DIALOGUE TECHNIQUE FOR WAITRESS mmumg
Thai: for tho Degree of M. A.
MICHIGAN STATE ‘umvmsm

Dianne Adams Heustont

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ABSTRACT

DIALOGUE TECHNIQUE
FOR WAITRESS TRAINING

by Dianne Adams Heuston

There is a vital need in the restaurant industry for
new training methods which will stimulate modern workers

toward greater productivity and effectiveness. The dialogue

techniquo is a new method which has not heretofore been used

for restaurant employee training. The problem in this study

1.. To what extent will a training program using the dialogue
technique change the thinking feeling and actions of

waitresses?

conversations which are either real or fabricated are
written in dialogue form. These dialogues have to do with
situations and problems which "concern the group of employees
for which they are used. They are presented to the group
for (113611331011 and suggested solutions. The workers define
the issues! discuss possible methods for improvement and
lake decisions regarding the problems introduced in each

dialogue. In this way they train themselves and one another

to think more constructively, to work more efficiently, and

to have better attitudes.

Dianne Adams Heuston

The dialogue technique was used for a waitress training
develoPInent program at the Hawthorn Restaurant, Inc., in

Indianapolis. Indiana. The program was studied for a period

of five months. Meetings were held weekly for all the

waitresses. Forty dialogues were used in the meetings.

A rating sheet was devised which was both a guide for
selecting dialogue subjects and a method of showing the
amount of improvement that the waitresses made in their Job
perf ormanc e e

The value of the technique was determined through
comparison of the rating sheet scores and through a study
of the results of the dialogue discussion meetings.

The rating sheet scores showed that every waitress
who completed the program made some improvement, the highest
amount being approximately 37 per cent in over-all Job
perfommcae The results of the dialogue discussion meetings
showed that all except one of the four dialogues produced at
least fairly spontaneous discussion. None of the discussions
ended in inadequate solutions. The amount of follow-through
on all of the decisions reached through the dialogue discussions
a“ .edium 01' high. Fifty practical suggestions for manage-
lent's ‘otion were made by the waitresses during the dis-

cussion .

Dianne Adams Heuston

The dialogue technique produced excellent results for
the Hawthorn Restaurant waitresses. The program will be
used permanently in this restaurant. It is felt that this
method for training could be very useful for other restaurants
and variOus other businesses. It should be of interest to

any person who does employee training.

DIALOGUE TECHNIQUE
FOR WAITRESS TRAINING

BY

Dianne Adams Heuston

A THESIS

Submitted to
Michigan State university
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS
Department of Hotel, Restaurant and Institutional Management

1962

ACKNOWLEDGEMENTS

I am deeply grateful to all of the members of my family
for their invaluable help and thoughtful consideration during
the preparation of this study.

I wish to thank Joseph W. Thompson, P.H.D., Director of
the Sohool of Hotel, Restaurant and Institutional Management
at Michigan State University for his sincere interest and for-
permission to use the dialogue technique which is his original
concept.

I also wish to express my appreciation to Walter Whitworth,
Inama Critic, Thg_lngianapolis Eggg, for his excellent ideas

and for the time he has taken to proof-read this manuscript.

-11-

TABLE OF CONTENTS

ACKNOWLEDGMENTS..................................
LIST OF TABLES...................................
LIST OF FIGURES......z...........................
CHAPTER

I. INTRODUCTION..............................

Need for the Study‘OOOOOOOOOOOOOOOOOOOOO
Setting for the Research...............

II. PHILOSOPHY 0F TRAININGOOOOOOOOOOO000......

Review of Psychological and Educational

Principles Pertaining to Motivation..
Educational Technique for Discussion

SituatioDOOOOO0.000......O0.0.0,..00....

Dialogue Technique Selected for Use....

III. ETHODS USEDOOOOCOOOOOOOOOOOCO...00.0.0...

Evaluation Procedureeeeeeeeeeeeeeeeeeee
Meeting Procedure......................

Iv. ANALYSIS OF DATA...OOOOOOCOOOOOOOOOOOOOOOO

Dialogue Discussion Results............
Waitress Rating Sheet Results..........

v. DISCUSSION OF RESULTSCCOCOOOC . C 0".........
Interpretation and Implications of the
Resulta...’.....OCCOOOOCCOOCCOOOOCCOC

Use of the Dialogue Technique..........

VI. SWEY....CCO...0....O...................
APPENDIXOOO................O..............

SELECTED BIBLIOGRAPHYeeeeeoeeeeeeeeeeeesee
-iii-

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$21
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231
2st

Table

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2.

3.

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6.

LIST OF TABLES

Summary of the Dialogue Discussion Results.....

Comparison of Total Scores and Main Heading
Scores for the Waitresses Who Completed
"11°16 ProgramOOOOOOOOO0000.000..0.00000000000

Average Main Heading Scores and Average
Improvement for the Fifteen Waitresses Who
COMPleted TOtal ProngOOOOOOOOOOOOOOOOOOOOO.

Comparison of Total Scores and.Main Heading
Scores for the Twelve Waitresses Who
Completed Only the First Two Ratings.........

Total Scores and Main Heading Scores for the
Fourteen waitresses Who Joined the Program
After the Second Rating......................

Comparison of Average Main Heading Scores......

'1'-

Page

181

18u

186

187

191
19h

LIST OF FIGURES

Figure

1.
2.
3.
h.

5.

waitregs Rating SheetOOOOOOOOOOOOOOOOOOOOOOOOOOO.
Waitrela Rating Sheet-Scoring MOthOdSeeeeeeeeeeee
Comparison of Total Scores on Rating Sheets......

Comparison of Total Scores of Waitresses‘Who
Began the Program and Left After the Second
Rating and of Waitresses Who Were Hired
Soon After Second Rating......o................

Comparison of Scores on Attitude for the
Fifteen Waitresses Who Were Rated on All Three
Ratings and the Fhurteen Newer Waitresses......

Comparison of Scores on Neatness for the Fifteen
Waitresses Who Were Rated on All Three Ratings
and the Fburteen Newer Waitresses..............

Comparison of Scores on Efficiency for the
Fifteen Waitresses Who Were Rated on All
Three Ratings and the Fourteen Newer

Waitresses.........................o.........oo

Comparison of Scores on Cooperation with
Supervisor for the Fifteen'Waitresses‘Who
were Rated on All Three Ratings and the
Fourteen Newer Waitresses......................

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CHAPTER I
INTRODUCTION

1. Need for the Study

Need new wgys to motivate employees.-- Today, a search
is being made in the restaurant industry, as in other indus-
tries, for ways to increase the productivity and effectiveness
of employees. It has become an economic necessity, due to the
rising cost of labor, to stimulate employees to their maximum
degrees of efficiency. The constant move toward more demo-
cratic processes in the American way of life and the increased
importance of labor unions have raised the social status of
workers. This status change has created a need for new methods
of employee motivation.

The role of the worker is now different. He makes more
money; his social status is higher. Themodern worker expects
to be treated with respect. ”The reward-punishment type of
motivation we tended to use in the past, with its emphasis on

fear, in terms of traditional forms of supervision and management

1
is beginning to break down.‘ The old, rather authoritarian

methods are no longer effective.

The effects of automation.-- Many of the large industries

 

have solved, so some degree, their problems of employee produc-
tivity through the introduction of automation. In some of the
manufacturing fields, efficient machines have been developed

to do most of the work done by people, and this has allowed
these industries to replace many workers. This is not to say
that all of their employee problems have been solved; people
are still required to run most of the machines.

Unlike the manufacturing industries, the restaurant indus-
try still must depend upon people to carry out most of the
work. Automation has been introduced to a certain extent, but
no machine can give a restaurant guest a warm smile and gracious
attontion, (nor a frown and indifference, for that matter.)
EMployee-customer contact is still of the utmost importance.
This type of business, in which personal service is strongly
stressed, has at least different problems from those of
businesses that are mainly automated.

Emplgyee.motivation research.-- The "big business”
g7fiens1s IIEerE and Daniel Katz, §E¥§gx%ggglgPraetices and

rganizational Structures as They;. ec Em 16 ee Morale,
American‘fianagement Association, PersonneI ser es Number 120,
l9u8. (As reprinted in Schuyler Dean Hoslett (Editor), Human

Factors in Hana ement, Harper and Brothers, New York, 1951,
CEEpEer II, p. IOU.S

 

3
industries have been able to spend large sums of money and much
time on research into the problems of employee motivation.

This has made it possible for them to institute programs of
training and development, applicable to their own particular
situations, to deal with the changed roles of employees and
management. Here again the restaurant industry has had
difficulties.

Host restaurants must be termed small businesses. There
are exceptions, of course, as in the large restaurant chains,
but these still are in the minority. Individual restaurant
operators have not had the great resources needed for the
necessary research. The restaurant associations have been
helpful in developing general employee programs for the
restaurant industry. A few universities have offered valuable
courses in restaurant employee training.1 So far, these have
met with limited success. Individual operators have found
that these programs are not always easily adaptable to their
particular Operations. If they use the programs, as is, their
businesses sometimes lose a part of the individuality which has

helped to make them successful. There is a tendency to use

 

The NationaI Restaurant Association and the Indiana Restaurant
ssociation, with.which the writer is the most familiar, are
constantly seeking improved methods and are performing a needed
service for the industry. Michigan State University, and
others, which offer short courses and regular university degree
programs in restaurant management, are helping the restaurant
businesses tremendously with their quest for knowledge in the
field of human relations.

h
these programs as a single effort, and without follow through,

there is little, if any, lasting benefit.

,Delegation of authoritygand responsibili_y,-— Another
problem.which'has affected the restaurants as small businesses,
has been the delegation of authority and responsibility made
necessary by business expansion. ‘Many of these businesses are
sole-proprietorships, partnerships, or closely held corpo-
rations. In many instances, one man has heretofore, ”run”
the entire business. These men have known and controlled‘
every segment of their businesses. They have personally seen
to it that their entire operations were run efficiently and
smoothly. They have used systems of their Own which were of
little concern to any one but themselves.

As their businesses have expanded, these entrepreneurs
have had to take on assistants to handle many phases of their
own Jobs. In most of these organizations, in which one man
has been responsible for an entire business' success, there
has been a particular problem of communication of his knowledge
to his new assistants. If he has some written material
covering different phases of his work, it is usually not
sufficient in detail to train an assistant. It is extremely
difficult for one person to give all of the benefits of his
experience to other persons. He can guide their understanding
but they have to develop their own abilities and Judgment to
handle their specific responsibility and authority. Together,

the operator and his assistants are seeking new methods to
handle the responsibility of employee motivation in light of
the changes in the economic and social status of workers.

The successful operator is likely to encourage his assistants
to institute new programs through.which he can check the
performance and progress of both his assistants and his
employees.

Need for effective development programs.—- Due to the
change in the labor status, lack of significant automation,
lack of sufficient resources for research and the delegation
of managerial authority, restaurant businesses are in a
position of peculiar and distinct need. To help solve some of
their problems, the operators and new assistants are seeking
comprehensive programs for employee motivation and development.
They do not want systematized approaches but must have methods
which.are flexible and easily adaptable to their own purposes.
They need programs which require neither great expense in time
and money, nor elaborate preparation and presentation. In
short, throughout most of the restaurant industry, there is a
need for programs dealing with employee motivation which are
simple, inexpensive, and, most importantly, effective.

Purpose of the study.-- The purpose of this manuscript is
to study the value of an employee training program making use
Of Dialogues as a motivational technique. This involves the

uee of conversations which are written in dialogue form and

used as points for discussion by trainees. A complete
discussion of the Dialogue technique, as well as many examples
of actual dialogues used for training, will be presented.

Scope of the study.-- A restaurant is certainly one of

 

the very few businesses in which a product is ordered, made,
delivered, consumed and paid for in a short period of time

all under one roof. Necessarily, there are many groups of
employees involved in these processes and it is required that
the workers in each department fulfill their respective duties
successfully. All of these different groups of people need to
be motivated. It is not within the scape of this study to
cover training programs for all types of restaurant employees.
waitresses, as a group, have the closest contact with the
customer, and, since individual customer satisfaction is
always the specific aim of a restaurant, the selection of
waitresses for this research seems appropriate.

Three areas of learning.-- Waitresses are in a unique

 

position to maximize consumer satisfaction which makes their
training needs somewhat more varied and more acute than those
of other restaurant employees. A complete approach to waitress
training must include all three major areas of learning.

They must learn to think and use their knowledge, the cognative
area. They must learn practical skills, the psycho-motor

areas They must learn attitudes which are conducive to good

customer relations, the affective area.

