threatening action and not carrying it out. o Criticizing in front of others. o Exceeding authority. o Shifting responsibility for discipline. o Unexpectedly enforcing commonly violated rules. o Criticizing person instead of behavior. o Touching someone when you are disciplining. o Being inconsistent.

• Essential Steps Step 1: Collect all the facts.

Step 2: Discuss the incident with the employee.

Step 3: Decide on appropriate action (if any).

Step 4: Take the appropriate actions and develop an improvement plan with the employee.

Step 5: Make sure everything is documented.

Step 6: Follow up.

Termination: Salvage or Terminate?

• The Dehire: o Not recommended. o Trying to make the employee want to resign. o Destructive way of handling a person. o Legally it opens various discrimination lawsuits. o From the productivity point and your frustration level, it would be better to terminate.

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Factors to be Considered o Length of service. o Past record. o Need for worker’s skills, worker’s need for job. o Possibility of trouble making over firing. o Effect of firing on others. o Cost of keeping vs. cost of terminating. o Your authority. o Salvage options.

Just Cause Terminations o Employee is terminated because the offense affected specific work he did or the operation as a whole in detrimental ways.

Some questions to ask: o Did the employee know the rule? o Were expectations reasonable? o Did management make a reasonable effort to help? o For more see questions to ask when considering a just cause termination.

The Termination Interview Checklist o Select a good time and place to conduct the interview. o Determine who will be present. o Develop your opening statement. o Determine how best to respond to possible reactions. o Determine final pay. o Develop a list of clearance procedures to be performed at the end of the interview.

Steps for the Termination Interview o Avoid small talk, tell the employee they are being dismissed and why in a firm calm manner. o Listen to and accept responses of the employee. o Say something positive to them. o Move on to discuss final pay, benefits, etc. o Explain clearance procedures. o End the interview by standing up and moving toward the door.

Employee Assistance Programs • Counseling programs. o An expansion of traditional occupational alcoholism programs. o Employer-paid benefit program to assist employees with personal problems.

• EAPs handle a wide range of problems: o Emotional o Family o Marital o Mental Health o Stress o Financial o Substance abuse o Legal o Workplace o Elder Care • Signs employees are in need of help are increased tardiness, fatigue, missed goals, inappropriate behavior, medical problems, psychological problems, stress, and increased sick days.

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An EAP can provide a comprehensive range of services: o Assessment o Intervention o Follow-up o Managerial assistance 4 steps to an EAP program: 1. Identifying a troubled employee, and advising them of available confidential counseling.

2. Visit with a counselor, who talks with the employee and may arrange for treatment.

3. Solve the problem.

4. Depending on the outcome of the treatment, which, if successful, the employee returns to work. o If however the treatment is not successful and the employee’s performance is below expectations, then he or she is usually terminated.

How to Make EAPs Work o 5 Steps: 1. Write a statement of policy and purpose with the goals and objectives of the EAP and let everyone know it is available.

2. Train supervisors and managers what to do.

3. Set procedures for the referral of employees who need help.

4. Establish communications, to let employees know about the EAP, and what to do when referrals are necessary.

5. Evaluate the program.

The Leaders Key Role o Effective leaders establish framework of orderly discipline and act promptly to correct mistakes and solve problems. o Threat and punishment leaders are usually plagued with chronic discipline problems. o The leader creates the prevailing condition of discipline.

Key Points 1. Discipline refers to a condition or state of orderly conduct and compliance with rules, and also refers to action to ensure orderly conduct and compliance with rules. Both aspects of discipline are the responsibility of the leader, and both are essential to supervisory success.

2. The four essentials of successful discipline are a complete set of rules that everyone knows and understands; a clear statement of the consequences of failing to observe the rules; prompt, consistent, and impersonal action to enforce the rules; and appropriate recognition and reinforcement of employees’ positive actions.

3. Negative discipline uses a fear-and-punishment approach and a four-stage progressive formula for disciplinary action: oral warning, written warning, punishment (such as suspension), and termination.

4. The positive approach to discipline is continuous education and corrective training whenever the rules and procedures are not being observed. The four-stage formula for disciplinary action includes oral reminder, written reminder, decision making leave with pay, and termination (see Figure 10.4).

5. With positive discipline, the negative consequences of punishment do not fester their way through the work climate, and the boss and worker do not become adversaries. Positive discipline can result in reduced turnover, absenteeism, and disciplinary problems.

6. Some mistakes to avoid include starting off too easy about enforcing the rules, acting in anger, threatening to take any action that you do not carry out, putting somebody down in front of others, exceeding your authority, evading responsibility for taking action by shifting it to someone else, or disciplining unexpectedly.

7. The set of procedures to use when confronted with a serious infringement of rules include collecting all the facts, discussing the incident with the employee, deciding on the appropriate action (if any is to

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be taken), documenting the process, and following up.

8. You can fire employees for just cause, meaning that the offense must affect the specific work the employee does or the operation as a whole in a detrimental way. In this chapter we outlined 10 questions that need to be asked, such as, ‘‘Has the employee been treated as others have been in similar circumstances?’’ before deciding whether or not to terminate.

9. Figure 10.7 lists everything you need to think about before a termination interview. During the interview itself, you need to get right to the point, listen to the employee’s response, state something positive about the employee, and then move on to severance arrangements and clearance procedures.

10. An employee assistance program provides confidential and professional counseling and referral service to employees with problems such as addiction and dependencies, family problems, stress, and financial problems.

Answers to Review Questions 1. A condition or state of orderly conduct and compliance with the rules and the action to ensure orderly conduct and compliance with the rules. It ensures a safe, productive work environment and helps to avoid problems.

2. Punishments should be consistent, objective, and set in place for specific actions.

3. A complete set of rules, a clear statement of consequences, prompt, consistent, impersonal enforcement, appropriate recognition, and reinforcement of positive actions.

4. Positive discipline uses the approach of continuous education and corrective training. Negative discipline uses a fear-and-punishment approach.

5. Answers will vary including: Starting off to easy, acting in anger, threatening action and not carrying it out, putting someone down in front of others, exceeding authority in taking action.

6. Answers will vary.

7. Just cause termination is based on the commission of an offense that affected the specific work done or an operation as a whole.

8. Employees with problems such as addiction, dependencies, family issues, stress, of financial difficulties.

Answers to Activities and Applications 1. Discussion Questions Answers may vary. Incorporates personal opinions and experiences.

