Download Title of Chapter

Agenda
o Article review or Case Study
o Chapter 5 – Facilitating Employee’s Work
Performance
o Homework for next week
OH 2-1
Facilitating Employees’ Work
Performance
5
OH 2-2
2-2
 Hospitality Human Resources Management and
Supervision
Learning Objectives:
After completing this chapter, you should be able to:
 Explain basic communication skills
and challenges for restaurant and
foodservice managers.
 State procedures for coaching
employees.
 Describe procedures for resolving
employee conflicts.
 Explain procedures for managing
change.
OH 2-3
Learning Objectives:
After completing this chapter, you should be able to:
 State basic procedures for
conducting performance
appraisals.
 Explain steps in a progressive
discipline program.
 Describe procedures for employee
termination.
OH 2-4
Effective Communication
In order to be effective we must first
understand our own strengths and
weaknesses ~
~Self-Evaluation
OH 2-5
COMMUNICATION
 Define communication Process by which information is exchanged
 Forms of communication: talking, listening, body
language, writing
 Supervisors need to be good at communication in
order to be effective
OH 2-6
Types of Business Communication
 Downward communication: the passage of
information from an organization’s higher levels to
its lower levels.
 Upward communication: the passage of information
from an organization’s lower levels to its higher
levels.
 Lateral communication – the passage of information
between peers, or members of the same level.
 Customer communication – the passage of
information from the organization to customers and
clients
OH 2-7
Types of Business Communication continued
 Downward communication:
 Necessary to execute decisions and to give
employees information about the organization
 Examples: company and department newsletters
 Email
 Recorded messages
 Reports
 Booklets
 Meetings
OH 2-8
Types of Business Communication continued
 Upward communication:
 Initiated by employees who seek to inform or
influence those who are higher up in the
organizations hierarchy.
 When supervisors have a good relationship with
their employees, and when two-way communication
between levels of the organization flows freely,
upward communication is very powerful.
 Examples: employee suggestion boxes, open
employee meetings, focus groups, one on one
sessions with supervisors/management
OH 2-9
Types of Business Communication continued
 Lateral communication:
 Occurs daily in all operations between employees and
managers, before and after the employee is ‘on the
clock’
 Predominantly informal
 Examples include:
 Business conversation to achieve the requirements
of their positions
 Mentoring or ‘on the job’ training between
employees
 Friendly exchange of information: conversations,
breaks, etc.
 Gossip, rumors and ‘grapevine’ communication
OH 2-10
Types of Business Communication continued
 Customer communication:
 Occurs continuously
 The customer can be internal or external
 Internal customers are people you work with
 Examples include: department meetings, across
department lines (back of the house to front of
the house), phone, email
 External customers are your guests or clients
 Examples include: Customer service, phone,
email, annual reports, marketing, menu
OH 2-11
Methods of Business Communication
 Management-by-walking-around (MBWA)
 Hands on approach; listening, observing, learning,
communicating
 Formal communication:
 memos, reports, suggestion boxes, employee
newsletters or bulletin boards
 Employee Grapevine: rumors and gossip:
 Provides useful, off-the-record feedback from employees
 Managers must be prepared to listen, understand and
interpret the information
OH 2-12
Communication Myths
 “We communicate only when we want to communicate.”
 “Words mean the same to me and to you.”
 “We communicate chiefly with words.”
 “Nonverbal communication is silent communication.”
 “The best communication is a one-way message—from me to
you.”
 “The message I communicate is the message that you
receive.”
 “There is no such thing as too much information.”
OH 2-13
Some facts about Communication
OH 2-14
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You need feedback

It can be formal or informal (i.e. grapevine)

It needs to be meaningful, and have a purpose if it is to be remembered

You need to understand the role of emotion, appearance, and prejudice

You need to concentrate in order to truly listen

You need to use language that is appropriate and understood
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Listening and writing skills can be improved
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Timing is important