The Problem:

 

To what extent will a training program using the
Dialogue technique change the thinking, feeling and actions
of waitresses?

Other Related Questions:

 

1; What are the general psychological principles which
apply to motivation and the educational techniques which are
derived from these principles?

2.‘What are the other'methods of training available and

how do they compare with the Dialogue technique?

2. Setting for the Research

Hawthorn Restaurant in Indianapolis.-- The setting for

 

the development program is the Hawthorn Restaurant, Incorpo-
rated, of Indianapolis, Indiana. The restaurant was opened

in May of 19h2 and has been Operated since that time by Thomas
Douglas Adams, Sr., president of the closely-held corporation.
.It is located on Meridian Street, the principal thoroughfare
of the city, in the near downtown area. The population of
metropolitan Indianapolis is approximately 700,000.1 The
state's capitol is also the insurance capitOl Of the world,
having over seventy home offices.2 Indianapolis is often

called the “crossroads of America” as it is near the exact

center of the population of the United States. "The new

 

 

§Z1ndianapolis Chamber of Commerce, Indianapolis is Racing
ead, 16 mm. sound film, 1960.

g/Ibid.

Federal Freeway System will converge more new limited-access

Interstate Highways (7) upon Indianapolis than upon any other
1

city in the country.”

”Unlike many other cities, Indianapolis is not
dependent on any single industry or group of related
industries, but enjoys the advantage of wide diversi-
fication of industrial resources. This is shown by
the fact that there are more than 1,100 industrial
plants in the city, some of them the largest of their
kind in the world, which produce around 1,200 different
commodities.'§/

Many of these industries are nationally known. Among
the larger home-owned companies are Bowes "Seal Fast” Corpo-
ration, Inland Container Corporation, Eli hilly and Company,
Stokely-Van Camp, Incorporated, and 0.8. COrrugated Fibre Box
Company. I A

Culture and recreation in Indianapolis.-- Cultural and
recreational facilities abound in Indianapolis. The Booth
Tarkington Civic Theatre, The Indianapolis Symphony Orchestra,
The Herron Museum of Art, summer opera and summer theatre are
among the cultural Offerings of the city. The famous Indiana
high school basketball tournament is held at Indianapolis'
Butler University Field House. The Indianapolis Chiefs 0
professional hockey team plays at the state fairgrounds

coliseum. Members of the Indianapolis Indians baseball team

 

In {anapOIis Chamber of Commerce Industrial Department,
Registered Community Audit, pamphlet. Conway Publications, 1959.

g/Indianapolis Chamber Of Commerce, Industrial Indianapolis,
pamphlet, Public Service Publication, 1958.

9
have brought American Association pennants to their home town.
The Indiana State Fair is held on the 21h acres of the state
fairgrounds. over 750,000 people attend during the two weeks
of this annual event, now in its second century.l/ Perhaps
Indianapolis is most famous for the “500 Mile Race.” The
Memorial Day classic attracts the largest crowd of any single
day sporting event in the world, approximately 300,000 people.2
The "500'' Festival which is held in connection with the race
draws national interest and network television coverage.

Restaurant's role in the community.-- The Hawthorn
Restaurant is a vital member of this active community. The
management strives to sponsor the worthwhile programs and
projects of the city, especially through the restaurant's
advertising. Most Of the advertising budget is allocated to
the printed programs of various cultural and recreational
events. Among these are the ”500" Fbstival, the Indiana State
Fair Horse Show, the Indianapolis-Indians Baseball team, the
Starlight musicals and many others. Mr. Adams is active in
organizations which benefit the community as a whole. He is
a member Of the ”500” Festival Associates, a director of the

Indianapolis Convention and Visitors Bureau, the Citizen's

Soun m, op. cit.

2 Indianapolis Convention and Visitors Bureau, Indianapolis,
ndianapolis Brochure Committee, 1962. ' .

 

10
Speedway Committee Of the Indianapolis Chamber of Commerce,
and the American Saddle Horse Breeders' Futurity of Indiana.

The restaurant donates one of the lap prizes for the
i ”500 Mile Race" and a trophy for the Indiana State Fair Herse
Show. On the restaurant's farm, American Saddle Bred horses
are raised. They are shown.all over the midwest and south
and have won many trophies and blue ribbons. By taking a
leading role in these and many other activities, the
restaurant participates in the concerns of the community.

Restaurant style and structure.-- The restaurant building
is white brick in modern colonial style. A porte-cochere
extends across the paved driveways to the lobby entrance,
providing protection from the weather and leading into the
large, lighted parking lot. In the original dining area,
which.rmmains virtually unchanged, there are three main
dining rooms: the Tree Room, the Park Room and the Terrace
Room, and also a small party room. The restaurant was more
than doubled in size in 1950 with the addition of three more
multi-lsvel dining rooms; the Garden Room, the Saddle Room
and the ”500' Room.

Decor of the original dinigg area.-- A circular counter,
which occupies half Of the Tree Room and is elevated two
steps, seats 2h people. It is unique, in that the customers
are seated inside the counter facing outward. They are

served.from the outside. Above the entire counter area is

11
an impressionistic Hawthorn tree for which the restaurant was
named. an the tree are cut-out leaves, small red Hawthorn
berries, thorns, and three suspended white bird houses. The
several trunks of the tree are encircled by a small bench
inside the larger circular counter. Underneath the tree is
a field of green terrazzo and, set in this, are scattered
gold leaves which appear to have fallen from the tree in
autumn. This entire scene is lighted by concealed ceiling
lights. All of these decorative effects are subdued in color
and blend together to make a picturesque focal point.

The remainder Of the Tree Room and the adjacent Park
Room feature plantings and Oil painted photo-murals of wood-
land scenes. The Terrace Room is down two steps and is sepa-
rated from the Tree Room by planter boxes and pillars. -It is
enclosed by a curving bay window which extends from the A
ceiling almost to the floor and.across the complete width of
the room. The small party room.which seats eight people is
adjacent to the Tree Room. It has continuous booth seats
bordering the walls and a large table in the center. Port-
hole windows open from this room in three directions. The
above sections have a seating capacity of 130.

Decor of rooms in the new addition.--‘with the new
addition, an entrance and waiting lounge were built which
lead into all the rooms. The Garden Room, on the same level
as the counter, has white brick walls, an Oil painted photo-
mural of huge trees, and plantings Of flowers and shrubbery

12

surrounded by a small stone fence. A small, bubbling fountain
is reflected in a mirror near the entrance of this room.

Up six steps and overlooking the Garden Room and the
waiting lounge are the Saddle Room and the "500" Room. The
Saddle Room is decorated with pictures of great American
Saddle horses and tack room accessories. The ”500” Room has
many pictures portraying the Memorial Day Race and portraits
Of famous race drivers. In 1960, a small alcove was added
to this room. Covering two complete walls is a colorful,

Oil painted photoqmural of cars racing around the track in
the I'SOO‘Mile Race." These additions bring the seating
capacity to its preeent total of 290.

General effect of the decor.-- Through a series of
doorways and hrge cased wall openings, guests in each room
are able to see into several of the other rooms. This unique
construction gives a feeling of openness and spaciOusness and
yet lends a sense Of intimacy. Soft background music and
diffused lighting provide relaxation. Each room has a dis-
tinctive decor, but the careful blending of soft colors and
the freshness Of off-white woodwork throughout the restaurant
create a unified appearance. The total effect Of the con-
struction and the decorating suggests gracious dining in a
refreshing, quiet atmosphere, the effect which.management
strives to achieve in each phase of the operation.

The kitchen area.-- The kitchen facilities include a

13
compact service area, and separate baking, dishwashing,
storage and preparation departments. This area is centrally
located in the building with entrances from each section.

Type of food served.-- The restaurant menu is changed

 

daily for lunch and dinner. A dietician is employed to plan
the menus and check food for consistent, high quality. Many
people eat two meals daily at the Hawthorn and variety in
the menu from day to day is a necessity. There are standard
items such as steaks and fried chicken. Also very ”homey”
type foods are served because people who must eat out all of
the time want something other than the usual restaurant fare.
Included are such items as baked ham loaves, fresh vegetables,
hot yeast rolls and baked fresh fruits. All of the pastries,
pies, cakes and hot breads are prepared in the restaurant's
own bakery. Everything on the menu, with few exceptions,
is prepared in the Hawthorn kitchen. A11 meats are either
U. S. Choice or U. S. Prime grades. The rote-cut steak,
probably the most popular item on the menu, and butterscotch
rolls are among the foods served exclusively at the restau-
rant.
Thelma Maehael, women's editor Of the Indianapolis news,
in a feature article said:' i
”In the summer, businessman Thomas D. Adams often
may be found in midmorning and midafternoon hurrying
along in a field of sweet corn or bending over luxu-
riant tomato plants. Adams, who is president of the

Hawthorn Room restaurant at 1611 North Meridian, grows
the Golden Cross Bantam sweet corn and the special

114

hybrid tomatoes on the restaurant farm on the outskirts

of Indianapolis. Just as if he were serving the fresh

corn and tomatoes in his own home, he likes to pick

them less than an hour before they are served and bring

them directly to the restaurant. It is the meticulous

attention to home-style cooking, top-notch ingredients
and pleasant service by the entire Adams family that
keeps a steady flow of regular customers dining at the

restaurant year in and year out." 1/

Bmwthorn Restaurant's market.-- The restaurant is open
from 11 A.M. to 9 P.M. seven days a week. on a normal day,
between twelve-hundred and fifteen-hundred people are served,
and on Sundays and holidays there are sometimes over two-
thousand meals sold. The depth of the restaurant's market
is unusual. This is in part due to location, quality of
food and type of service.

Luncheon market.-- Location is of particular importance
for the "lunch business.” There are numerous offices in the
area, including many of the afore-mentioned insurance buildings.
The three main television stations are no more than two blocks
away. Business people, company presidents and Office workers
alike constitute much of the volume for the noon hour. Many
of them have short lunch periods, and fast service is a strong
appeal. Other luncheon guests include businessmen from
different areas Of the city, travellers, and women shoppers.

Factor of competition.-- The Hawthorn does, in part,

capitalize on location but it by no means has a captive

 

§7Thelma Machael, ”Hawthorn Restaurant is Family Style
peration,' The Indiangpolis News, (May 25, 1961), p. 38,
(Columns 1 4—8).

15

clientele. During the past five years, at least ten restau-
rants have been Opened within a four block area of this
location. Another new one, this time a multi-million dollar
Operation one half block away, will be completed within the
next few months. That will make a total of over twenty-five
eating places in the immediate area. The management of the
Hawthorn has never been afraid of competition, but it is
realized that consistent high quality in every area must
always be maintained. If anything is neglected, the pro-
spective customers have too many alternatives.

Dinner market.-- The dinner trade consists of all types
of people; doctors, ministers, elderly ladies and gentlemen,
school teachers and business executives. Young people, who
when they were children were brought to the restaurant by
their parents, now bring their own families. The many cul-
tural and recreational Offerings of the city draw people from
their homes. These entertainment-bound citizens Often choose
to eat at the Hawthorn. The food is popularly priced. It is
interesting to note, however, that some of the most frequent
guests are from among the wealthiest families in Indianapolis.

Success Of the Hawthorn Restaurant.-- Food quality is
hdgh and the prices are relatively low. The location is
excellent and the atmosphere is pleasant. The Hawthorn
Restaurant is unique and has been very successful. It will

receive the Duncan Hines 'Fifth of a Century" award in 1963,

16
having been recommended for the twenty consecutive years
since its opening. It continues to be listed by all the
important tourist guides including Gourmet, Hillsaway,
American Automobile Association, Ford Times and many others.

Clementine Paddleford, food editor of This Week Magazine,

 

devoting an entire article to the Hawthorn pumpkin pie, in
her column, "How America Eats,” wrote:

”To eat pumpkin pic at the Hawthorn Room, I made a
2504mile detour from Detroit to Indianapolis en route
to New York. The Hawthorn is a brag place with the
Hoosiers who claim it can equal best eating any where.

True enough - the chicken was done to perfection
in Midwest style; the mashed potatoes were whipped to
a snowy lightness; not a lump in the milk gravy made
in the pan in which the chicken was fried. The butter-
scotch rolls can be described in three little words -
yum, yum, yum. No wonder Indianapolis is fond Of this
restaurant - It's a rather fabulous place to find
outside the biggest cities."l/

Reed for effective training methods.-- Although the
Hawthorn Restaurant has been a successful operation for
twenty years, it faces the same problems that plague other
small businesses:

1. Labor costs are rising.

2. The status of the worker has changed.

3. Business expansion has made the delegation of mana-

gerial responsibility and authority necessary.