2. Group Activity: D-O-C-U-M-E-N-T Student answers may vary.

3. Group Activity: Do’s and Don’ts of Discipline Student answers may vary.

4. Case Study: They Like It the Way It Is The questions at the end of the case study are designed to get students involved. There are no right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points. a. When the rules are not enforced over a long period of time, employees come to feel that they have a right to do their jobs in their own way. The effect of a long period of lax enforcement is a total deterioration of discipline. Students may bring in examples from their own work. b. Develop a line of thinking about the relationship between high volume and a relaxed style of management. A high-volume bar does not require laxity in enforcing rules: following the rules does not necessarily reduce sales. Within the framework of the house rules people can be allowed to go about their work in their own way. c. When discipline is lax in one department and strict in another, it causes problems throughout the operation, especially when one department must cover for another. Again students may have examples from their own experience.

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d. Rita must cross that line between the management point of view and the worker’s point of view (Chapter 1). She must take a firm stand on the rules. She can empathize with the waitress without relaxing this position. Chances are that most of her people will see the advantages of continuing to work here just as she does. e. Rita should work with Sam on planning strategy, since he is very supportive and this is all new to her. But she should enforce the rules herself. She must manage. She must also set a good example and follow all the rules herself.

5. Student answers may vary.

Web Activity 1. Yes. In fact, most employees in the United States are at-will employees, even though most employees are unaware of this situation. In most states, the law presumes that private sector employees are employed "at-will." The employment-at-will doctrine provides that both the employer and the employee can end the employment relationship at any time without notice or reason. This means the employer has the right to terminate your employment at any time, for any reason, or for no reason at all, or for a bad reason, so long as the reason is not illegal -- even if your performance has been outstanding. The other side of the "at-will" coin is that you, as an employee, can quit your job for any reason at any time. You cannot be forced to work for an employer. You don't have to give your employer a reason for quitting.

2. You are not an at-will employee if you have a contract, such as a union contract. When an employee is covered under an employment contract, you can only be terminated as the contract permits. If the employer does not follow the contract in terminating or disciplining you, you may have a breach of contract claim. A handbook or personnel code may also be a contract. However, if there is a disclaimer in your handbook, it may not be a contract. State laws vary in evaluating whether a handbook is a contract. You should consult your own state's law to determine if your state considers handbooks to be contracts between employers and employees. All federal employees are protected from any termination that violates the United States Constitution or the constitution of the state in which they work. An employee may not be terminated for an illegal reason such as race, sex, age, religion, nationality, or disability. If you believe you were terminated because of such a reason, please see our section on discrimination for additional information on the different types of illegal discrimination and on filing a discrimination claim.

Additional Classroom Activity 1. Ask students to bring in for class discussion disciplinary incidents or practices they have observed or experienced of any of the following types: a. Unfair or inconsistent discipline b. Action taken in anger c. Lax rule enforcement d. A worker put down in front of others e. Threats not carried out f. Excessive penalties g. Discipline by correction and training rather than punishment h. A suspension i. A decision making leave with pay j. Discrimination in discipline k. The supervisor did not get all the facts l. The supervisor harassed the worker m. The worker charged harassment

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In each incident the student should describe the positive or negative effect of the discipline. Have the class discuss how mistakes could have been avoided and what, if anything, might be done to improve the situation after the fact.

Web Activity • Go to the website: www.workplacefairness.org/atwill • Answer the following questions: 1. Can my employer terminate me without a good reason?

2. What expectations are there to the employment-at-will doctrine?

True/False Questions 1. A supervisor is relaxed about enforcing rules is likely to have fewer discipline problems than one who enforces rules promptly and consistently.

2. Negative discipline is a system based on human relations theories.

3. Most employees really want to obey the rules and do their jobs well.

4. Maintaining and administering discipline is the responsibility of the supervisor.

5. Two very different approaches to discipline are negative discipline and progressive discipline.

6. The only way to keep people from breaking the rules is to punish the rule breakers.

7. A uniform discipline system is that one prescribes the same penalty for every offense.

8. It is a mistake to threaten disciplinary action and not carry out the threat.

9. Because of the possibility of a discrimination suit it is important to keep complete records of all disciplinary actions.

10. Leave with pay is the final step in a system of positive discipline.

Multiple-Choice Questions 1. According to the text, many people who use positive discipline report that about ______ % of the time, employees decide to come back and follow the rules. a. 50 b. 99 c. 75 d. 25 e. 60 2. Which of the following models of discipline consists of the following: warning, immediate response, consistency, and is kept impersonal? a. Hot stove b. Theory X c. Theory Y d. Progressive 3. A common consequence of punishing a rule breaker is: a. to deter others from breaking rules. b. to make the person punished feel angry, defensive, and hostile. c. to turn the rule breaker into a chronic troublemaker. d. all of the above. e. a and c

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4. All but which one of the following offenses are causes for termination: a. insubordination. b. excessive absenteeism and/or lateness. c. a bad attitude. d. consistently substandard work. e. c and d.

5. It is illegal to: a. discipline a member of a minority group or other person protected by equal employment opportunity laws. b. discipline one person more severely than you do others. c. terminate a person due to insubordination. d. give preferential treatment. e. a and b.

6. It is a mistake to: a. start out by enforcing all rules strictly. b. enforce rules that employees think are unfair. c. take disciplinary action when you are angry. d. take immediate action when a worker has broken a rule. e. a and c.

7. Which of the following models of discipline consists of the following: oral warning, written warning, punishment, and termination? a. Progressive b. Fear and punishment c. Hot stove d. a and b e. all of the above 8. A positive discipline system: a. costs more than negative discipline because you must pay for both the decision making leave and the replacement worker. b. keeps many discipline problems from arising. c. is easy to convert to. d. invariably turns problem workers into cooperative, law-abiding employees. e. all of the above.

9. The traditional stages of disciplinary action in a progressive system are: a. oral reminder, written reminder, decision making leave, termination. b. oral warning, written warning, layoff with pay, termination. c. reprimand, day layoff, week layoff, discharge. d. coaching and correction, reminder, reprimand, unpaid layoff, demotion, discharge.

10. Which of the following ways of dealing with a marginal worker is least desirable? a. coaching to improve performance. b. trying out the worker in a different job. c. dehiring. d. firing.

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11. Discipline is defined as a: a. condition or state of orderly conduct and compliance with rules. b. the use of fear and punishment to correct unacceptable behaviors. c. action to ensure orderly conduct and compliance to the rules. d. a and c e. a and b.

12. The order of steps in the discipline process is: a. Establish and communicate ground rules, evaluate employee performance and conduct, reinforce employees for appropriate performance and conduct, work with them to improve when necessary. b. Evaluate employee performance and conduct, establish and communicate ground rules, reinforce employees for appropriate performance and conduct, work with them to improve when necessary. c. Evaluate employee performance and conduct, work with them to improve when necessary, establish and communicate ground rules, reinforce employees for appropriate performance and conduct. d. Establish and communicate ground rules, evaluate employee performance and conduct, reinforce employees for appropriate performance and conduct, terminate when necessary.