You need to understand body language overrules talk
continued
Barriers to Effective Communication
 Distractions
 Differences in background
 Poor timing
 Emotions
 Personality differences
 Prejudice
 Differences in knowledge and assumptions
 Stress
OH 2-15
Effective Communication
 Verbal
 The message itself, the words you say
 Vocal
 Element of your voice: the intonation, projection and
resonance of the voice that carries those words.
 Visual
 What people see: your face and your body
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Verbal-Vocal-Visual
Most effective communication:
OH 2-17
Verbal
7%
Vocal
38%
Visual
55%
Total
100%
Key Elements of Non-Verbal Communication
OH 2-18
1.
Eye Communication
2.
Posture/Movement
3.
Gestures
4.
Facial Expression
5.
Dress/Appearance
6.
Voice/Vocal Variety
7.
Touch
Business Body Language
 Posture
 Handshakes
 Eye Contact
 Smiles
OH 2-19
Non Verbal Communication
“When the eyes say one thing, and the
tongue another, a practical man relies on
the language of the first.”
“What you are stands over you the while and
thunders so that I cannot hear what you
say to the contrary!”
~Ralph Waldo Emerson
OH 2-20
Principles of Effective Speaking
OH 2-21
Speaking Skills
Effective speaking generally contains an
introduction, main body and conclusion
 The introduction should:
 Get the listeners attention
 Obtain the listener’s interest
 Communicate your purpose for speaking
OH 2-22
Speaking Skills continued
 The Main body should:
 Present key points in a logical manner
 Use spoken cues to tell your listener what’s
important
 Ask questions of listener to make sure they
understand
 The Conclusion should:
 Summarize your message
OH 2-23
Speaking Skills continued
 Volume, pitch, tone and pace all impact your
speaking skills
 You should try to vary your speech
OH 2-24
Telephone Communication
 Establish proper procedures in professional
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telephone communication – write a script.
Train all team members on the proper procedures
Listen carefully and do not interrupt the caller
Maintain a positive & courteous attitude
Take notes, if necessary
Repeat back message to caller
If you cannot handle all requests by the caller,
before transferring the call, take their name and
phone number, in case they get disconnected
Close with a positive tone, and thank the caller for
calling.
Organized Writing Process
OH 2-26
Business Writing Tips
Good writing clearly communicates information or ideas, as
briefly as possible, to intended readers. At the same
time, it obeys certain rules of grammar, spelling,
sentence structure, and punctuation.
Before you begin to write:
 Have a specific reader or audience in mind
 Know your objective
 Decide which essential information to include
 Determine how to present the information
OH 2-27
Business Writing Tips continued
Use an Outline:
 Introduce your topic
 List significant points
 Keep to your objective and sort all points into logical
order that supports your objective
 Use plain English and short sentences
 Summarize and Conclusion
OH 2-28
Business Writing Tips continued
Before you distribute your written communication, take a
final look:
 Is it organized well?
 Is it clear?
 Is it concise?
 Is it accurate?
 Is it courteous, friendly, professional?
OH 2-29
Business Writing Tips continued
Today’s communication includes substantial written communication in email.
Remember these simple tips:
OH 2-30

Mind Your Manners: Think of the basic rules you learned growing up, like
saying please and thank you. Address people you don't know as Mr., Mrs.,
or Dr. Only address someone by first name if they imply it's okay to do so.

Watch Your Tone: It is very difficult to express tone in writing. You want to
come across as respectful, friendly, and approachable. You don't want to
sound curt or demanding. Never type in CAPITALS – this generally
denotes SHOUTING!

Be Concise: Get to the point of your email as quickly as possible, but don't
leave out important details that will help your recipient answer your query.

Be Professional: This means, stay away from abbreviations and don't use
emoticons (those little smiley faces). Don't use a cute or suggestive email
address for business communications.
Business Writing Tips continued
OH 2-31

Use Correct Spelling and Proper Grammar: Use a dictionary or a spell
checker — whichever works better for you. While you can write in a
conversational tone (contractions are okay), pay attention to basic rules of
grammar.

Add disclaimers to your emails. It is important to add disclaimers to your
internal and external mails, since this can help protect your company from
liability.

Read the email before you send it. A lot of people don't bother to read
an email before they send it out, as can be seen from the many spelling
and grammar mistakes contained in emails. Apart from this, reading your
email through the eyes of the recipient will help you send a more effective
message and avoid misunderstandings and inappropriate comments.