 

E70 Clementine Paddleford, ”HoOsier Pumpkin Pie,“ This'wOek
ZMagazine, (October 12,1952), p. 3h.

 

17
h. Competition is tremendous.

5. Employees still make mistakes, break rules and need

training.

Faced with the above problems, the Hawthorn management,
like that of many other restaurants, seeks new ways to moti-
' vate employees toward more efficient production. Training
must be effective.

Previous training methods.-- Hawthorn waitresses have
received several types of training. Each of them has an
initial training period of three days. One of the women
who has had several years of experience at the restaurant
and is a model waitress is paid to do the teaching. Six
hours of the initial three day period are devoted to such
things as menu study, guest check writing, proper food
lservice, handling of dishes, learning the kitchen departments,
and the proper treatment Of guests. The new employee follows
the trainer or another responsible waitress during the busy
hours for on-the-Job training. After three days of training,
she is assigned a small counter station and begins serving
guests. The trainer gives informal assistance and answers
questions for a few days after that time.

Follow-through training has been Of a sporadic nature.
Waitress meetings have been held occasionally but they have
not been consistent in form or time. A two-week training

course, Offered by the Indiana Restaurant Association, has

18
been given to most of the waitresses. This was a worthwhile
program.l/ Short menu meetings for the waitresses are held
daily, before lunch and before dinner. This time is devoted
to a reading of the menu for the meal period, general announce-
ments and personal appearance inspection.

geed for developmentuprogram.-- Each of these types of
training has its place. The major problem has been the lack
of an organized, consistent and continuing system of follow-
through training. Management has not been assured that the
waitresses have all the information that they need or that
they are using it. The initial three day program needs to
be standardized and the complete system needs some attention.
It is, however, always necessary to “start where you are.”
It would.not be possible to start each waitress at the
beginning again. A development program for all of the
Ehwthorn waitresses, new or old, is the most practical pro-
cedure. This is in addition to, and not intended to replace,
the initial training program.which the management is in the
process of revising.

ththorn waitresses.-- Approximately thirty waitresses
are employed at the Hawthorn. They range in age from eighteen
to fifty. Meet of them have had a limited education but they

 

T s program has been shortened to three days of intensive
raining.

. 19
seem to be above average in native intelligence.1 They
probably can be considered a normal group of working women,
having the average number of family problems. They cannot be
considered particularly unusual, although they probably earn
a little more money than most working women and exert more
physical energy in their Jobs. Waitresses, in general, seem
to be somewhat more transient than other women workers but
the Hawthorn has been able to maintain a fairly low employee
turnover rate.

Requirements for Hawthorn waitresses.-- There are certain

basic requirements for a Hawthorn waitress:

1. She must have a neat appearance.

2. she must have a pleasant attitude to give friendly,
interested service.

3. She must move quickly and quietly to give fast,
efficient service.

h. She must be in good health and able to perform her
work at high speed for short periods of time.

5. She must be dependable.

The following Job description gives a detailed list of

her duties.

 

E7The intelligence of the group of waitresses used in the
study has not been tested. It is felt that the program should
be practical enough to be beneficial to any one of normal
intelligence. ,

2O
JOB DESCRIPTION: WAITRESS HAWTHORN RESTAURANT, INCORPORATED

Work Schedule

Hours: Split shift - 11:30 A.M.-2:00 P. M.
Se 00 PeHe'B: 30 P0 Me
(approximate - according to business)
(Two regular waitresses remain until u: 30 each day to serve
afternoon guests. on Sundays all waitresses work straight
shift - approximately 11.30-8 :30. )

Menu Meeting Daily - Lunch - 11:15 AJM.

Dinner- h. as P.M.
(Attendance required. If scheduled for duty before main
Menu Meeting, attends pro-meeting - 10250 A.M. and h:20 P.M.)
Days: Six days weekly - one regularly scheduled day off.
Time Card: waitress rings in and out before and after Lunch
and Dinner.

gniforms and Appearance

Waitress is provided with two uniforms, four aprons and four
collars which remain the property of the restaurant.

Waitress is responsible for the laundry and care of her
uniforms, aprons and collars.

Waitress is required to wear hair net, hose, moderate make-
up, white leather shoes (nurse's type oxford: preferred),
very light nail polish (if any) and no Jewelry.

Waitress carries a damp side towel over her arm at all times.

Waitress Duties

 

1. Reports for menu meeting in complete uniform, clean and
freshly pressed.

2. Is checked for clean uniform, neatly arranged hair, clean
shoes, nails and general neatness by head hostess.

3. Gives full attention to menu reading so as to know all
items on the menu each meal period.

[‘1'

”a

5
I.
'All

21

h. Asks questions about menu items with which she is
unfamiliar.

5. Listens to general announcements.
6. Receives station assignment.

7. Removes own dishes if has eaten and helps set up section
of dining room where meeting is held.

8. Goes directly to assigned station at conclusion of meeting.
9. Checks to see that complete station is in order for first
guests. (Tables are washed and set up before the Lunch.Menu
Meeting begins and floors and seats are cleaned by porter
before Lunch and Dinner.)

10. Greets guests as they are seated at her table or as soon
as possible.

11. Takes glasses of ice water to guests as soon as they are
seated. .

12. Takes high chairs or Junior chairs to guests with children
or arranges for bus boy to bring them.

13.‘Writes orders on separate guest check for each guest.

1h. Answers any questions guests have about menu items.

15. Gives assistance to guests in ordering.

16. Takes checks to kitchen and turns them in at proper place.
17. Serves appetizers and salads.

18. Carries used appetizer dishes to dish window in kitchen.
19. Picks up food when ready in kitchen using modified arm
service,(i. e. plates with banquet covers are carried stacked
on top of each other.)

20. Serves main course items and hot rolls to guests.

21. Serves beverages and condhments.

22. Leaves sub-totaled checks face down on corner of the table.

23. Checks with guests to see if anything more is needed for
main course.

22
2h. Refills water glasses and coffee cups.
25. Brings more rolls if requested.

26. Stands near guests (but does not hover) when not serving
other tables.

27. observes guests to see if anything is needed.

28. Presents menus to guests for dessert order.

29. Removes all dishes except beverage containers and water
glasses and carries dishes to dish window in kitchen. (Dishes
are cleared even if guests are not having dessert.)

30.‘Writes dessert order on each check at the time order is
given.

31. Picks up dessert in kitchen. _

32. Serves dessert to guests.

33. Checks with guests to see if anything else is needed.

3h. Totals checks and lays them face down on corner of table.
35. Thanks guests.

36. Observes guests as long as they are seated to take care
of any further needs.

37. Stacks dishes, silver, place mats, etc. for bus boys to
clear table immediately after guests leave.

38. Clears own table if bus boy is busy. (Counter waitresses
always clear dishes and carry everything to the dish window.
Bus boys clear places at the counter area only if waitress
is too busy and at supervisor's instruction.)

39. Cleans table with damp side towel.

ho. Checks for crumbs on seats and papers on floor.

hl. Sets up tables, making sure sugar bowls are kept filled
and ash trays are clean.

#2. Helps other waitresses when possible.

h3. Follows instructions of supervisor.

23
th. Leaves floor only with permission of supervisor.

hS. Stays on duty and on station until relieved by
supervisor.

h6. Lunch: When section is closed waitress checks all of her
tables for thorough cleanliness, sets up her tables with
linen napkins for dinner service, and fills sugar bowls.

h7. Dinner:‘When section is closed waitress removes all
place settings from tables, fills sugar bowls and salts and
peppers and removes them to tray in her section and leaves
ash trays for bus boys to take to dish window.e(l)

hB. Checks out at sign-out book with supervisor.e(2)

h9. Puts guest check book under counter beneath sign-out book.
50. Writes own food order on waitress food check (i price).
51. Has check initialed by supervisor and pays supervisor.
52. Takes duplicate check to kitchen and has order filled.
53. Places duplicate check on spindle in kitchen.

5h. Eats at Counter or in Park'Roen according to supervisor's
instructions.

55. Removes own dishes and takes them to the dish window.
56. Re-sets counter or table place.

a(l) Thursday Evenings: When section is closed, empties sugar
bowls and salt and pepper shakers in to wooden bowls. Puts
all sugar bowls and salt and pepper shakers on tray to be
taken to dish window by bus boy.

e(2) Sundays: Eats when instructed by supervisor. Takes %
hour for eating. Returns immediately to assigned station
or folds linen napkins as instructed by supervisor.

C HAPTER II
PHILOSOPHY OF TRAINING

1. Review of Psychological and
Educational Principles Pertaining
I To Motivation

Research in training and motivation.-- Numerous studies
have been made in recent years on the subject of training.
A.mu1titude of books have been written concerning various
aspects of employee motivation. A summary of the most recent
findings shows that many of the methods and concepts used a
few short years ago are now outmoded or have been proved
invalid. Undoubtedly future experience will reveal that many
of the ideas most popular in management today are not as
effective or valuable as their ”champions” believe them.to be.
There is evidence, at least, that the need for effective
techniques of employee training and.motivation is strongly
felt and that progress is being made in fulfilling this need.

The philosophy for training used in this study is based
on concepts which are consistent with the more modern research
that is available in this field. A brief review of these
concepts is necessary as a background for the Dialogue

technique for training which is employed in this study.

-214-

25

ijectives of the learning experience.-- It is im-

portant first, however, to define the basic objectives of
the learning experience before considering other related
problems. Training must have certain definite goals.

"The purpose of a statement of objectives is to
indicate the kinds of changes in the student to be
brought about so that the instructional activities can
be planned and developed in a way likely to attain
these objectives; that is, to bring about these
changes in students.'l/

The main objectives of the development training program

for the Hawthorn Restaurant waitresses are as follows:

1. To create a feeling of involvement with the aims
and goals of management.

2. To develop an attitude of willingness to give
gracious service.

3. To encourage constructive suggestions and creative
thinking about problems of job performance and
efficiency.

h. To instill a desire for personal improvement in
such things as cleanliness and neatness, and pride
in a well-groomed appearance.

5. To stress the importance of sound sanitation
Practices in the handling of food.

yfiaIpE w. fiIer, Basic Principles of Curriculum and In-
Btruction, Syllabus for Education 305,Ԥy11a6us Division,

Tfie’finiversity of Chicago Press, Chicago, 1950, p. 29.

26

Motivation related to work goals.-- The type of learning
experience which is indicated by these objectives is con-
cerned with the altering of attitudes, the encouragement of
creative thinking and the mutual solving of problems. The
basic goal of the development training program is to insure
that the waitresses perform their jobs in accordance with
management's expectations. It is important, however, for the
waitresses to perceive these as their own goals. There is
general agreement that workers will be motivated to learn and
improve if they are allowed to have some voice in decisions
which concern their work. It is evident that they will strive
harder to achieve group goals which they themselves have
helped to set and consider to be worthwhile.

”The goals the other fellow sets up for us are just
chores. The goals we set for ourselves challenge us to
settle down and dig. The worker who has no part in
setting up some of his work goals is likely to aim at
nothing in particular on the job, and hit it exactly."l/
Motivation related to involvement.-- It has been es-

tablished that a person learns only what he wants to learn

2/

and that 'in the last analysis the individual teaches himself."

g7fionald A. fiaird and Eleanor C. Laird, The New Ps cholo
or Leadership,‘McGraw-Hill Book Company, Inc., New York,
a P0 0

 

2 Rupert L. Cortright and George L. Hinds, Creative Discussion,
6 Macmillan Company, New York, 1959. p. 11.

 

27

"Learning cannot take place at all unless students want

to learn; no one can learn for them and no one can force
1

them to learn if they are set against learning." Members of
a group will be motivated to learn only to the extent that
they feel a sense of involvement. They are willing to follow
goals that are their own and to solve problems which affect
themselves or their own jobs. Only to the degree that they
are involved in a learning situation will they be stimulated
to learn and improve. .

"The psychological force of ego-involvement is
hardly considered in any field of education. Students
and audiences are expected to 'buy' knowledge and
ideas because they are valuable or interesting as
such and not because of the ego-gratifications which
they might be eager to draw from them."§/

Hotivation related to work climate.-- The question then,

 

is how to involve employees so that they will want to learn
and will find the 'ego-gratifications" that they seek. The
best climate for the motivation of learning is the same as
the best climate for the motivation of productivity and
efficiency. ”When there is effective communication, there

tends to be greater mutual understanding, more friendliness,
§7fibnry CIay Eindgren, Ps chology of Personal and Social
djustment, American Boo Company, fiew Ybrk, I953, p.*251.