13. Negative discipline is: a. maintaining discipline through fear and punishment, with progressively severe penalties for rule violations. b. a demotivator. c. never successful at turning chronic rule breakers into cooperative employees. d. all of the above e. a and c only.

14. Up to ______ % of the time, people do not know that they are doing something that they are not supposed to be doing. a. 50 b. 90 c. 75 d. 45 15. By and large people are good, they will work willingly, they want to learn, they welcome responsibility, and they are capable of self-direction and self-discipline. This is which view of people? a. Theory X b. Altruistic c. Traditional d. Theory Y e. Theory Z 16. Due process refers to: a. Employees rights to self defense in a disciplinary process b. Employers rights to self defense in a disciplinary process c. Employees rights to move up the ladder after a given time period. d. The processing of paperwork following disciplinary action

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17. Which of the following models of discipline consists of the following: oral reminder, written reminder, and termination? a. Negative b. Hot stove c. Progressive d. Positive e. My way or the highway.

18. A dehire is: a. making an employee want to leave suggestively b. a form of just cause termination c. deciding not to hire an employee during the probationary period d. none of the above 19. Negative discipline is usually used by: a. Theory Y style management b. Theory X style management c. Humanistic management d. a and b e. all of the above 20. Which of the following is not one of the problems of shifting from the negative approach to the positive? a. Accepting the idea of paying an employee to stay home and think things over. b. Shaking the loose habits of thinking in terms of punishment. c. High turnover. d. a and b 21. A system of specific penalties for each violation of each company rule, to be applied uniformly throughout a company is known as: a. Uniform discipline system b. Employee assistance program c. Negative discipline d. Positive discipline e. None of the above 22. Which of the following is not a mistake to avoid when disciplining employees? a. Waiting too long to take action b. Touching someone when you are disciplining c. Being inconsistent d. Criticizing the behavior instead of the person e. B and c 23. Employee termination based on the commission of an offense that affected detrimentally the specific work done or an operation as a whole is known as: a. Dehiring b. Just-cause termination c. Firing d. Decision-making leave with pay e. Due process 136

24. EAP stands for: a. Equal action plan b. Emotional assistance program c. Employee assistance program d. Employee action plan e. None of the above 25. Which of the following is not a good reaction to an employee who is crying during an interview? a. Let the employee cry it out b. Apologize for your actions c. Show concern by offering a tissue d. Stay calm and businesslike e. Offer something to drink 26. Which of the following is an inappropriate reason for terminating an employee? a. Race, color, gender, or national origin b. Because she is pregnant c. In retaliation for filing discriminatory charges d. a and b e. All of the above 27. The first essential of successful discipline should include: a. Company policies, regulations and directives that apply to your department b. Work rules relating to hours, tardiness, sick days, conduct on the job, etc. c. Legal requirements and restrictions d. a and c e. All of the above 28. A clear and effective disciplinary policy offers many benefits, including: a. Clear guidelines for employee behavior b. Good morale for other employees c. Protection against lawsuits d. a and b e. All of the above 29. Which of the following is not part of the third essential guidelines model for administering discipline? a. Give warning b. Immediate response c. Consistency d. Personal e. b and d

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30. In order to maintain good discipline with a minimum of hassles, threats, and disciplinary actions, leaders should: a. Follow the rules themselves b. Create and maintain a positive work environment c. Establish good person-to-person relations d. Act consistent and fair e. All of the above Answer Key to True/False 1. F 2. T 3. T 4. T 5. T

6. F 7. F 8. T 9. T 10. T

Answer Key to Multiple-Choice 1. B 2. A 3. A 4. C 5. B 6. C 7. A 8. B 9. A 10. C 11. D 12. A 13. D 14. B 15. D

16. A 17. D 18. A 19. B 20. C 21. A 22. D 23. B 24. C 25. B 26. E 27. E 28. E 29. D 30. E

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Chapter 13 Decision Making and Control Objectives 1. Identify the three essential elements of a leadership decision, and explain how they help to clarify the decision making process.

2. Describe the steps in making good decisions and learn how to put them to work.

3. List and describe common approaches to decision making.

4. Describe the steps to make good decisions and describe how to apply them.

5. Explain the relationship between problem solving and decision making, and apply decision making techniques in solving problems.

6. Discuss the pros and cons of participative problem solving and state an example of when it would be appropriate to use.

7. List guidelines for approaching various kinds of people problems.

8. List ways hospitality leaders control the work being done.

Outline Decision Making • Elements in Managerial Decisions o Decision: A conscious choice among alternative courses of action. o 3 elements: 1. A conscious choice among alternatives.

2. A specific purpose.

3. A course of action.

• Approaches to Decision Making o Logical Approach o Intuitive Approach o Indecisive Approach o Impulsive Approach • Kinds of Decisions o Routine data based decisions. o Serious decisions having important consequences. o Complicated time-pressure decisions.

▪ Require decisiveness. o Problem situation decisions. o Decisions beyond your authority.

• A Simple Version of Decision Making (The Logical Approach) o Define the problem and set objectives. o Analyze the problem. o Develop alternative solutions. o Decide on the best solution. o Convert the decision into action. o Follow up.

• Defining the Problem o State the problem precisely. o Formulate objectives: ▪ Objectives should restate the problem in terms of what you expect.

▪ They should also include conditions and limitations. o Analyzing the Problem ▪ Assemble relevant data.

▪ Keep the goal clear.

▪ Fact-finding: Go through the who, what, when, where, how, why routine.

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Developing Alternative Solutions o Brainstorm o Weight pros and cons o Rank alternatives Deciding on the Best Solution o Test the top rated solutions according to: ▪ Risk ▪ Economy ▪ Feasibility ▪ Acceptability ▪ Objectives Action and Follow-Up o Give the decision to those who will carry it out. o Make sure they understand. o Gain acceptance and commitment. o Follow-up, keep tabs on how things are going.

Pattern of Problem Solving o Describe the problem. o Search out the cause (get facts). o Define the real problem and set objectives. o Develop alternative solutions. o Decide on the best solution. o Implement the decision. o Follow up.

Participative Problem Solving o Argument for Group Decision Making: ▪ You get more info. and expertise relevant to the decision.

▪ You get more good ideas and can generate more and better alternatives.

▪ People thinking together can arrive at better decisions because of the stimulation and interplay of different points of view.