Do not use an email to discuss confidential information. Sending an
email is like sending a postcard. If you don’t want the information to be
displayed on a bulletin board, don’t send it. An email can altered, copied,
and forwarded. Be careful what you email!
Obstacles to Listening
OH 2-32
·
Mind wanders
·
Tuning out
·
Distractions
·
Prejudices
·
Judging
·
Interrupting
·
Advising
Active Listening Skills
Traits of an Active Listener
Does not finish the sentence of others
Does not answer questions with questions
Is aware of biases…We all have them, control them
Never daydreams or becomes preoccupied with own thoughts
Lets others talk
Does not dominate the conversation
Plans responses after the other person has finished speaking
Provides feedback, but does not interrupt incessantly
Keeps the conversation on what the speaker says- not on what
interests them
 Takes brief notes. This forces one to concentrate on what is said.
 Analyzes by looking at all the relevant factors and asks open-ended
questions
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Overview of Coaching Process
OH 2-34
The Coaching Process
 Addresses performance behaviors rather than
personal traits
 Is needed for all hourly employees— not just
those aspiring to supervisory positions
 Provides feedback, makes suggestions for
changes, and helps the employee to improve
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Coaching Principals
 Coaching gives employees feedback on an on
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going and timely basis
Be tactful, focus on behavior, not employees
themselves
Emphasize the positive
Demonstrate and review appropriate procedures
Explain reasons for change
Maintain open communication
Conduct negative behavior in private
Evaluate work by compairing against standards
Managing Conflict
Managers must sometimes deal with conflict that
arise among employees. Therefore they must
know and practice conflict resolution.
 Three strategies of conflict resolution
 Negotiation: discussion between parties with the
goal of reaching an acceptable resolution
 Mediation: a neutral party facilitates discussion and
makes suggestions about an agreement
 Arbitration: a neutral party listens and reviews facts
and makes a decision to settle the conflict
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Conflict
Resolution
Steps
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Let’s practice
 Case Study: Breaking Down the Barriers
Szende, Peter. Case Scenarios in Hospitality Supervision. Cengage
Learning, 2011
 Take 15 minutes in groups to analyze the
situation and answer the questions.
 Report back out to class.
OH 2-39
Managing Change
The only thing constant in the restaurant and
hospitality industry is change and it is necessary for
survival.
OH 2-40
Change Strategies
 Unfreeze the Situation: Understand the current
situation and the need for change
 Transition to Change: This involves working
with the affected team members to help revise
policies and procedures, training staff and
addressing questions regarding the change.
 Refreeze the Situation: All concerns have
been addressed and the change should be in
place. There is still the need to follow up and
verify change is effective, as intended.
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Overcoming Resistance to Change
“We’ve always done it that way – why change!”
Strategies to reduce resistance to change:
Involve employees in the decision making
process – participative management
Communicate information in advance and how it
will impact them.
Set appropriate time frame for change
Share past successes
Reward employees for sharing ideas in the
decision making process.
OH 2-42
Managers as Change Agents
 A change agent is a person who leads change
in an organization.
 Change agents encourage all employees to
think about better ways of doing things.
 Many change agents like to bench mark; any
activity that helps identify and analyze best
practices to discover ways to improve
performance.
OH 2-43
Steps for Implementing Change
OH 2-44
Steps for Implementing Change
continued
 Discuss need for change: Managers should
provide as much information as possible to help
employees understand the ‘why’ and ‘how’
 Request Employee’s Assistance: Managers
should ask employees about their viewpoints and
ask them to support the change
 Implement Plans: Managers can minimize
problems if they ask the affected employees to
review
 Follow Up: This is the time to genuinely compliment
and thank employees and evaluation of the change.
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Performance Appraisal Process
OH 2-46
Employee Performance Appraisals
Employee performance appraisals are a critical
aspect of an environment that enables employees
to stay motivated.
 Purpose of employee evaluation:
 Discuss and document past performance