2 rnest Dichter, The Strata of Desire, Doubleday and
ompany, Inc., Garden City. New York, I§60, p. 118.

 

28
l/
greater cohesion, and greater potentiality for productivity.”

The use of two-way communication makes it possible for manage-
ment and workers to discuss matters of common concern and

to understand each other. A working situation in which this
kind of communication can take place is essential.

"Per the past 25 years there has been a gradual
development of a management theory which is referred to
as group-centered leadership and administration. This
theory claims that group-centered leadership is no
different than the theory of client-centered counseling
in which it is assumed that only the client has the
capacity to alter his behavior and that it is the duty
~of the counselor to help the client gain a full
understanding and insight into his problems.

This hmplies that the members of any group will be
motivated to alter their attitudes and actions only if
the leader will permit them to discuss all issues
concerning the group and thus arrive at a collective
group decision and course of action.Ӥ/

Through participation in discussion, workers are able to
learn, solve problems, make decisions and set group goals.
The decisions of the group are likely to be more accepted and
in fact, probably more workable than those made by management
alone.

'A new policy hammered out in discussion by all of

those.who have something to contribute is likely to be
sounder thmn a policy formulated by any one person alone.

yfiurray G. Ross and Charles E. Hendry, New Understanding
2£_Leadership, Association Press, New YORK, 1957, p. 80.

g/B. G. Gross, ”Motivation," Restaurant Management, (August,
962), 151:58.

29

And when those who are to execute the policy have
had a hand in its making, they put more intelligence and
energy into its execution. If discussion is continued
until substantial agreement is reached, the thinking of
each.member is represented in the conclusion. Each
feels that the decision is in part his own, and
execution of the policy is not embarrassed by the apathy
or hostility of a disgruntled minority."l/

Dissenting gpinion about:;ype of climate.-- There is
some controversy about this type of leadership. It is obvi-
ous that under certain circumstances the leader must take

authoritative action. Auren Uris in his book, The Manggement

 

525225, stresses the point that although most people today
believe “that democratic leadership produces the best results
with.eubordinates.... day after day, managers experience
instances of failure with the democratic approach and
instances of success with autocratic methods."2

In cases of emergency it would be impractical to con-
sult with every worker remotely involved with the problem.
There are certain policies and decisions which management
must put in force even though the employees do not agree.
Naturally, not all of the workers ideas are workable or even
reasonable and there are many decisions that they are not
qualified to make. There are many problems which they expect
EZEIIIIEEIET'UFterback, Grou Thinkin and Conference Leader-
g__p_, Rinehart and empafifi‘ihdfifi‘gfork, 1950, pp. 7,??-
2 Auren Cris, The Management Makers, The'Macmillan Company,

ew York, 1962, p. u.

 

 

 

30

their leaders to solve for them and for which they are not
able to take the responsibility. There is no doubt that
authoritarian leadership, at times, is necessary. This does
not alter the fact that in most every day working situations
the group-centered climate tends to be the most effective
method of producing employee co-operation. It only means
that management is still ”in charge” and that good judgment
must be used to determine when authoritative action is
necessary.

Creating a group-centered climate.-- The best climate
then, for worker motivation, is one in which members of the
group are encouraged to solve problems and make decisions
pertinent to many phases of their work. The creation of
such a climate is not an easy task. An executive who has led
his group by'making decisions for its members, and has set
.11 of their work goals, will find it difficult to begin
considering the opinions of his employees. If he realizes
how worthwhile such a system.can be he will see that its
accomplishment is worth the effort. when all of the workers
who are concerned with a particular problem are allowed to help
solve it, the decision will have the benefit of many original
suggestions. "Suggestion.systems in business and industry
alone provide overwhelming evidence that denial of the
opportunity for any one individual to contribute to taprove-

1
ments may be immensely costly.”

 

:7aortrighfg OE. 01t.. pe 110

31

Motivation related to_group status.-- When a worker is
taken into the confidence of management, his opinion of hhm-
self is raised. as feels that his ideas are valued and that
he, as an individual, is considered important by his super-
visors.

”A goal which practically all work groups want to
reach is to move upward by improving their job status,
or prestige.

' ‘Hhen workers can take part in planning job changes
and other work details, their feeling of having status
rises. They are thus helped to reach one goal, and, at
the same time, they are setting up other goals to
motivate them further.'l/’ -

Such an appeal to self-respect cannot be overlooked as
a stimulating force for better employee morale. 'Management
must realize that the benefits of such a working climate far
outweigh the difficulties in developing a co-operative
atmosphere.

Necessary considerations for climate.-- There are
certain vital elements necessary for implementing a group-
centered climate:

1. Management must evidence a sincere desire to listen

to the workers.

2. Some continuous and consistent system.must be worked

out whereby the employees have an opportunity to
give voice to their opinions and ideas.

 

E7Laird, op. cit., pp. 123, 126.

32

3. Management must take action on the worthwhile

decisions reached by the group.

All of these elements must be present or the workers
will not respond in the desired manner. workers will be
quick to recognize any sham attempt by their leaders who only
give the appearance of wanting their ideas. There is no
substitute for sincerity in this situation. “Getting them
in on the planning of, say, a departmental picnic cannot be
expected to have much affect on their production goals. The
goals set with the work groups need to be the direct goals,

1
not evasive substitutes. ‘

Regularlyfgcheduled group meetings.-- In order to give
employees an opportunity to express their opinions, and
perhaps their emotions, it is usually beneficial to have a
certain set time for the particular group of employees to sit
with management and discuss ideas, suggestions and problems.
Nhen.management makes the effort to bring together a group of
workers for discussion of mutual goals, an initial step has
teen made in the direction of group learning.) This does not
swan that only for a specified hour each week will the oppor-
tunity be given for discussion and only at that time will
leaders listen to employees. But rather, the over-all work

climate must always be such that workers feel free to talk

 

£7Ibid., p. 79.

33
over problems in their informal work situations. A regularly
scheduled time for intensive discussion will insure that all
employees have a chance to speak and that they will all be
together at one time. For the purpose of learning, employee
discussion meetings are of benefit because selected problems
can be brought before the whole group for consideration.

Action on suggestions.-- If management consistently puts
suggestions and ideas of the group into action there will be
no doubt that there is sincere interest. When workers learn
together by solving mutual problems and their decisions are
used by their leaders, there is a feeling of accomplishment
which stimulates more learning and effective problem solving.
The sense of encouragement derived from success in the
learning situation creates a desire for future success. ”This
same feeling of progress has also been shown to help production.
Individuals, as well as teams, make more effort when they see
they are achieving something in the direction in which they
are headed."1

Informal discussion.-— Free discussion in a group-
centered claimate can be used effectively to motivate learning.
In informal group discussion all the members of the group
have the opportunity to talk. They should be encouraged to
talk with one another as well as with their leader. This

171516., p. 1119'.

 

3h

type of discussion is different from those used in more
formalized approaches to training.

“We may distinguish.it on the one hand from casual
social conversation, which is undirected and seldom
sticks long to one topic. And we may distinguish it
from various forms of public discussion: from public
address, in which a few speak while an audience listens;
from a forum, in which many speak from the floor but in
which discussion takes the form of short talks rather
than of informal conversation; and from a question
period following a public address, in which members of
the audience address questions to the speaker.'l/

Impgrtance of the discussion leader.-- This does not
mean that there is a lack of direction and goal for all that
is said. There are many techniques which can be employed to
insure that the attention of the group is focused on perti-

2
nent problems for discussion. Informal discussion does not
preclude a leader.

The leader is vital and only with the correct kind of
leadership can meaningful discussion take place. The leader
guides the discussion and can, through judicious questioning,
give it clear direction.

"Current writers on discussion, pioneering and
helpful though they have been, have overemphasized the
notion that the leader is an unobtrusive guide, a
moderator, a procedural analyst in the discussion. He
does guide constructive thinking, unobtrusively, if he
can, but guide it he must -- even with.euthority if

necessary. He is sometimes a moderator, sometimes an
analytical catalyst, sometimes a decidar.Ӥ/i

 

I7Utterback, op. cit., p. 7.

g/Some of these techniques will be discussed in the second
section of this chapter. '

yCortrlght, OEe cite. pe 17o

35

A group must depend upon a leader because of the very
nature of group discussion. When many people are thinking
together, it is necessary to have someone to coordinate their
ideas, to ask for clarification of meaning, to seek out differ-
ent opinions and to call for decision after each member has
had an opportunity to speak.

Discussion leader's task.-- The discussion leader in a
group-centered climate does not have a simple task. He must
be able to draw out those in the group who are thmid about
speaking, and help them to participate without embarrass-
ment. He must be able to stimulate constructive thinking by
creating a receptive atmosphere.

The participants in a discussion will find it easier
to contribute if their comfort, both.mental and physical,
is considered by the leader. Moderate room temperature,
proper ventilation, comfortable chairs and other attentions
to physical needs help to create a mood for productive dis-
cussion. ‘When the leader is careful to make the discussants
feel welcome, and when he treats each one with politeness and
respect, he makes them feel at ease and helps to make the
situation one in which creative thinking will be possible.

Awareness of need for improvement.-- The group must be
made aware that there is a need for learning. If the group
members feel that their performance does not need um-

provement, there will be no significant change.

. 36

'If a man or woman is completely satisfied, he or
she will not seek to acquire anything more. In fact,
without tension, without the arousal of an unfulfilled
need, human beings, living things in general, would not
act, do, think, behave at all.“l/
one of the most important qualifications for the leader

of a group-centered administration is that he be able to
make the group aware of the need to change. He must also
guide it in the search for the means of changing.

'Two central aims are involved in learning and
training situations. On the one hand the leader tries
to develop the conviction on the part of group members
that their work can be considerably improved, and, on
the other, he tries to develop through discussion the
ways and means for improving performance. Desire and
method are both expected as outcomes in learning
situations.f§/

In order to point out to the members of the group that
there is room for improvement, it is necessary for the leader
to introduce, in some manner, problems relevant to their work
which need to be considered. He can show that if these
problems are not solved, the workers will not be performing
their jobs in the manner in which they are capable. This will
help to stimulate group thinking.

Controversy about group thinking.-- There is still some
question whether group thinking is more or less creative and
original than individual thinking. The psychological

principle of "feedback” is involved in this problem. ‘When

 

:75Iéh56i, OEe Cite, P. She
g/Cortright, OE. Cite, pe 26h.

37
people in a group are thinking and discussing together, an
idea brought forth by one member may suggest a similar idea
to another group member. This is a form of "feedback.” Many
ideas are suggested in this manner but perhaps they are not as
original as an individual person might be able to create if
he were not stifled by the group.

”Some people believe that the individual working

by himself can produce more than when he is thinking as

part of the group...carried further, the argument states

that the aggregate number of ideas of a number of people

working alone will exceed that of the same people .

working together.'l/

This may be true but the feedback from.other people in
a group can also have beneficial effects. As Thomas‘Fansler
writes in Creative Power Through Discussion, other people's
ideas

Istimulate the individual and help him to think

of many aspects of the problem which he might easily

neglect by himself. In other words, if the group does

exert a pressure toward conformity, at the same time

the stimulation of group thinking tends to liberate

the individual from the bondage of his limited

capacities.'§/

It is difficult to set up any workable procedure for
inducing individuals to think creatively by themselves. Such,
a process would be difficult to control and impractical in a

business where a number of employees are involved. The use

E730sep5 D. Cooper, The Art of Decision Makin , Doubleday
and Company, Inc., Garden City, fibw York, 196%, p. 168.
g/Thomas Fanslar, Creative Power Through Discussion, Harper
and Brothers, New York, 1950, p. 80.

38

of group discussion

”assures that a group of people will be brought

together for a specific purpose and there will be a

result of this effort. Under the pressures of everyday

business life you cannot be sure that people left to
their individual efforts will set aside a 'meditation
period' during which they will think up new ideas.

The realities tend to argue otherwise. 1/

The discipline of discussion.-- The group will have a
”mental set or expectancy" toward learning and creative
thinking in a group discussion which they might not have in
another situation. Discussion will.keep their attention on
relevant problems. The purpose, after all, of the discussion
process is to stimulate learning and people can only learn if
they are paying attention to the subject being discussed. A
person who is actually participating in a discussion will
concentrate more on the issues at hand. An individual, by
htmself, might very well be distracted from a passive learning
situation but those discussing in a group will at least have
the force of the group to discipline them.