▪ Participants are more committed to carrying out.

▪ Coordination and communication are simpler and better because everyone understands.

Criticism of group decision making: o It takes longer in a group. o There is usually a dominator in a group. o Group participants get involved in winning arguments and showing off. o If consensus is required people may conform to get the meeting over. o Consensus leads to mediocre decisions. o Self-seeking managers can use groups for their own purposes to shift blame.

Groups Work Best When: o Members are a custom to working together as a team and having differing expertise and point of view but common goals. o The leader is skillful at keeping the meeting on target. o The group is rewarded for making good decisions.

Solving Peoples Problems o Personal problems are not yours to resolve but LISTENING can help. o Keep your own emotions out of it. o Try to identify the real problem. o If possible eliminate friction.

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Win-Win Problem Solving o Win-Lose: You win, worker loses. o Lose-Win: You lose, worker wins (retreat and appeasement, no stand). o Lose-Lose: The compromise. o Win-Win: You find a decision that satisfies both of you.

▪ Include worker from the beginning, from defining the problem to carrying out an agreement.

Building Decision Making Skills o Be sure of your authority for making decisions. o Accept responsibility fully. o Distinguish what's important. o Calculate risks. o Timing. o Be alert to signs of problems needing solutions. o Keep an open mind. o Consult your supervisor when a problem is beyond your ability to solve. o Make sure that you are not part of the problem. o Learn from your mistakes. o Follow up. o Look at each situation from its own unique perspective.

Controlling • The process by which leaders measure, evaluate, compare results to goals and standards previously agreed upon, and take corrective action when necessary.

• Major area is COST. • Productivity: Efficiency which inputs are converted into outputs.

• Productivity standards: Defined acceptable quantity of work expected. o Use control techniques. o Require records and reports. o Develop and enforce performance standards. o Develop and enforce productivity standards. o Develop and enforce departmental policies and procedures. o Observe and correct employee actions. o Train and retrain employees. o Discipline when appropriate. o Be a good role model.

• Other Types of Control o Feedforward: Prevent problems before the activity. o Concurrent: Control that is conducted during the activity. o Feedback: Provides accurate information after the fact.

Key Points 1. A leader’s decision should be a conscious choice among alternative courses of action directed toward a specific purpose.

2. Different people approach decision making in different ways. Examples include logical, intuitive, indecisive, and impulsive approaches.

3. The decisions that hospitality supervisors are called upon to make range from those that are easy to make to complicated time-pressure decisions to problem solving.

4. It is essential to recognize which decisions are important and which are unimportant, which decisions you must make now, and which can wait.

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5. The following six steps are a simple version of the logical approach to decision making: Define the problem and set objectives; get the facts (who–what–when– where–how–why); develop and rank alternative solutions; decide on the best solution by examining risk, economy, feasibility, acceptability, and objectives; convert the decision into action; and follow up.

6. When making decisions, your timing can be very important.

7. Problem solving is a special kind of decision making that involves more than a choice between courses of action. It involves identifying the cause of a problem and developing ways to correct or remove the cause.

8. The chief difference between problem solving and simple decision making is that there are extra steps that you must take before you can begin to generate alternative courses of action. The pattern goes like this: describe the problem, search out the cause, define the real problem and set objectives, develop alternative solutions, decide on the best solution, implement the decision, and follow up.

9. Group decision making is advantageous because you get more information relevant to the decision as well as more good ideas. People thinking together can arrive at better decisions, and people who have participated in making the decisions are generally committed to carrying it out. Critics of group decision making say that the process takes too much time and tends to be dominated by one person (usually, the boss). If consensus is required, critics say that it leads to mediocre decisions that will appease everyone rather than the best decision.

10. Group decision making is not a panacea. It works best when members are accustomed to working together as a team and have differing expertise and points of view but common goals, when the leader is skillful at keeping meetings on target without dominating or manipulating, and when the group is rewarded for making good decisions.

11. The degree of participation in problem solving and decision making may also vary.

12. For dealing with problems involving one person, an interesting participative approach, win–win problem solving, means that you find a solution that satisfies both of you. You include the worker from the beginning of the problem-solving process, from defining the problem, through to carrying out the agreement.

13. Some important decision making skills include: make sure the decision is yours to make, face decisions promptly, sort out the important decisions from the inconsequential ones, calculate the risks, think about timing, be alert to signs of problems, keep an open mind when investigating a problem, consult your supervisor when necessary, make sure that you are not part of the problem, learn from your decisions, and follow up on your decisions.

14. Controlling is a process by which supervisors measure, evaluate, and compare results to goals and standards previously agreed upon, and take corrective action when necessary to stay on course. Figure 14.5 gives examples of controls commonly found in the hospitality industry.

Answers to Review Questions 1. Three elements in a managerial decision are: a. A conscious choice among alternatives. b. A specific purpose. c. A course of action.

2. Four approaches to decision making are: a. Rational (logical steps following scientific method). b. Intuitive. c. Unable to decide (indecisive). d. Impulsive.

3. Decisiveness is the ability to reach a firm conclusion.

4. The steps in decision making are: • Describe the problem.

• Search out the cause and get the facts.

• Define the real problem and set objectives.

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• Develop alternative solutions.

• Decide on the best solution.

• Implement the decision • Follow up.

5. Brainstorming is coming up with ideas without evaluating them and is usually done in a group. The advantage is that you may come up with an idea that you may never have thought of. The drawback is that a number of these ideas may be a waste of time because they are not feasible.

6. It is best to test the alternatives by weighing pros and cons and ranking the alternatives.

7. Answers will vary. The main difference between problem solving and decision making is that there are extra steps u must take before you can begin to generate alternative courses of action.

8. Pattern of problem solving: • Describe the problem.

• Search out the cause and get the facts.

• Define the real problem and set objectives.

• Develop alternative solutions.

• Decide on the best solution.

• Implement the decision • Follow up.

9. The steps in win-win problem solving are: • Establish the facts and define the problem together • Generate all possible alternatives together • Evaluate the alternatives together • Carry out the agreement together 10. Answers will include 10 of the following decision making skills: a. Be sure you have the authority to make the decision. b. Accept responsibility fully. c. Distinguish between important and unimportant decisions and treat accordingly. d. Make the decision at the time it is needed e. Be alert to signs of problems needing solution. f. Keep an open mind when getting the facts. g. Don’t solicit advice but do consult your supervisor when a problem is beyond your ability to solve. h. Make sure you are not part of the problem. i. Learn from your mistakes rather than brooding over them. j. Evaluate your decisions when carried out.