 Ask employees how they think they can improve
 Review other job related issues
 Talk about employee development opportunities
and set goals.
OH 2-47
Evaluating employees
 Who should do the evaluation:
 Employee’s immediate supervisor is responsible for preparing
and conducting the evaluation
 When should the evaluation be done:
 Done Regularly
 As needed to discuss employee performance
 Minimum 1 time/year
 Where and how:
 One on one meeting
 Quite, private space, no interruptions
 Objective as possible
OH 2-48
Obstacles to Effective Performance
Evaluations
 Unskilled supervisors
 Ineffective forms
 Inadequate procedures
 Infrequent evaluation
 Fear of unfairness
 Failure to follow up
OH 2-49
Obstacles to Effective Performance
Evaluations
 Fear of offending employees:
 When evaluating an unsatisfactory performer,
concentrate on criticizing the poor performance, not
the employee
 When evaluations are tied to compensation,
employees often challenge supervisors.
 Make sure that the goals set are measurable
(observable), keep accurate records, give frequent
feed back during evaluation period
OH 2-50
Common Performance Evaluation Errors
 Recency
 Past-anchoring errors
 Halo errors
 Leniency errors
 Severity errors
 Central Tendency
OH 2-51
Before the Evaluation Session
 Review the previous evaluation
 Share previous evaluation with employee
 Complete a first draft of a new evaluation
 Schedule a time and place for the session
 Prepare by focusing on the results you want to
achieve
 List questions to ask
 Focus on improved performance and further
improvements
OH 2-52
During the Evaluation Session
 Create a friendly, relaxed atmosphere
 Conduct the evaluation and note
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OH 2-53
agreements/disagreements
Get feedback from employee
Focus on performance, not on personalities
Take notes on important issues
Clarify your expectations
Have the employee sign the evaluation
End on a professional note
After the Evaluation Session
 Review your notes and add to them
 Complete forms/route copies
 Give employee a copy of the evaluation
 Follow up with appropriate coaching
 Discuss important issues with your own
supervisor
OH 2-54
Evaluation Role Playing
 Count off 1, 2, 3
 Break into groups and identify
 Role 1 – Supervisor
 Role 2 – Employee
 Role 3 – Observer
 Take 2-3 minutes to strategize and then begin role play
 Observers provide feedback (switch positions)
 Groups give report and discuss strengths and where
supervisors could improve
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Sample
Employee
Appraisal Form
OH 2-56
Information Required on Employee
Evaluations
 Evaluation should include:
 Name of Employee
 Date
 Current Position
 Evaluation date: From – To
 Job Specific goals
 Standard performance standards
 Comment space, supervisor & employee
 Total rating
 Follow-up or action
 Signature of both supervisor & employee
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Timing for Employee Evaluations
 Consistent Procedure for Evaluation:
 Timing for evaluation: 90 days, 6 months, annually
 On anniversary date, hire date in position, first of the
year – all employees, etc.
 What is tied to evaluation: compensation, training
plan, developmental plan
OH 2-58
Agenda
 Article Reviews
 Finish Chapter 5
 Chapter 6: Managing Shifts
 Chapter 7: Professional Development
 Homework
OH 2-59
Discussing Performance Problems
Step 1: Compare observed performance with SOP’s
(Standard Operating Procedures)
Step 2: Identify gaps between observed behavior and
the SOP’s
Step 3: Determine the reason for the gap
Step 4: Correct the negative behavior
Step 5: Monitor employee behavior to ensure the
problem is corrected.
Step 6: If the performance problem is not corrected,
follow-up disciplinary action may be needed.
OH 2-60
Progressive Discipline Procedures
 Progressive discipline is a series of corrective
actions that assist an employee in improving
performance by bringing it up to established
standards.
 Throughout the process, managers should
consider training, coaching and evaluation if
employee has all tools necessary to do their job.
 Managers should also consider if the employee
has the ability and interest to perform the job.
OH 2-61
Progressive Discipline continued
 Progressive discipline has several objectives:
 Prevent or minimize misunderstandings between
employee and the manager
 Ensure employee is given specific evidence of the
unacceptable performance, guidelines for
improvement, assistance as required and sufficient
time and opportunity to improve.
 Reduce the number of situations that result in
termination
 Ensure that documentation is available to support
the organization’s position if a terminated employee
later brings a complaint.
OH 2-62
Common Steps in Progressive Dicipline
 Oral Warning:
 Discuss with the employee informally but directly. This
should be a two-way communication between employee
and manager. The outcome is employees performance
is brought up to standard.
 Discussion should include:
 Identification and agreement of the problem and its
apparent cause
 Employee role in solving problem
 Specific actions taken by employee and manager
 A timetable for assessing progress
 Notice of disciplinary action that will occur is
performance does not improve.
OH 2-63
Common Steps in Progressive Dicipline
Written Warning:
If a performance issue continues, the manager
must take more formal action – a written warning.
 The meeting should be held privately in the
managers office
The written report serves as documentation and
should be the focus of the meeting.
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Common Steps in Progressive Dicipline
 Probation: a specific time period during which an
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employee must consistently meet job standards or
other reasonable conditions imposed by the
manager as a condition for continued employment.
The probation should be documented
An action plan with corrective action steps and time
frame for completion
Discussion between employee and manager is
essential.
Employee should sign the document
Sample
Progressive
Discipline
Report
OH 2-66
Common Steps in Progressive Dicipline
The document should include the following
information:
 The date and time of meeting
 A clear statement of the problem
 A comparison of the employee’s behavior against
standard or expected behavior
 A plan of action to improve the performance or solve
the problem
 The expected outcome that can be evaluated in a
measurable way
 A deadline for achieving these results
OH 2-67
Helping Employees Improve
 Managers have the responsibility to help their
employees to improve and be successful.
 They must monitor employee performance and
discover employees that do not meet standards
 Managers should be available as the employee
tries to improve.
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Employment Cycle
End of the cycle?????
OH 2-69
Employee Termination
Employee terminations affect customers,
employees, and the establishment's profitability.
 Operating Impacts of Termination
 Employee vacancies must be filled, which takes
time and money.
 Shortage of staff
 Voluntary termination, with notice, and progressive
discipline does provide time for planning.
OH 2-70
Employment Cycle
 Two types of termination:
 Voluntary (the staff member decides to leave) and
 Involuntary (the operation asks the employee to
leave).
 Two concerns when managing termination:
 Assuring that employees return all company items, and
 Conducting exit interviews.
 Essential tasks in the termination process can be
identified in a termination checklist
OH 2-71
Voluntary Termination
 Voluntary termination occurs when an employee
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OH 2-72
decides to leave an organization for personal
reasons.
Voluntary terminations are both a happy and a sad
occasion.
This type of turnover is expected and cannot be
avoided.
Managers should conduct an exit interview with
employees who leave on a voluntary basis.
A separation checklist should also be completed.
Involuntary Terminations
 Involuntary termination is a situation in which
managers terminate an employee for one or
more of these four reasons:
 Lack of work for the employee
 Lack of funding.
 Unsatisfactory performance
 Violation of company policy
 Decision to terminate an employee should be
made only after thorough consideration of the
facts and circumstances leading to the decision.
OH 2-73
Involuntary Termination – Common Causes
Involuntary termination can occur as the final step in
progressive discipline program or as the result of a
terminable act.
Disruptive or destructive behavior
Insubordination, which is the failure to follow reasonable
instructions
Theft of the operation’s or customer’s property or funds
Harassment of employees or customers
Alcohol or illegal drug use.
Inappropriate conduct toward coworkers or customers
Conduct harmful to the company’s image either on or off
the job
OH 2-74
Termination Process
 Basic Steps:
 Identify the cause for terminating the employee
 Ensure that proper documentation has been completed
as part of the disciplinary process
 Obtain necessary approvals from management and
human resources and seek legal advise, if necessary, for
termination
 Assemble termination package documents and
information
 Conduct the termination meeting
 Ensure that the employee surrenders company property
and receives his or her personal property, if any
 Make adjustment to security as needed, i.e. change
combinations, locks etc.
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Termination concerns
OH 2-76