”Reading a book or listening to a speech is usually

a passive process, and most of what goes in one ear, or

eye, soon goes out the other. But when we put information

to practical use in discussion, we do not soon forget it.
And discussion clarifies, as well as enriches, the
participant's thinking. In discussion one must state

and defend his views. 'If he is in error, the group will
force him.to think more clearly."g/

 

£7Cooper, op. cit., p. 169.
E/Dtterback, op. cit., p. 9.

.39

hpstility in discussion.-- There may be evidences of
irritation, if not actual hostility shown when group members
are attempting to solve problems. ”They fight for a certain
plan because it is important to them. As long as there is a,
clearly understood goal and continuing movement on a problem,
this kind of fight contributes to good problem-solving.” A
certain amount of argument shows that the discussants feel
that the problem is worth discussing. "If there is conflict
between the members he [the leade§7will encourage that the
issues he ventilated.”g/' If everyone is in agreement from
the start, there either is no problem to begin with or the
group members have not been made aware of it. There are
bound to be dissenting opinions in any active discussion and

no progress can be made without them.

Effective learning experiences,-- Finally, it is well

 

to consider the kinds of learning experiences which.are most
effective for learning and retention. “The term 'learning
experience' refers to the interaction between the learner
and the external conditions to which he can react.” ' Fer a
¥ZE3TEEH_§FEHT3rd,-Dorothy Stock and Murray Herwitz, "When
”Fight,” Chapter IV, Understandin How Groups Work,

Leadership Pamphlet Number h, Adult duoation Issociation of
the U. S. A., Chicago, 1955, pp. 18, 19.

 

g/Gross, op. cit., p. 9h.
g/Tyler, op. cit., p. hl.

k0
learning experience to be worthwhile it is necessary for the
student to react and participate in such a manner that the
proposed educational objective will be accomplished.

'The problem, then, of selecting learning eXperi-
ences is the problem of determining the kinds of
experience likely to produce given educational
objectives and also the problem of how to set up
situations which will evoke or provide within the
students the kinds of learning experiences desired.'y
Association affects learning.-- students come to the

discussion, as they do to any learning situation, the products
of their heredity and environment. Their whole lives have
been spent learning new ideas and actions, that is, new in
the sense that they change their ideas and actions and put
them together in new ways. Thqyassociate their new experi-
ences with.experiences that they have had in the past. 'One
factor that is common to all situations in which learning
takes place is association.Ӥ/ The more quickly that new
learning;material can be positively associated with concepts
or skills that one has learned in the past, the more quickly
and easily the new material will be learned; ”the more

3
meaningful the material, the less difficult it is to learn.'—/

 

:71bid., p. hZ.
2 Clifford T. Horgan, Introduction to Ps cholo , McGraw-
11 Book Company, Inc., fiew York, I95I, p. 13%.

g/Davidixrech and Richard S. Crutchfield, Elements of
Psychology, Alfred A. Knopf, New York, 1961: p. #15-

hl

If the student can be shown that the new material is some-
what familiar and is similar to something he has already.
learned, the task of instruction will be more simple.

Opportunity for use of learnigg.-- Another principle of
education “suggests that objectives concentrating on specific
knowledge are more attainable and the results more permanent
when there are opportunities for this knowledge to be used in
the daily lives of the students."£/ Employees participating in
a discussion can be shown that what they are learning can be
used each time they are performing their jobs. They will
have considerable opportunity to practice what they are
learning both in the discussion itself and when they are in
their actual working situations. “For a given objective to
be attained, a student must have experiences that give him an
opportunity to practice the kind of behavior implied by the
objective."2 f

It is the leader's responsibility to structure the con-
tent of the discussion so that these educational principles
are taken into consideration, the learning experiences are
meaningful, and the educational objectives are attained.

Summary of research.-- Employees will learn well if a

system.of two-way communication, between management and

 

E7Tyler, op. cit., p. 26.
ylbide' p. hze

hZ
workers, is implemented; if means have been protided for
free group discussion in a group-centered climate; and if
the leader practices the best principles of education.
Modern research, with only a few considered reservations
which have already been noted, agrees with this statement by
B. G. Gross:

”The employee-centered management that creates a
climate in which the employee is listened to, under-
stood and accepted will develop employees who will
become more co-operative, more confident, more
spontaneous and thus motivated to think, feel, say

' and do their best. With this approach to management,
employee motivation is no longer a problem."l/
2. Educational Techniques
for discussion Situation
Techniques for stimulating discussion.-- In the training
situation which utilizes group discussion, there are many
techniques which can be used to bring selected problems to
the attention of the group. One such technique‘must be used
to insure that the discussion produces the desired learning
eXperiences. A description of each of the following tech!

niques, stating their advantages and disadvantages will be

given:
1. Brainstorming 5. written Materials
2. Buzz Groups 6. Audio-Visuals
3. Fbrums 7. Role Playing
h. Skits 8. Dialogues

 

£75ross, op. cit., p. 96.

#3

The Brainstorming Technique.-- "Brainstorming is a tech-

 

nique for getting participants in an idea-seeking conference
1

to produce an unrestrained flow of ideas." The group is

given a problem to consider. Each.member is supposed to

tell the group any solution that comes to his mind, no matter

how ridiculous it might seem. No one is ridiculed, and
during the idea period, no discussion of any of the ideas
which are presented takes place. The purpose of this tech-
nique is to produce daring and original solutions to problems.
This technique can be used as a "warm up" for discussion.

An advantage of brainstorming is that many new ideas
are produced which gives the group members a sense of
achievement. If the idea-gathering session is followed by
discussion period, the use of the brainstorming technique can
be beneficial.

"One interesting by-product of the first, or idea-
gathering, phase is that it tends to make criticism in
the idea evaluation phase more constructive. Peeple
are so conditioned by brainstorming that they are more
inclined to ask 'What's good about this idea?‘ than
TWhat's wrong with it?'"§/
one disadvantage of brainstorming is that people tend

to feel embarrassed about expressing very original ideas or

g730sepfi D. Cooper, The Art of Decision Making, Doubleday and
ompany, Inc., Garden City, New Ybrk, 1961, p. 166.

2 Auren Uris, The Management Makers, The Macmillan Company,
ew York, 1962, p. 22.

 

uh

solutions to problems even though the leader attempts to
make the atmosphere one of complete acceptance. Host of the
participants will feel somewhat inhibited by the group and
will not produce ideas that are as creative as the users of
brainstorming wouki desire.

There is another problem in using brainstorming. If the
idea-gathering phase is productive, it is difficult to find
the time to give the necessary amount of thought and con-
sideration to each idea. Some system of evaluation must be
used to determine the value of all the suggestions. Brain-
storming can be useful if the participants can be made to
feel truly uninhibited and if time is available for
evaluation.

The Buzz Group Technique.-- The buzz group technique is

 

frequently used for stimulating discussion when a large
number of people are involved. The participants are divided
into small groups to discuss some problem or issue. Some
arrangement is made for the conclusions at which each.sub-
group arrives to be correlated and presented to the entire
audience. This technique 'serves the function of enabling
all of the people in a large group to participate in planning,
in setting a course of action, in talking over something
thoroughly to an extent they could not do if they tried to

1
work in a single unit.” The size of the smaller groups

Homer . a ver and‘Wiltrude L. Smith, ”Some Progrmm

 

Patterns," Chapter VI, How to Use Role Playing and Other Tools
for Learning, Leadership Pamp e Num er , Adu Education
.Iesociation of the U.S.A., Chicago, 1955, pp. 31, 32.

 

RS
makes active participation in the discussion possible since

people are more willing to talk when the number of people
listening is few.

There are some disadvantages. The entire audience is
able to see the solutions produced by each group but the time
alloted to each discussant from this point on is necessarily
limited. To involve each person in the actual decision to
be made after all the sub-group ideas are presented is diffi-
cult because not all of the participants have the opportunity
to speak. The correlation of all the solutions for presen-
tation to the group as a whole is not an easy task. Care
must be taken to delete duplications and to make the meaning
of each solution clear. 'The process of integrating sub-
group discussions with over-all objectives and content
requires careful planning and general conference leadership
of high quality.'l/

The Ebrum Technique.-- In the forum technique, the pros
and cons of certain issues are presented by lectures, panels
or debates, after which these issues are discussed by the
group. This technique is useful for a learning situation if
actual group discussion is encouraged.

"There is usually a platform-audience orientation, and
audience participation is often limited to the asking of

£7§5pert i. Cortright and George L. Hinds, Creative Dis-
cussion, The Macmillan Company, New York, 1959, p. u3.

 

~rrm~

h6
questions.“ In most cases, the members of the group ask
questions of the authority or authorities who have presented
the issues and receive the answers from them. If the group
members can be stimulated to discuss the problems with each
other-as well as with the authority, creative thinking and
problem solving can take place.

' The amount of time taken to present the issues by
lecturers, panel members and debaters usually limits the
amount of time for discussion. If the leader is very careful
'about keeping the initial presentation short and encourages
actual discussion, the forum.technique can be worthwhile.

The Skit Technique.-- A.skit is a performance by actors
using a written script. Their portrayal suggests a subject
for group discussion. The actors may be members of the group
who are assigned or volunteer to do the skit. Sometimes
people from.outside the group do the performing. Skits are
very good for drawing the interest of the group. The dis-
cussion which follows a skit can be useful.

There are certain problems involved in the use of the
skit technique. It is usually difficult to make good
actors out of group members unless they happen to have had
experience and enjoy performing before other people. Even if

they are willing to act, the time necessary for practice is

 

malv.r’ OE. Cite, pe 30e

in
quite often not available. If actors are hired, they must be

paid and if this technique is used frequently, it can become
quite expensive. The person writing the script for the skit
will have to spend considerable time and effort to make it
meaningful and in directing the actors. If care is taken to
make the skits short and “to-the-point” so that there will be
sufficient time for group discussion of the problem and if
the cost in time and effort is not prohibitive, the skit
technique can produce good results.

The written Material Technique.-- The written materials
used in this technique may be pamphlets, case histories,
training manuals or any number of other manuscripts. These
are read individually by each group member and discussed by
the group as a whole. They can be given to the participants
to be read before the meeting is held or they can be handed
out at the beginning of the meeting.

written materials can be used to present certain defi-
nite issues to the group. If they are well-written they can
stimulate good group discussion. when they are given to the
group to be read before the meeting, the participants have
the advantage of preparing solutions to suggested problems'
before having to discuss them.

Again, the amount of time available is a problem. It
takes time and effort to write the materials and to make

them clear and time and effort to read and understand them.

hB
If care is used in writing the materials and the participants
have the time to read them, this technique can make it possi-
ble for the members of the group to cover more problems than
with the use of some other techniques.

The Audio-Visual Technigug.-- Among audio-visual aids
are movies, tape-recordings, film-strips and slides. They
can be used to show the proper methods for doing a job or a
problem having to do with job performance. After the audio-
visual has been presented, the group can discuss the suggested
'subject.

This technique is very good for getting the attention
of the group. Most audio-visuals are interesting and-
participants are usually eager to watch or listen to them.

Audio-visual presentations are sometimes so long that
the opportunity for discussion is limited. The necessary
equipment for using audio-visuals is almost always expensive
and the preparation of these aids is a job for a professional
or a very experienced amateur. Those which are bought or
rented are usually not exactly appropriate for the individu-
al group involved. "Audio-visual materials are [Enli7 ef-
fective as they approximate the reality of direct experi-

l
ence."/ If they are prepared for a particular place of

£Z§amueI Freeman and Miriam Lipman, "Choosing the Right Audio-
sual Aid,” Chapter Ix, How to Use Role Playing and other
Tools for Learning, Leadership Pamphlet Number 6, adult Edu-
cation Association of the U.S.A., Chicago, 1955, p. hl.

 

 

1+9
business, the cost can be quite high. When care and planning

are used to overcome these disadvantages, audio-visuals which
are appropriate for the particular situation can stimulate
lively discussion.

The Role Playing Technique.-- ”Role playing is a rela-

 

tively new educational technique in which people spontane-
ously act out problems of human relations and analyze the
enactment with the help of other role players and ob-
servers.'1 With the use of the role playing technique, there
is no script. The group member portrays a character as he
feels this person would set.

This technique is particularly useful for helping people
gain insight into their own thoughts and feelings as well as
those of others. ”Part of the value for the participants is
in imagining themselves to be in different capacities and
situations than those they actually live in."2 Role playing
can make the problem seem very real to the participants and
group members are likely to become actively involved in the
discussion which.follows.‘

The main disadvantage in role playing is that many times
group members are embarrassed about acting before a group.
§Z5race fiSvIt and Helen H. Jennings, "Learning Through.Role

axing,” Chapter II, new to Use Role Playin' and Other Tools
{gr Learning, LeadershIE‘FEfiEEIEt‘fiumber 6, Adult Education
[isociation of the U.3.A., Chicago, 1955, p. 5.