11. Answers will vary.

Answers to Activities and Applications 1. Discussion Questions Answers may vary. Incorporates personal opinions and experience.

2. Group Activity: Decision Making Student discussion and problems may vary.

3. Brainstorming Student experiences may vary.

4. Case Study: Who’s Managing This Place?

The questions at the end of the case study are designed to get students involved. There are no right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points.

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Dennis really has two problems: regaining the cafe’s share of the market and the boss-worker relationship with Leon. Although each problem complicates the other, it would be better to define them separately, giving the cafe’s market position top priority, and see what difference this makes in understanding the decisions to be made.

In discussing the cafe’s loss of market, you have an excellent opportunity to point out the inevitable need for change in this competitive industry and the need to initiate change just to stay in the same place. Students may recognize this from their own experience in the industry.

In initiating this change, Dennis has the problem of whether to follow the new restaurant crowd or build on the uniqueness and tradition of the cafe, or whether he can combine both.

Leon represents uniqueness and tradition and the cafe’s present customers. Can Dennis afford to lose this? He must be able to look at this separately from his personal conflict with Leon.

The need for change involves the need to adapt to change. This is a major part of Leon’s problem. He has always received positive feedback on his cooking in the form of customer counts, and now other cooks in other restaurants are upstaging him. He may be full of anxiety about doing some other kind of cooking. He is threatened by change and by Dennis as an agent of change. He wants to bring back the old days. If Dennis can realize this, he may be able to take a different approach with Leon in place of the head-on conflict they now have.

In student discussion of the conflict with Leon, refer back to Chapter 2 and what workers expect front the boss. Dennis cannot allow Leon to refuse to carry out orders and in other ways show disrespect without losing the respect and acceptance of the other workers. He must take a manager’s stance. However, he may find ways of doing this short of firing Leon if he decides he wants Leon’s cooking. Students will have ideas. This is also a good place to review leadership styles (Chapter 2) and discuss what type of leadership style would be appropriate for handling Leon.

The old-line worker reporting to the young supervisor is a common problem in this industry and deserves some discussion. What is going on inside the worker, and what can the supervisor do about it?

This case study offers some excellent opportunities for brainstorming. Class members can experience firsthand the role it plays in decision making as well as seeing one of the values of group interaction.

In the course of looking at both problems, bring out a full discussion of participative problem solving. If Dennis can get Leon and his other workers to share ideas and make suggestions, they may help him in solving the first problem. This can reduce their resistance to change, and their participation will build commitment to carrying out the change.

Web Activity 1. Students are to go to: en.wikipedia.org/wiki/Decision_making and describe 3 decision making models or practices.

Additional Classroom Activity 1. Have students choose one of the following problems and apply the decision-making process step by step to come up with the best solution. a. Whether to buy a convenience product or make it from scratch. b. Choosing and developing four new specialty drinks. c. Whether to use a laundry service or do your own. d. Whether to introduce housekeeping teams or go on assigning rooms individually. e. How to reduce waste in the kitchen or at the bar. f. Original student problem approved by the instructor.

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True/False Questions 1. The easiest to organize the fact finding is to go through the who-what-when-where-how-why routine.

2. Acting on a hunch of gut feeling to make a decision is the logical approach.

3. A supervisor’s decision should be a choice among alternative courses of action directed toward a specific purpose.

4. Feedback is the most used control.

5. The kind decision making requires a clear grasp of what is going on plus quick thinking and quick action is decisiveness.

6. Productivity is defined as “the output of employee’s services and products in a given time period.”

7. Finding a solution that satisfies both of you is a lose-lose outcome.

8. You find a solution that satisfies you but not the other person is a lose-win outcome .

9. Feedback control is control that is conducted during the activity.

10. The first step in problem solving is to describe the problem.

Multiple-Choice Questions 1. Situations such as a ball game, tennis match, arm wrestling, election, or war are all based on the: a. win-lose concept. b. win-win concept. c. lose-win concept. d. lose-lose concept.

2. Going through the who–what– when–where–how–why routine is called: a. brainstorming. b. controlling. c. feeding forward. d. fact finding.

3. The first step in making a decision is to: a. gather the facts. b. define the problem. c. develop alternative solutions. d. determine the risk. e. evaluate the risk.

4. Objectives for making a decision should spell out: a. the results you are aiming for. b. limiting factors (budget, policy, etc.). c. any specific requirements. d. all of the above. e. a and c.

5. You give up something in exchange for the worker’s giving up something. What approach is this? a. Win-lose concept b. Win-win concept c. Lose-win concept d. Lose-lose concept

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6. Brainstorming is: a. group decision making. b. weighing the pros and cons. c. generating all possible solutions without considering pros and cons. d. determining all possible consequences of a course of action.

7. Group decision making: a. always produces a better solution than individual problem solving. b. usually produces more commitment to the solution because everyone takes part in it. c. is quicker because of better communication. d. all of the above. e. a and c 8. In participative problem solving: a. the supervisor leaves the decision to the group. b. everyone takes, part in the final decision, but the supervisor sets the limits. c. there may be varying degrees of worker participation both in exploring the problem and in solving it. d. the supervisor always makes the final decision. e. b and c.

9. You say to the worker, “You’ve gotta shape up or else; if you don’t shape up, you’re fired.” You are taking what stance? a. Lose-win b. Win-win c. Win-lose d. Lose-lose 10. It is important to resolve people problems because: a. it will make everybody happier and more productive. b. workers’ feelings and emotions affect the work they do and the way they treat the customers. c. your workers will be grateful and will like you for it. d. you will need fewer people to do the same work. e. a and c.

11. You don’t take a stand, you let the worker get away with things, and you back away from any decision. a. Lose-win b. Win-lose c. Wine-win d. Lose-lose 12. The second step in the process of making good decisions is: a. defining the problem. b. setting objectives. c. analyzing the problem. d. developing solutions.

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13. Group decision making works best when: a. the group is rewarded for making good decisions. b. group participants get involved in winning arguments. c. there is a dominator in the group. d. a consensus is not required. e. A and b.

14. When dealing with problems involving one person a participative approach that involves the worker from the beginning to the end of the problem solving, that is said to solve the problem 75% of the time is called: a. win-win problem solving. b. win-lose problem solving. c. lose-win problem solving. d. lose-lose problem solving.

15. Group decision making is not a panacea. It works best when: a. a fair decision is not required. b. the group is not punished or rewarded for good decisions. c. members are accustomed to working together as a team and have differing expertise and points of view but common goals. d. b and c. e. None of the above.

16. A managerial decision should be a: a. a conscious choice among alternatives. b. a conscious and unconscious choice among alternatives. c. group decision making process. d. none of the above. e. All of the above.