Policies should be in writing and communicated to all employees (verify
receipt and understanding of policies with signature)

Consistently apply policies including performance appraisals and
disciplinary actions
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Terminations should be for objective, job-related issues

Prepare for termination (contact security and include a witness as
necessary)
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Keep the conversation brief, to the point, professional and DO NOT get
drawn into an argument
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Keep the actions confidential
Separation Checklist
Used to confirm the following
 Accrued vacation or sick leave is calculated and
paid.
 Employee reference release is signed
 Applicable items are returned.
 Consolidated Omnibus Budget Reconciliation Act
(COBRA) forms are completed.
 Any outstanding work is completed/ redistribution of
workload.
 Loans or salary advances are to be paid.
 Paperwork for the final pay check is completed.
 Verification of emergency contact information or
address.
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Additional Items in Separation Checklist
 Delivering the employee’s final paycheck
 Reporting about subordinates (if terminating
employee is a supervisor)
 Removing the employee’s ID from computer
systems, phone systems
 Returning keys or uniforms
 Exit Interview
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Purposes of Exit Interviews
 Acknowledge conclusion of person’s work.
 Provide information to the operation.
 Determine whether employee is angry, and if a
lawsuit may arise.
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Exit Interview Information
 Basic information: names, current position, initial
date of hire, length of employment, and interview
date.
 Reason for leaving
 Areas of satisfaction/dissatisfaction
 Effectiveness of orientation/training
 Assessment of the employment relationship
 Effectiveness of supervisory style
OH 2-81
Exit Interview Methods
 Face-to-face
 Telephone
 Computer/based (online)
 Paper
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Exit Interview Formats
 Structured interviews
 Designed to collect specific information
 Unstructured interviews
 Provides an opportunity for the employee to discuss
a wide range of subjects
 Exhibit 5.18, page 159, Sample Exit Interview
Questions and 5.19, page 161, Sample Exit
Interview Form
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Exit
Interview
Questions
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Exit
Interview
Form
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Exit Interviews—When and Where?
 When
 Near, but not on, the employee’s last day
 Where
 In a private place free from distractions
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Who Should Conduct the Interview?
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Exit Interview Skills
 Communication (including listening)
 Question-asking skills
 Note recording skills
 Patience
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Evaluating Exit Interview Information
 Step 1 – Review and categorize.
 Determine the best categories.
 First review information that may suggest
legal problems.
 Provide and record information that allows
comparisons between exit interviews.
OH 2-89
Evaluating Exit Interview Information
continued
 Step 2 – Gather additional information.
 Some information may need to be clarified.
 Talk with the employee again, if possible.
 Observe other employees’ performance/behavior.
 Talk with the employee’s immediate supervisor/coworkers.
 Analyze employee records.
 Review other documents and data.
 Expensive investigations of every issue noted are
not always practical/necessary.
OH 2-90
Evaluating Exit Interview Information
continued
 Step 3 – Look for patterns.
 Consider whether the employee was a
good fit for the job.
 Total and compare the responses from
persons who had the same job or same
level of responsibility.
OH 2-91
Sample Information Analysis
Bussers
Ast. Manager
Dishwashers
Prep Cooks
Chefs
Total
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Servers
Reason Cited
Safety
0
0
0
0
0
0
0
Low Compensation
1
2
1
2
2
1
9
Scheduling Problems
5
3
1
0
0
0
9
Management Difficulties
0
1
0
1
0
0
2
Total
10
8
3
6
3
1
31
Exit Interviews
This manager is thanking a departing employee for
participating in the exit interview, and for helping the
operation while she was a staff member.
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Using Exit Interview Information
 After the biggest problems are known, they can
be addressed.
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Factors that Affect Problem
Resolution Priorities
 Problems that may result in legal claims or
lawsuits
 Policies or business plans that may dictate
priorities
 Return on investment (time, cost, and effort
versus benefit)
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How Would Answer
the Following Questions?
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1.
When an employee decides he/she wants to
leave the operation, this is called a _______
termination.
2.
The best method for an exit interview involves
a _______ interview method.
3.
An _______ interview provides the best
opportunity for an employee to discuss a wide
range of topics.
4.
The employee’s immediate supervisor (is/is
not) the best possible exit interviewer.
How Would You Answer
the Following Questions?
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1.
When first reviewing exit interview information,
start by looking for information about _______.
2.
Analysis of exit interview information may
suggest that the employee selection process
needs revision. (True/False)
3.
Every problem identified in exit interview
should be addressed. (True/False)
Next Week
Project component: Employee Evaluation



Name of Employee, Date, Current Position,
Evaluation Date: From – To, Job Specific
Goals, Performance Standards, Comment
space - supervisor & employee, Total
Rating, Follow-Up or Action, Signature of
both supervisor & employee
Written Procedure for Evaluation: Timing
for evaluation: 90 days, 6 months, annually,
on anniversary date, hire date in position,
first of the year – all employees, etc.
What is tied to evaluation: compensation,
training plan, developmental plan
Article Review – over topic in Chapter 5
Read Chapters 6 and 7
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