 

 

 

yCortright, OEe Gite, pe huh-e

50

The leader must be very careful to make the atmosphere one
of complete acceptance for the role playing. occasionally,
a participant will enact a character too realistically by
mimicking one of the other group members and this can cause
hurt feelings or even real emotional damage. The leader
should be well-trained in the field of human relations before
attempting to introduce role playing in a learning situation.

The Dialogue Techniqgg.-- The dialogue technique is also
relatively new in the training field. Conversations which
suggest a particular problem are written in dialogue farmland
presented to the group either as mimeographed copies or by
the use of an opaque projector or slide projector. These
dialogues can be fabricated or they can be actual conver-
sations which have been over-heard. They can be written by
the discussion leader or suggested by group members. After
the dialogues are presented to the group they are read
aloud. The participants then, through discussion, define the
problem, talk over solutions and suggest decisions.

The implementation of this technique is very smmple.
The dialogues are short and very easy to write once a problem
has been observed. They are written for the particular group
to which they are presented and for this reason are not diffi-
cult to understand. The discussants can become quite involved
in the problem solving because they recognize the problems
as their own. This technique can be used consistently for

51
discussion meetings because the group members never lose
interest or tire of discussing their own working situation.

Mimeographing dialogues is relatively inexpensive but
the group is usually more attentive if the dialogues are
projected on a screen. If slides are used the projector is
expensive. Having slides made is rather costly, particularly
if the technique is used often. The use of an opaque pro-
jector alleviates the problem.of slides since type-written
materials can be projected. The initial cost of such a
projector is rather high but since the number of dialogues
which an be written is limitless, and the dialogue
technique can be used continuously, the cost per meeting is
relatively small.

The main disadvantage with using dialogues lies in the
simplicity of writing them. The writer may tend to do a
“slip-shod" job of preparing the dialogues because they are
so easy to write and almost any dialogue will stimulate
some discussion. If care is taken to plan each dialogue so
that it is not too ambiguous nor so obvious that it precludes
discussion, the use of dialogues can be an excellent and

constructive discussion technique.

I 3. Dialogue Technique
Selected for Use
Selection of the technique.-- The dialogue technique

52
has been selected for the Hawthorn Restaurant waitress
training program. This technique was chosen for study be-
cause it appears to be the most appropriate one for this
particular situation. It incorporates many of the advantages
of all the other techniques and eliminates most of their
disadvantages.

Dialogues compared to brainstorming.-- The use of
dialogues stimulates creative thinking and problem solving
but, unlike brainstorming, the evaluation and idea-gathering
phases take place at the same time. Each.new idea is
discussed as it is suggested which.may not create as original
an approach as brainstorming. However, there is time for
consideration by the group of each idea that is presented
which makes it less difficult to take action on good sug-
gestions. This teaches each.member to think and evaluate
situations, and through their thinking participants learn
and gain experience in problem solving and decision making.

Dialogues compared to buzz groups.-- In a group which is
not large, there is no necessity for division as used in the
buzz group method. The advantage of having the whole group
discuss together is that each person can gain the benefit of
the thinking of every other group member. If the discussion
leader is careful to let each person participate who wishes
to speak, a group of the size used in this study (approxi-
mately 25) is not unwieldy. No one feels forced to speak

53
because of the number of people who are willing to partici-

pate, but there is ample opportunity for each person to dis-
cuss every decision.

Dialogues compared to forums.-- With the dialogue tech-

 

nique there is no platform-audience orientation like that
which is used for most forums. The issues are presented
through the dialogues, and there is no need for a speech

by any authority. The group members define the problems
themselves, through their discussion. The discussion leader
guides the discussion with some questions but most of the
questions and all of the answers come from the group members.
The employees learn to think because they must decide what
the problem is, discuss solutions and make decisions.

Dialogues compared to skits.-- Dialogues are somewhat

 

similar to skits in that there is a script of sorts used for
both techniques. A script for a skit is long and.must be
memorized by actors. The dialogue scripts are very short,
and there is no need for any one to learn them or to be
directed in their performance.
”Dialogue eliminates the need for skits or play
acting, and it doesn't have the disadvantages of these
traditional training devices. It reduces the problem

of horseplay, it eliminates the trainee's embarrassment
of play acting and it saves time."l/

 

oseph‘W.T55mpson, "Situation Management: A Strategy of
elling and Training for the Hotel Industry," The Hotel
Monthly, (September, 1960), 68:29.

 

Sh
The dialogues can be written by the discussion leader

in a very short time. Any member of the group can write or
suggest a dialogue for use because education in play writing
is not necessary.

Dialogues compared to written materials.—- The dialogue
technique is like the written material technique in that the
dialogues are written: there the similarity ends. Dialogues
are so short that they require very little time for writing
or reading. The dialogues are presented to the assembled
group and no advance preparation by the group members is
needed. There is always sufficient time for discussion
because the dialogues are uncomplicated and easy to read.
Unlike the written material technique, the use of dialogues
assures the leader that the material has been read and under-
stood.

Dialogues compared to audio-visuals.--‘With the use of

 

the dialogue technique there is an audio-visual presentation.
In the preparation of other audio-visuals.however, there is
considerable expense and effort involved. Movies, slides,
film-strips and tape recordings all must be prepared by an
expert if they are to be worthwhile. Anyone can write
dialogues who will give thought to their content and, if an
opaque projector is used, the only preparation necessary for
their presentation is that they be typed. .The opaque pro-
jector is the only special equipment needed and, as was

SS

mentioned before, since it can be used at each meeting it is
not expensive in the '1ong-run."

Dialogues hhve the distinct advantage of being written
for the particular group who will discuss them and at very
little cost. They, like other visual aids, keep the attention
of the group centered in the problem. Since they do not move
or makexaoise, there is no distraction. They can be projected
on the screen during the entire discussion, not just as a
prelude to it. 6

Dialogues compared to role playing.-- The dialogue tech-
nique is probably'most similar to role playing. With both
techniques the group members try to decide why people act as
they do, why they feel certain ways, and why they say things
in a particular manner. They imagine themselves "in the
situation" to think of better ways for handling problems or
to decide how they would act in similar circumstances.

The role playing technique possibly helps the partici-
pants to have a little more insight into problems if there is
no embarrassment about acting in front of their fellow
employees. There is almost always embarrassment, however,
and this can cause the people doing the acting to lose sight
of the purpose of role playing. With dialogues the partici-
pants do not feel threatened because they are always talking

about "someone else.”

56

The dialogues are very real to the discussants because

they have to do with people and problems with which each

employee feels intimately involved. Since participants are

not required to act they feel more free to really look at

the issues and many times they will offer, in a spontaneous

way, 'Hell I would have said thus and so,“ or "That happened

to me and I did this.“

Reasons for the selection.-- The dialogue technique was

 

chosen for the following main reasons:

1.

2.
3.

h.

S.

6.

Preparation is simple and relatively inexpensive
in time and effort.

There is no embarrassment to the participants.
The attention of the group is firmly centered in
the problem.

Employees are taught to think while they are pin-
pointing problems, proposing solutions and making
decisions.

The answers come from the group and group members
do the telling instead of being told.

The problems seem real and vital to the employees

which brings about active discussion.

 

Challenge to waitresses.-- One further reason for using

dialogues is that the technique has never been used in

waitress training. There has been some thought that the idea

of letting these employees do much of their own problem

57
solving might not be feasible. It is felt however, that this

technique is not so difficult that it will cause anxiety.
It can challenge the imagination of the waitresses so that
real improvement will be made.

Challenge to management.-- The dialogue technique is

 

also a challenge to management. For this technique to work
at all it must be used in a group-centered climate. The
discussion meetings will not be productive unless the over-
all working atmosphere is such that the employees know that
their ideas are welcome. It is management's responsibility
to make this feeling prevail.

Discussion leader's responsibilities.-- There are re-

 

sponsibilities which the discussion leader must take to
make the use of dialogues a really effective technique. The
leader must let the members of the group do the majority of
the talking and encourage them to discuss the problems with
one another. He must resist the impulse to tell the
employees what to do or the purpose of the discussion will
be defeated; the group members will remain dependent upon
hum to do their thinking for them.

The leader must use some method for guiding the dis-
cussion in the desired direction, but must also be willing
to change his pre-conceived notions if better solutions are
suggested. He must help the group to determine for itself
why certain policies are in effect. ‘Merely giving an

58

explanation is inadequate. He must remember to throw questions
back to the group for the answer rather than giving answers
himself. He must discipline himself to wait for the em-
ployees to answer his questions so that he does not inter-
rupt their thinking.

Action on decisions.-- When the group has arrived at a

 

good decision, which requires a change in procedure, manage-
ment should put it into effect immediately. If there is
some question about the workability of a group decision it
shouli be delayed for consideration by management. An
explanation should be given as soon as possible if the
decision cannot be used. Occasionally, the group may make
an impractical decision. The leader can, through judicious
questioning, cause the group to see the error involved, and
encourage further discussion of the matter.

Freedom for discussion.-— Care should be taken in

 

writing the dialogues to make than pertinent to the situ-
ation. They should be short and cover only one major problem,
so that the participants will have sufficient time for dis-
cussion. The leader must not let the discussion get too far
away from the main problem, but should allow enough lati-
tude, so that the group members will feel free to discuss

all the issues. If the leader does not restrict the group_
but guides the discussion intelligently, the dialogue tech-
nique for training should produce effective learning in the

discussion situation.

CHAPTER III
METHODS USED

1. Evaluation Procedure

Method for evaluation and selection_of dialogues.-- A
development training program for the Hawthorn Restaurant
waitresses was designed which utilizes the dialogue tech-
nique for discussion. It was necessary to determine the
details of job performance in which.most of the waitresses
needed improvement. This would then make it possible to
decide the kinds of issues and problems to present in the
dialogues. There also was a need for some system for evalu-
ating the waitress program to show the results obtained by
using this technique. A waitress rating sheet was devised
to answer both of these needs. (Figure 1)

List of points for job_performance.-- In order to
determine the exact points which should be listed on the
rating sheet, the six supervisors who observe the conduct
and service of the waitresses made daily written reports of
all the problems which they noticed in their particular
areas. Such things as rule infractions, breakage, lack of
attentiveness, unnecessary talking and inaccurate service

were noted.

-59-

 

 

qeeqs Burden sseaqyan '1 eanfipg

 

Waitress_flfi .__

 

 

Total

Score

Excels Good

Poor

Failing

Improvement'
(much,some,
none)

 

Kt“ ATTITUDE

B. NEATNESS

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a?“%%%%%%%fié§'"”"'"""'“"'"“""""""""""""""""“""""""""""'
1. Speed of service
g:‘;;;;;gagg‘;;';;;;";;;;; """"" ” """" "'“"""""' """‘ """"" ' ''''''''
3i’ifio;i;3;;'25"ESS&’3§22£Z;EZSQQ'""'"" """" "'""""""”“”'""""‘ """""""
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1. Following instructions
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3?'§§;§§;;";;';ZQZEZQ"'""""’“""'"""”""""”“’“""”“" "'“"“ “““““““““
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M. *********************** ~---—--------. ------ ~~~-— wan—bnuuu eeeeeeee .mhw,ha.wm~

 

1. Friendliness without familiarity

.fi------~-------O-----_----------------‘ ------‘p-----

2. Courtesy toward guests

3. Attentiveness to guests

h. COOperation with other waitresses

.:--‘-----.---pu----‘-----'--------“---‘------. ..... .l

5. Interest in giving good service

----------------‘.I-----~----u--------‘--A

6. Attention to giving extra services

.------------“----------------~--------~------Iy---“d

7. Quietness

.-’---------------’nD-O---fi--DD-----nn-q--~-”-qD----~

8. Care regarding breakage and spilling

u----aGunman-Ouudu-C-nucannu-nuauaanuuand

9. Care regarding food waste

--------,---’--n------D-”‘O-----u-~~---fl-’----- ----H

10.Courtesy to all other employees

.mfi‘-------—“~-’----------n-----'”----¢~

fl"-----u---"---------—--Cd-'----dfi----‘

nan—undvmun-q

peace--e-upuemm-ed

oceans--mp-a-c-

----‘-‘ “ascend

-D--IU----I

Q...“ C----

ensue-emu uses-end

----.-*--‘I-------IP ......... ”I”

----- meme-due--dun—wah-O—G—uwune’m"

----. ----‘D----“--ID--—-------fw:

----‘ ----‘D-------ID ......... Oi.