17. When making decisions________ is very important. a. location b. differences c. timing d. a and c e. all of the above 18. Group decision making works best when: a. members have separate, clearly defined goals. b. members are accustomed to working together. c. members have differing expertise. d. b and c. e. all of the above.

19. The last step in using a pattern for solving problems is: a. decide on the best solution. b. following up. c. implementing the decision. d. developing alternate solutions. e. a and c.

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20. People who have used win-win problem solving say that it solves the problem ______ % of the time. a. 25 b. 50 c. 75 d. 85 21. A process by which leaders measure, evaluate, and compare results to goals and standards previously agreed upon, and take corrective action when necessary to stay on course is known as: a. Productivity b. Controlling c. Maintaining d. Win-win problem solving e. None of the above 22. Which of the following areas require control a. Labor b. Budgets c. Purchasing d. A and B e. All of the above 23. Which of the following is not a question you should ask before making any decision of consequence? a. Will each course of action be objective to the people it will affect? b. Which course of action provides the most benefit with the least risk? c. Which course of action will give the best results with the least expenditure of time, money and effort? d. Is each course of action feasible? e. None of the above 24. Using a logical process to identify causes and solutions to problems or to make decisions is known as: a. Brainstorming b. Decisiveness c. Problem solving d. Controlling e. Fact finding 25. Which of the following is not a problem regarding group decision making? a. Groups are often dominated by two of three people b. It takes longer for a group to decide something than it does for one person to make the decision c. Group participants often get involved in winning arguments or showing off rather than in making the best decision d. Consensus leads to the best decision e. a and d

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26. The acceptable quantity of work that an employee is expected to do is known as: a. Productivity b. Productivity standards c. Performance standards d. Consensus e. Average work load 27. Which of the following is not a visible control throughout the workplace? a. Door locks b. Time clocks c. Calculator d. Keys to the cash register e. Bartender’s measuring device 28. Which of the following is not a guideline to help build decision-making skills? a. Be alert to signs of problems b. Keep an open mind when investigating a problem c. Look at each situation from its own unique perspective d. Make sure you are a part of the problem itself e. Accept your responsibility fully: face decisions promptly 29. Which of the following is true regarding rational versus emotional decision making? a. All decision makers use too little emotion in making a decision b. As managers it is important to weigh out the consequences of our actions before we act purely on emotion c. In the hospitality field, leaders need to learn how to approach decision making using no emotion d. A and b e. All of the above 30. Giving something up in exchange for the worker’s giving up something, and each of you has less than before is known as: a. Lose-lose compromise b. Lose-win compromise c. Win-win compromise d. Win-lose compromise e. None of the above

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Answer Key to Multiple-Choice 1. A 2. D 3. B 4. D 5. D 6. C 7. B 8. C 9. C 10. B 11. A 12. C 13. A 14. A 15. C

16. A 17. C 18. D 19. B 20. C 21. B 22. E 23. A 24. C 25. E 26. B 27. C 28. D 29. B 30. A

Answer Key to True/False 1. T 2. F 3. T 4. T 5. T 6. T 7. T 8. F 9. F 10. T

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Chapter 14 Delegating Objectives 1. Define the concepts of responsibility, authority, and accountability, and explain their relationship to delegation.

2. Explain how delegation benefits the supervisor, the workers, and the entire operation.

3. Enumerate and discuss common reasons why both managers and workers avoid delegation.

4. Discuss the conditions essential for successful delegation.

5. List the essential steps in successful delegation and discuss the importance of each.

6. List common delegation mistakes and explain techniques for avoiding them.

Outline Delegating • Giving a portion of one’s responsibility and authority to a subordinate.

• 3 Aspects of Delegation: 1. Responsibility 2. Authority 3. Accountability • As a Leader: o You have been given the responsibility for certain activities and the results they are expected to produce. o You have been given the authority (rights and powers) to carry out your responsibilities. o You have been given the accountability (obligation to your boss) to produce these results.

• Lines of Responsibility and Authority o Chain of command: ▪ The lines of responsibility and authority in an organization that provide the anatomy of its organization chart.

▪ This shows who is responsible at each level for everything that happens or fails to happen. o Channels of communication: ▪ The organizational lines (corresponding with the chain of command) along which messages are passed from one level to another.

• Benefits of Delegation o More time for managing o More and better work from happier people o Development of promising people o Greater efficiency o Improved leadership skills • Some leaders have trouble delegating because they: o Don’t believe it will work. o Are unable to let go. o Feel that without them everything will fall apart o Cannot shift from doing the work to managing people. o Do not want to take responsibility for the mistakes of others. o Find it quicker and easier to do themselves. o Are reluctant to lose touch. o Have no willing and qualified workers.

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Why Some Associates Won’t Accept Responsibility o Are unable, unwilling, or both. o Fear failure. o Fear the consequences of making mistakes. o Fear rejection by other workers. o See added responsibility as meaningless extra work (job loading). o Like their job as it is/do not want more.

How to Delegate Successfully o Conditions for success include: ▪ Advance planning ▪ A positive attitude toward your people ▪ Trust on both sides ▪ Ability to let go and take risks ▪ Good communication ▪ Commitment Steps in Delegation o Plan: ▪ Decide what you can delegate and to whom. o Develop the task in detail. o Delegate: ▪ Give the responsibility and authority, establish accountability, that the worker accepts it (“the contract”), and set up checkpoints. o Follow up. o Don’t accept reverse delegation.

Adapting to Your Situation o It makes sense to: ▪ Delegate time-consuming routine tasks others can and are willing to do.

▪ Train others to take over tasks and responsibilities that must continue when you are not there.

▪ Delegate tasks and responsibilities that motivate and develop your people.

▪ Plan such growth for people of high potential.

Emotional Intelligence (EI) • Often measured as EI Quotient (EQ).

• EI is defined as “the ability to manage ourselves and our relationships effectively.”

• Critical components include: o Self-awareness o Self-regulation o Motivation o Empathy o Social skill Key Points 1. Delegation is a managerial tool by which responsibility for the work is divided among people, level by level, throughout the organization.

2. There are three aspects of delegation: responsibility, authority, and accountability. As a supervisor you have been given the responsibility for certain activities and the results they are expected to produce, the authority (or rights and powers) to carry out your responsibilities, and the accountability (or obligation to your boss) to produce these results.

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3. The lines of responsibility and authority in an organization provide the chain of command.

Accountability moves right beside responsibility but in the opposite direction. All employees are accountable to their boss, so the accountability moves right up to the top along the same lines on which authority and responsibility move downward.

4. The lines of responsibility and authority are also the channels of communication.

5. The benefits of delegation include the fact that the supervisor can spend more time coaching and performing other duties instead of watching and correcting performance; the employees can usually work better; the supervisor can develop employees; and greater efficiency results, which means less waste and confusion, lower costs, less conflict, higher morale, less turnover, and happier customers.

6. The Theory X manager does not believe in delegation because he or she believes that employees will not take responsibility and/or the job will not be done right. Some managers believe that their constant presence and personal control of every last detail are indispensable. Other managers don’t delegate because they are afraid the workers may do the work better than they did it themselves, or simply out of habit. Sometimes, supervisors resist delegation simply because they do not want to lose touch with what is going on.

7. Employees at times may not accept new responsibilities because of fear of failure or fear of being rejected by coworkers, dislike of meaningless extra work, or simply a lack of desire to be pushed up the career ladder.

8. Conditions for delegating successfully include advance planning, a positive attitude toward your people, trust, the ability to let go and take risks, good communications, and commitment.

9. The steps in delegation include planning, developing the task in detail, delegating responsibility for the task and results expected, delegating the authority and establishing accountability, setting checkpoints along the way for following progress, and follow-up.

10. Reverse delegation is when employees try to dump their assignment back to you.

11. Common mistakes in delegating include not communicating clearly, over managing, not taking time enough to train and give support, not setting up controls, job loading, assigning dead-end work without any reward, delegating to the wrong person, delegating unpleasant parts of the job that involve the boss–subordinate relationship, and setting up overlapping responsibilities.

Answers to Review Questions 1. Answers will vary: The importance/benefits of delegation: • more time for managing.

• more and better work from happier people.

• development of promising people.

• greater efficiency • improved leadership skills 2. Aspects of delegation include responsibility, authority, and accountability.

3. (A) Why managers have trouble delegating: • Some believe workers will not take responsibility (Theory X).

• Some fear the work will not be done right.

• Some have an inner need for power, authority, control, and indispensability.

• Some fear workers will do better than they do at the task.

• Some fear responsibility for the mistakes of others.

• Some are unable to let go.

• Some cannot shift from doing the work to managing people.

• Some find it quicker and easier to do than to train others to do.

• Some don’t want to give up tasks involving personal advantage or enjoyment.

• Some are reluctant to lose touch.

• Sometimes there are not willing, qualified workers.

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4.

5.

6.

7.

(B) Discuss why workers won’t accept responsibility.

• Some are unable, unwilling, or both.

• Some fear failure.

• Some fear the consequences of making mistakes.

• Some fear rejection by other workers.

• Some see added responsibilities as meaningless extra work job loading.

• Some like their job as it is.

Conditions for success include advance planning, a positive attitude toward your people, trust on both sides, ability to let go and take risks, good communications, and commitment.

The steps in delegating are: • Plan: decide what you can delegate and to whom (Figure 13-2 and 13-3).

• Develop the task in detail: requirements, limitations, results expected, authority needed.

• Delegate: You give responsibility and authority and establish accountability. The worker accepts it. Set up checkpoints.

• Follow up. Observe checkpoints and give feedback.

Reverse delegation is when employees try to give their assignments back to the supervisor.

Common mistakes in delegation include: • Failure to communicate everything clearly • Over supervising • Too little training and support • No controls • Job loading • Assigning undesirable tasks with no reward • Picking the wrong person • Delegating management responsibilities such as discipline • Creating overlapping responsibilities

Answers to Activities and Applications 1. Discussion Questions Case Study: Too Much Too Fast?

The questions at the end of the case study are designed to get students involved. There are no right or wrong answers. We suggest that you try to lead the students’ discussion to bring out the following points.

• Successful delegation is built on many concepts developed in earlier chapters. There is the performance standard concept of stating exactly what you want done and how you want it done (not necessarily in written form but in principle). It would have been wise for Joanne to take several days to spell out to Ellen, Michelle, and Robert in turn the units and tasks in the work she is delegating to them.

• There is the training concept of preparing the worker before placement in the job. Probably none of these people had any experience in managing. A related idea is the maxim that being a good worker does not necessarily make one a good supervisor.

• There is the communications concept, related to the first two. There is the need to communicate everything clearly to each delegate in terms they understand and to have each one acknowledge and accept the responsibility, authority, and accountability with full understanding. There is also the need to tell the other workers of the new situation and to let them express their feelings and come to accept their new relationship to their former colleagues.

• There are the concepts of follow-up and coaching spelled out in the chapters on training and evaluation—of being on hand and available during the work period, monitoring the quantity and quality of the work, and simply being present to support and consult. Lead students into a discussion of how this might have prevented or alleviated the crises that developed.

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Have students develop the detailed plan for Joanne suggested in Question 4. Or, as an alternative, have students set up a detailed plan such as Joanne should have used in the first place for one of the three functions delegated. This plan should include the delineation of duties, the communication and acceptance of the delegation, the training if any, and the support phase.

Having students develop such a plan will give them a considerable insight into the work and the skills involved in delegating and a realization of their own inexperience in delegating. This in turn will give them understanding and empathy for managers who say it is easier to do things themselves than to turn them over to someone else, and students may realize why delegation is the least-used of management tools.

So as not to end on a negative note, lead the discussion into the positive advantages for all concerned if Joanne can work through the current situation in a well-planned step-by-step fashion.

Web Activity Go to http://www.mindtools.com/pages/article/newLDR_98.htm and review the article on Successful delegation. What do you agree/disagree with and why?

• Go to the following website: www.arlington-associates.co.uk/quiz1/index.html • Take the time-management quiz, score it, and bring in your results for the next class discussion.

Additional Classroom Activities 1. Ask each student to examine his/her own job for delegation possibilities. A student working in a nonsupervisory position should observe his/her supervisor and come up with ideas of tasks and responsibilities the supervisor might be able to delegate, giving the student a chance to learn and develop while allowing the supervisor more time to manage. A student working as a supervisor should examine his/her own job to see what might be delegated to a worker.

True/False Questions 1. Delegation can be defined as a tool for motivating and training your team to realize their full potential.

2. Delegation essentials include responsibility, authority, and accountability.

3. The chain of command is the structural framework of an organization from top to bottom.

4. Channels of communication means crossed channels of responsibility giving an order to someone on another channel of work that is not accountable.

5. Proper training of a subordinate is giving the skills to become more committed to their work and do well with imagination and creativity.

6. Supervisors who are confident in their own jobs may be afraid to delegate because employees may turn out to do the work better than they did themselves.

7. Reverse delegation employees try dumping their assignment back to their supervisor. It may occur due to a lack of confidence because the associate doesn’t really know enough about doing the job.