’-------II------m--”CO

p-un-uncup-nconcummmm

P--—-- ............. ac

 

D-------d u---------O)

r-ud-.s—-d~n uuuuuuu as.

i
l

i
|
‘.

 

 

If Neatness of table settings

 

 

 

 

 

 

 

 

 

 

 

 

 

 

‘*-—-—a .

 

 

 

""- "O'HUMi-t-‘wo-n mun-m .1: m ”ye-J

 

 

61
After two weeks, all of the reports were compiled and
were reduced to a list of 25 specific points of Job per-
formance. Each of the points was listed under one of the
following main headings: Attitude, Neatness, Efficiency, and
Cooperation with Supervisor.

Waitress rating.-— To rate a waitress on her performance

 

for each point, a check mark cod was made under one of the
five column headings provided which are titled: Excels,
Good, Fair, Poor and Failing. Every waitress was rated
separately by each of the six supervisors one week before
the development training program was started, again after
three months of training and again when the program was
terminated.1 It was felt that the rating for each.waitress
would be fair if a composite were made of the ratings by the
six supervisors. This would tend to rule out any personal
preference or dislike and make the rating as objective as
possible.

Supervisor instruction_pamph1et.-- The supervisors were
given an instruction pamphlet as an aid in rating the
waitresses. In the pamphlet there are a number of questions
which help to define the meaning of each point listed. The

instruction pamphlet, as it was given to each.supervisor, is

presented here.

 

g7itr the purposes of this study, the program was terminated
after five months of training. It was begun again two
months later and is to be continued indefinitely.

62
INSTRUCTIONS FOR FILLING-OUT WAITRESS RATING SHEETS

In your folder, you have a rating sheet for each
waitress working at the Hawthorn Restaurant. These sheets
will be kept completely confidential and no waitress will
know how you have rated her. She may be informed of the
combined opinion of all of the supervisors regarding each
point that is listed on the rating sheet. She may then be
helped to improve in the areas in which she specifically
needs improvement. This rating will also be used to help
improve our over-allservice to the guests in the areas
in which there seem to be problems common to the majority
of our waitresses.

Under the general headings titled Attitude, Neatness,
Efficiency, and Cooperation with Supervisor, are specific
points on which to rate each.waitress. To show your rating
of each waitress on each point listed, put a check mark (‘0
under the column heading which.most accurately describes her
performance on the particular point you are considering. The
column titled Improvement should be left blank.

To rate each waitress, please consider all of the
questions regarding each particular point in the section
beginning on the next page. Please be as objective and

as fair as possible.

63

QUESTIONS TO CONSIDER FOR EACH POINT LISTED FOR RATING

A.

aTTITUDE

1. Friendliness without familiarity

O.
b.

cc
de

Does she greet her guests pleasantly when they are
seated on her station?

Does she smile and acknowledge other guests who are
not seated on her station, when appropriate?

Does she have a pleasant expression?

Does she avoid over-familiarity, sarcastic remarks,
and "kidding” guests?

2. Courtesy toward guests

be
Ce

d.
e.

f.

8e
h.

1.

Does she say, "May I take your order, now?" or make
some appropriate statement to inform the guests that
she now is ready to take their orders?

Does she say, ”Thank you" when the guests have finished
giving their orders?

Is she patient with a guest who can't make up his mind?
Is she patient and courteous with “difficult guests?
Does she say, ”Excuse me' when it is necessary to ask a
guest to move his newspaper, to reach in front of a
guest or to interrupt a guest's conversation to serve
food?

Does she thank the guests when she leaves their checks
at the table?

Does she step out of the way to let guests pass?

Does she always avoid making any comments about any of
the guests?

Does she avoid ever discussing the size of tips within
the guests' hearing?

3. Attentiveness to guests

E.
b.
e.
d.

0.
f.

80

Does she tell the guests she wiIlbe with them.as soon
as possible when she can't take care of them immediately?
Does she pay attention when a guest is giving his order
and appear interested in taking the order correctly?
Does she stay near enough.to her guests so that she is
able to give them.service whenever it is needed?

Does she keep water glasses filled?

Does she anticipate the guests' needs?

Does she appear alert, interested, and helpful at all
times while she is on duty?

Does she try to make each of her guests feel that she
is interested in giving him her best service?

6h

h. Cooperation with other waitresses

.0

ho
Ce

do
00

Does she stack dishes for other waitresses when she is
not busy?

Does she set up tables for other busy waitresses?
Does she give ice water to guests for another busy
waitress? ‘

Does she pick up things other waitresses have dropped?
Does she avOid chatting with other waitresses while
she is on duty?

5. Interest in giving good service

3.
bo
0o
do
.e
to
8.
ho

Does she keep her mind on her station?

Does she keep her tables set up in advance of new guests?
Does she keep her sugar bowls and.salt and pepper
shakers filled?

Does she repeat the guest's order to make sure she has
taken it correctly? .

Does she place food items and accompaniments for the
convenience of the guest?

Does she keep her tables set up completely until told

to close her station?

Does she bring proper steak sauces and other food
accompaniments as a basic part of her service?

Does she report complaints immediately to the appropriate
supervisor?

6. Attention to giving extra services

a.
b.

Ge
do

Does she pick up things a guest drops?

.Does she arrange for Junior chairs or highpchairs when
they are needed?

Does she give considerate, special attention to guests
with.young childeren?

Does she give considerate, special attention to guests
who are blind or who have other afflictions?

Does she help guests to order by explaining the menu,
suggesting a special item or describing a particular
food item?

7. Quietness

lo
b.
Ce

d.
0o

Does she speak in a soft, pleasant tone of voice?

Does she move quietly and without appearing rushed?
Does she remove silver from containers gently, without
clatter?

Does she stack dishes quietly on her tables?

Does she speak quietly in the service room?

65

8. Care regarding breakage and spilling

8.

b.
c.

d.

9e
f.

8e

Does she avoid spilling or dropping such items as
silver, placemats and water glasses?

Does she avoid dropping plates of food?

Does she avoid trying to carry too much at one time?
Does she watch where she is going so as not to bump
into other employees or guests?

Does she carry creamers with care?

Does she look before coming out of doors and through
the passageways?

Does she stack dishes carefully in the service room
and on her tables for clearing?

9. Care regarding food waste

b.
Ce

d.
0.

Does she avoid bringing extra butter, rolls, and-
creamers to guests without first asking whether they

are wanted?

Does she ask guests if they want catsup, cream and other
food accompaniments before bringing them to the table?
Does she always take creamers which have not been
opened back to the iced trays?

Does she avoid dropping items of food?

Does she always take foods that she has brought by
mistake back to the kitchen immediately?

lO.Courtesy to all other employees

as
b.

0.

d.

B.

Does she speak politely to other employees?

Does she always cooperate with other employees and try
to give assistance where and when it is needed?

Does she try to stay out of other employees' way and
hold confusion to a minimum when everyone is busy?
Does she maintain a pleasant attitude even when tired
and rushed?

NEATNESS

1. leatness of table settings

...
b.

ca

d.

Does she put place mats in line with, and approximately
1%- inches from the bottom of the table edge?

Does she line silver, and napkins at the bottom of the
place mat to make each place setting look uniform?

Does she place additional items such as steak knives,
ice tea spoons, and shrimp forks, neatly, in the

proper spot?

Does she center the salt and pepper shakers, sugar
bowls and ash trays on her tables?

66

2. Personal appearance

Ce
b.

e.

do
0e
to

Be
ho

Does she appear fresh and clean?

Is her hair clean and neatly arranged in a hair net at
all times?

Are her uniforms, aprons and collars always clean and
neatly pressed?

Are her shoes always polished and in good repair?

Are her nails neatly groomed?

Does she always wear hose?

Is her make-up flattering but subdued?

Is she careful about personal cleanliness?

3o Complying with sanitation policies

lo
b.

cc
de

f.

8e

Does she touch silver by the handle only?

Does she avoid touching her face and hair at all times
while she is on duty?

Does she keep her hands clean at all times?

Does she handle all items such as water glasses and ice
so as not to contaminate them?

Does she handle all food items such as butter and rolls
with the proper utensils?

Does she carry a clean damp side towel at all times
when she is on duty?

Does she never wipe water spots from silver or “polish"
anything except tables with her side towel?

h. Neatness of station

a.
be
cc

do
.e

Does she always wipe tables completely clean with her
clean damp side towel?

Does she pay attention to the edges of tables and

chair seats for possible food and crumbs?

Does she keep the floor clear of papers, food and crumbs?
‘Does she keep chairs and tables lined up correctly?

Does she call the attention of the bus boy and/or the
supervisor to spills which need to be mopped or swept?

5. Neatness in placing food items

bo
cc

d.

Does she serve steak plates, bread plates, salads, and
beverages in the proper place for the convenience of
the guests?

Does she always keep her tables cleared of dishes from
each previous course?

Does she always remove water glasses and coffee cups
from the table when refilling them?

Does she keep saucers free of coffee spills?

67
Co EFFICIENCY
1! Speed of service

a. Does she avoid keeping guests waiting for food?

b. Does she avoid extra trips to and from the kitchen by
organizing what she is carrying in and out? w

c. Does she avoid extra trips because she remembers all
of the items that the guest has ordered?

d. Does she avoid keeping the guests waiting for dessert,
coffee, sauces and other food accompaniments?

0. Does she avoid keeping guests waiting for their checks?

2. Knowledge of menu items

a. Is she able to answer immediately when a guest asks her
what is on the menu for dessert, salad and other items
that are changed daily?

b. Does she remember which items are included in each of
the numbered luncheons for a particular day?

c. Does she avoid having to refer to her menu often, to
check prices?

3. Knowledge of food descriptions

a. Is she able to explain to the guests what the various
foods are without having to ask someone else?

b. Does she know such things as the amount of shrimp in a
cocktail and how many pieces of fried chicken are served
on the dinner?

c. Is she able to explain how a food item is cooked?

d. Is she able to tell what ingredients are in a food item?

h. Accurate service of correct items

a. Does she bring all of the items that the guest orders
, without being reminded?

b. Does she serve appropriate food accompaniments such as
cream for coffee, steak sauces, and lemon for a shrimp
cocktail without being reminded?

c. Does she use underliners for all appropriate items?

d. Does she remember shrimp forks, steak knives, dessert
spoons, ice tea spoons and all other utensils without
being reminded?

5. Avoiding unnecessary talking

a. Does she avoid chatting with other waitresses and bus
boys while she is on duty?

68

b. Does she avoid unnecessary comments and general griping?

6. Does she get all of the information needed when she is
first taking a guest's order and avoid having to return
again to ask something she has missed?

d. Does she avoid talking to any particular guest too long?

e. Does she talk only about business while she is on duty?

D. COOPERATION WITH SUPERVISOR
1. Fellowing instructions

a. Does she do what the supervisor asks without having to
be reminded over and over?

b. Does she follow the policies of management without
being reminded?

c. Does she follow instructions without argument or
unnecessary comment?

d. Does she understand all instructions that the supervisor
gives to her?

2. Staying on duty

a. can she always be found either in the kitchen or in the
dining room while she is scheduled on duty?

b. Does she avoid leaving her area without first getting
permission to leave?

c. Does she avoid leaving her area for a cigarette or for
other unnecessary reasons while she is scheduled on duty?

3. Staying on station

a. Does she stand in her assigned place when she is not busy?
b. Does she remain on her own station except to help
another waitress who is busy?
c. Does she avoid going to other areas of the dining room
while she is on duty unless at the specific request of
the supervisor?

d. Does she stand in the proper place to keep her attention
on her guests?

h. Helping others when asked

a. Does she immediately stack dishes for clearing, set up a
table, or bring water glasses for another waitress when
the supervisor requests?

b. Does she take orders on the counter or another station,
immediately when asked? -

c. Does she clear her tables completely, when she is told
that the bus boys are rushed?

69

S. Avoiding interference with hostess

3.
b.

ca

d.

Does she step out of the way when the hostess is
leading guests to a table?

Does she avoid standing in crowded areas, in front
of the service stations or in the service room?
Does she avoid approaching a hostess for menus, to
have checks endorsed and for information when the
hostess is leading guests to a table? .

Does she avoid approaching a hostess when the hostess
is talking to a guest unless for something urgent?
Does she avoid chatting with a hostess at any time
when the hostess is on duty?