8. Job loading is common mistake of increasing the worked load without adding any new responsibility, interest or challenge.

9. Should a supervisor over supervise for the first timer?

10. You can avoid mistakes if you plan carefully, manage your people to produce a smooth running operation with everyone knowing what to do and what is expected of them.

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Multiple-Choice Questions 1. It makes sense to: a. Delegate time consuming and routine detail that other people can and will take care of. b. Plan growth for people of high potential by adding less responsibilities over a period of time. c. Delegate tasks and responsibilities that motivate and develop your associates. d. a and c. e. All of the above.

2. Which of the following is not one of the three aspects of delegation? a. Responsibility b. Designation c. Authority d. Accountability e. None of the above 3. The lines along which responsibility and authority are delegated from top to bottom in an organization is known as: a. Chain of command b. Accountability c. Channels of communication d. Reverse delegation e. None of the above 4. Which of the following is not one of the four basic reasons supervisors fail to delegate as much as they should? a. Fear of superiors b. Misjudgments of time c. Desire for personal credit d. No faith in subordinates e. They are too busy 5. Which of the following is one of the benefits of delegation? a. The supervisor can fall back into a coaching and supportive role b. Delegation will sharpen your leadership skills, both conceptual and human c. The supervisor is no longer responsible for the results d. a and b e. All of the above 6. You create barriers that prevent you from delegating when you: a. Accept the loss of power b. Feel a strong need to work at tasks with which you are familiar c. Prefer to do the work yourself or think no one else can do it as well d. b and c e. All of the above

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7. Delegation is: a. A managerial tool by which responsibility of the work is divided among people, level by level, throughout the organization. b. The anatomy of an organization, the lines of responsibility, authority, and accountability, the channels of communication and chain of command. c. Authority, responsibility and empowerment. d. None of the above.

8. Which of the following is not a condition for success in delegation? a. Advance planning b. Trust c. A positive attitude towards your people d. Ability to let go and take risks e. Reliability 9. Delegation is all of the following except? a. Contract b. An agreement between two parties that is fully understood and accepted by both c. Giving a portion of one’s responsibility and authority to a subordinate d. a skill which we have all heard of and understand e. a and d 10. Adding more work without adding interest, challenge, or reward is known as: a. Reverse delegation b. Chain of command c. Job loading d. Responsibility e. None of the above 11. All of the following are true regarding accountability except? a. Accountability moves in the same direction as responsibility b. All employees are accountable to whoever delegated responsibility to them c. The chief executive officer is accountable to the owners, or board of directors d. Accountability goes automatically with the responsibility delegated e. a and d 12.

means that when you send information or requests or instructions to people on levels above or below you, you go one level up or down your own channel? a. Channel surfing b. Going through channels c. Chain of command d. Going through levels e. Hierarchy

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13. If you are a line cook in a restaurant, who would you ask for authority to spend the company’s money? a. The CEO b. The restaurant manager c. Your immediate supervisor d. The executive chef e. None of the above 14. You should always remember as a supervisor, you have …. a. Authority b. Accountability c. Responsibility d. All of the above e. a and c 15. Which of the following benefits would surprise a theory X manager? a. People who are given responsibility generally work better b. People who are given responsibility get things done faster c. People who are given responsibility work better alone d. a and b e. b and c 16. The Theory X manager: a. Is a strong advocate of delegation b. Does not believe in delegation c. Believes that people are by nature lazy and avoid responsibility d. a and c e. b and c 17. The and delegation. a. Habits/self-interest b. Ability/willingness c. Knowledge/acceptance d. Eagerness/ability e. None of the above

of the employees are of critical importance to the success of

18. On-the-job training is all about: a. Coaching b. Leadership c. Learning from mistakes d. Growing e. All of the above

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19. There are three aspects of delegation – which of the following is the correct one: a. Delegate, follow up, evaluate. b. Responsibility, authority, accountability. c. Responsibility, delegation, motivation. d. Authority, delegation, responsibility.

20. Once you have identified the task and the person you want to have perform it, the next step is: a. Develop the task in detail b. Delegate responsibility c. Delegate the authority necessary to carry it out d. Plan the task e. None of the above 21. All of the following include tasks you would not delegate, except: a. Hiring b. Cleaning back-of-house c. Making key reports d. Keeping track of labor e. Keeping track of material costs 22. Which of the following is true in regards to delegation? a. Delegation not only benefits the leader, but also the people to whom one delegates b. Studies indicate that most people want less responsibility c. Studies indicate that people want the opportunity to grow and develop d. a and c e. All of the above 23. Which of the following are ways people can benefit from delegation: a. They become more productive and valuable to the organization and team b. By learning new things, they improve their self-esteem c. They become resources for people who need help and function as backups when needed d. a and b e. All of the above 24. Which of the following is not a reason managers have trouble delegating? a. Many managers want to do everything themselves b. Many managers believe that the work will not be done right c. Many managers do not want to take responsibility for the mistakes of others d. Some managers believe that their constant presence and personal control of every last detail are indispensible to the success of the operation e. a and b

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25. _________ is common among people who lack self-confidence; they doubt their own capabilities to carry out new tasks. a. Delegating b. Job loading c. Fear of failure d. Reverse delegation e. None of the above 26. Which of the following is not a reason some associates won’t accept additional responsibilities? a. They fear the consequences of the mistakes they may make b. They want to be developed and pushed up the corporate ladder c. They may be afraid of rejection by other associates d. Some view them as meaningless extra work that they have to do e. None of the above 27. An agreement between two parties that is fully understood and accepted by both is: a. Delegation b. Contract c. Open communication d. Responsibility e. a and b 28. In a typical organization, who would a food and beverage director delegate tasks to? a. Executive chef b. Executive steward c. Beverage manager d. a and c e. All of the above 29. Which of the following would you classify an employee who is able but unwilling to perform delegated tasks? a. Great candidate b. Needs training c. Needs motivation d. Poor candidate e. None of the above 30. Presenting a new assignment in a way that will stimulate interest and involvement includes which of the following? a. Ask for ideas b. Make it a challenge c. Mention its present and future benefits d. a and c e. All of the above 160

Answer Key to True/False 1. T 2. T 3. T 4. F 5. T

6. F 7. T 8. T 9. F 10. T

Answer Key to Multiple-Choice 1. D 2. C 3. A 4. E 5. D 6. D 8. E 9. D 10. C 11. A 12. B 13. C 14. D 15. D

16. E 17. B 18. E 20. A 21. B 22. D 23. E 24. A 25. C 26. B 27. E 28. E 29. C 30. E

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