70

Supervisors more aware of own work.-- The use of the
rating sheets and instruction pamphlets had a very inter-
esting side-effect on the supervisors. They became much
more able in their own Jobs. The questions and points for
rating showed them just what to look for when they were
supervising. They began to notice details of service of
which they had not been aware in the past. They began to
take a new and more active interest in their own work.

Method of scoring,-- In order to determine an average

 

rating for each particular waitress under the main headings
of Attitude, Neatness, Efficiency and Cooperation with Super-
visor, the six separate supervisor ratings were first
compiled on one rating sheet. (Figure 2) Each column
heading was given a numerical value: Excels, h: Good, 3;
Fair 2; Poor, 0; and Failing, -h. The number of checks
under each column heading was multiplied by the numerical
value of that heading and these sums were totaled for that
particular point.

Example: 0n point number 1. Friendliness without
familiarity in Figure 2, the waitress had five check marks
in the Good column and one check mark in the Fair column.

The multiplication would be as follows -

5 (Check Marks) 1 15

+ = = Total for point 1
X 3 (Numerical Value) x 2 + 2
15 2 17

The totals for each point under each main heading were

 

spoqqem Butaoos - seems Sutqea sseaqtem ‘2 eanfitg

 

!

i

 

 

 

 

 

 

 

  

 

 

 

..‘fi-a-----~~~u' ..e—-----a----------~---u---u.

3. Attentivoress to guests

e)~-u---‘---n’s. .--nu--~-‘------------w--~O

hm Cooperation with other waitresses

5. Interest :n giving good service

6. Attention so giving extra services

"um-y find)

--.aum--0!

con-us;o--p

--.flfll'fl-uy

--‘l¢'--¢i

--uuuu-nr

7----—

.-..nl!

C‘----

“---d

 

---‘U?------L

-----’V

..._.I!

titress Same \ 65 and 2/ %g l 2 O “%
We 8 Total 3 .Exoels Good Fair Poor Failing: npncnmment
Score ' imuch,some,
none)
——ATTITUDE
Score 26 and 2/3; w
1.mETiendliness without familiarity J J1
20 Courtesy toward guests 6

----J.-—~---o -¢.—------c--

----i .......

On---p~-—-~-o -~»o-~-—-—-—u.

—~~-.-.-I

'D----uv

-----~--m'

.1 -------‘o-

.n...-...*

"...b-‘."‘

 

7;;Z'BQEQEQSZQ“ ------..----..-..---....- """""" '

E§:"3;;5-;S§;§75ifié'ggéigég3353515335;

ééi'5;;;’;;;£;;31;;“;;;a';;;;;"“ """""

SZEZESQEEQQTS'EEI'SEESFSIZHQQSE'M"

B‘:“"?gzmggg“"“ '''''' ---_.... """" -----......
Score 13 and 2/3

.a-n-h--~~—aunt-m--~-O—-------~---u---mfla-In-

 

ij—Neatnessgof table settings

C’---------~-nl "3---“--‘--------~’---u-----

3 Personal appearance

(.0
audit---- ----“-eees:‘m ..-.---..---.-.----h-----

3. Compliance with sanitation policies

As--¢----*---c»----D--‘-~-----------flu--u-

h. Neatness cf station

5W a-¢W~—-~“--------—-------~--~--

S. Neatness :Zn placing food items

~~~“G-CI

----fi
"3.-..
“---fi.

‘41----

--~--

--~'H

Q----

h---“

.—--m; ........ - uuuuuuuuuu ~ ,

-----—< .4.

w----“~l-

 

\,4° Helping others when asked

G -------—m,

.-----_--u-

 

     
 

~-*----—¢-

 
 
       
   

 

 

 

h. Accurate Service of correct items

~.0--’-----_euv‘w-O-“uu-‘u- ---Q---“-------~-

Avoiding unnecessary talking

u“-----~--.fl- 0-

p-32..-

--._.:

rec-e---

C. EFFICIENCE

‘ Score 12

1. Speed of Service “
,---_------—-mnm--u--- uuuuuuuuuuu mucous—cu-.-p-euuu-a-w-ce-I-a-u-u-c-ce—q -------------------
2. Knowledge of menu items 3 i

3. Knowledge of food descriptions ‘‘‘‘‘‘‘‘
nee.- --------------- -----—---------‘- -------- PUMWD-J-------------usultan-O-.. ................

“...‘.I- not

 

COOPERATION WITH SUPERVISOR
Score 13 and 1/2

 

Following‘instructions

2. Staying on duty
3. Staying on station‘

w“-----‘- "on-e...

Foo-~-

3----

S'---‘

hue—e.-

'-~--

 

 

 

has“-..

 

---~-w .....

-~---~‘v

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b~u~--—--hu—. w?

 

 

 

      
        
      
     
   
   
    
       

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nth-unmanouwA

 

 

72
added together and divided by six (the number of supervisors)
giving the average score for each main heading for the
waitress. ,

Example: After multiplication, the totals for all of
the points under the main heading Attitude in Figure 2, when
added together equal 160. To find the score under the main
heading, Attitude, the division wouhi be as follows -

_ 26 and 2/3
6/_—IbO

The scores under each main heading can then be added
together to give the total score for the waitress. This
makes it possible for a waitress who is rated, Excels, on
all points by each supervisor to receive a total score of
100. The total score or the score under each main heading
in the first rating for each waitress, can then be compared
with her score on subsequent ratings and with the scores of
the other waitresses.

Subjects for dialogue.-- Each dialogue which was used

 

covered one or more of the listed Job performance points and
every listed point was covered by at least one dialogue.
Many of the subjects for the dialogues were taken directly
from the questions given in the supervisor instruction
pamphlet. Devising the waitress rating sheet made it
pessible to decide what Job performance points to cover in
the dialogues as well as providing a means for evaluation

of the waitress development training program.

73
2. Meeting Procedure

Schedule for meetings.-- A meeting procedure was planned

 

which made it possible to implement the dialogue technique
for discussion. It was necessary to have the meetings at a
time when all of the waitresses would be free of any working
duties. However, it was felt that, to stress the importance
of the meetings, the waitresses should be paid for their
time. Since the restaurant does not open until 11:00 A,M.,
it was decided to hold weekly breakfast meetings from 9:30
until 11:00 and to pay the waitresses their regular hourly
rate. A free breakfast was served at each meeting by four
volunteer waitresses.

The waitresses were asked to attend when the meeting
was held on their scheduled days off but their attendance
was not required. The meetings were held on the same day
each week for a month and were changed to another day the
following month. In this way, those waitresses who were
scheduled to be off on the day of the meetings and who did
'attend the meetings, were inconvenienced only for one month
at a time.

Supervisors attended meetings.-- All of the supervisors

 

were required to attend the meetings because they would not
only learn from the discussions, but they would also know
what points of job performance had been covered in the

meetings. They were only allowed to listen and not to take

714

part in the discussion. The supervisors were also served
breakfast and were paid for their time.

Themas Adams, Jr., the assistant general manager of the
restaurant, attended all of the meetings to answer infor-
mational questions about such things as pricing, kitchen
procedure and specific policies. EB and the discussion

1
leader completed the number of people who attended the
meetings.

Explanation of program given to waitresses.-- The first
meeting was announced one week in advance of the meeting
date. The waitresses were told that this would be the first
of a series of weekly meetings. After the waitresses had
finished mm breakfast, the assistant general manager
gave a general explanation of the purpose of the meetings
and told them that a new procedure would be used. The dis-
cussion leader then gave the following explanation of the
dialogue technique to the assembled group:

”The procedure that we're going to use is quite

new and also quite simple. For the past few months I

have been listening to conversations between guests

'and waitresses: between one waitress and another; and
between groups of guests among themselves. I've
written down many of these conversations and have made
up others. Some of these are examples of good service;
some show where our service to our guests is not so
good. All of them.bring up points of interest for

discussion. when conversations are written they are
called dialogues. Ybu've probably read dialogues if

 

:57553 discussion leader,(the writer of this study) is an
assistant manager at the Hawthorn Restaurant who is in
charge of the waitresses and dining room procedure.

7S

you've read a play.or a movie script in a movie
magazine.

This is what we will do. we will flash a
dialogue on our screen and I will read it aloud.
Then you will tell us what it means to you. I'll ask
such questions as, 'How do you think this guest was
treated?'; 'What points of good service is this
waitress using?'; 'How would you have handled this
situation?'; and 'What do you think the problem is
here?'

We want you to say anything you wish. This will
help all of us to solve problems. We hope that each
time we discuss a dialogue we will have suggestions for
better service and better ways to handle our work here.
Only the waitresses will join in the discussions. The
supervisors are just going to listen and learn. ‘Mr.
Adams and I will answer any questions that you have.
Have I made it clear that we welcome your opinions and
want you to feel free to discuss any problems that the
dialogues suggest? All right. Let's begin so we can
all see how the procedure works.‘

After the first meeting, an explanation of the techs

nique was given only when new waitresses joined the group.

Any waitress who was hired during the course of the develop-

ment training program attended all of the remaining meetings.

Presentation of the dialogues.-- Two dialogues were

 

presented for discussion at each.meeting. An opaque pro-

jector was used to show the dialogues and during the thme
that each dialogue was being discussed it was projected
on the screen. Since breakfast was served, the time for
discussion at each meeting was usually about one hour.

Informal meetingg.-- The atmosphere for the meetings

 

was very informal. They were held in one of the dining

rooms which.was airy and comfortable. The regular dining

76
room tables seating two, four and six were used for breakfast
and the waitresses remained seated at these tables for the
discussion. The projector was placed in such a way that all
of the participants could see the dialogues on the screen.

The waitresses sat with whomever they chose and were
free to smoke and drink coffee during the discussion. They
were not asked to stand and were encouraged to talk as much
as they wished as long as everyone could.hear what was being
said. All humorous remarks were accepted as part of the dis-
cussion and no criticism was stifled unless ”personalities“
were introduced into the conversation.

Leader questions.-- The discussion leader decided to

 

give as little explanation as possible about each dialogue
-so that the waitresses would define the issues for themselves.
They were encouraged to talk with each other and the dis-
cussion leader tried, when a waitress asked a question, to
return it to the group for the answer. In order that all
of the issues could be covered, the discussion leader
prepared a list of questions concerning each dialogue to
use in guiding the discussion. These are called leader
questions. They were used only if the waitresses did not
mention an important detail or if they were headed in the
direction of an impractical solution. They were also
designed to stimulate thinking and discussion if the group

members were hesitant about speaking.

7?

Suggestions encouraged.-- The waitresses were en-

 

couraged to mention any problems which they felt could be
used for future dialogues and to actually write dialogues
if they so desired. The discussion leader tried to restrict
the discussion only when it got completely away from the
subject of the dialogue and it appeared that sufficient
time would not be available to cover the original subject
thoroughly. In this way, it was felt that the waitresses
would feel free to discuss all of the relative issues and
might possibly suggest solutions which management had not
considered. It might also bring out suggested solutions
to problems of which management had not been aware and
which needed management's action.

Program designed for enjoyment and learning.-- The dis-
cussion leader attempted to make the dialogues interesting
and, at the same time, productive. Some were quite exagger-
ated to make a particular point clear. Many of them were
humorous to coincide with the feeling of informality. The
complete meeting plan was designed to make the waitresses
feel at ease, to encourage free discussion and, of course,
to set the stage for effective learning experiences.

Conhmfl.of other influences.-- An attempt was made to
control influences other than the discussion meetings so
that the results would show as clearly as possible the

effects of the development training program. The supervisors

78

were given no different instructions about their super-
vision and were to carry on their work in the same manner
as before. The only changes to be made on procedures were
those which.were suggested by the waitresses themselves.
The climate of the restaurant was already somewhat group-
centered but management did make a special effort to listen
to the suggestions of the waitresses and to take action on
all practical ideas.

Two criteria for evaluation.-- It was felt that, aside

 

from the waitress rating sheet on Job performance, the other
clear criterion for evaluation of the program would be the
meetings themselves. A list of the results and points
covered by the waitresses in each.meeting was made and the
kind of discussion which each dialogue produced was noted.
It was decided that the value of the waitress development
'training program using the dialogue technique for dis-
cussion would be determined on the basis of the comparative

waitress rating scores and the discussion meeting results.

C HAPTER IV

ANALYSIS OF DATA

1. Dialogue Discussion Results

Analysis of dialogues.-- The first method used to

evaluate the Hawthorn Restaurant waitress deve10pment program

is an analysis of the results of the dialogue discussions.

There were 21 meetings and a total of no dialogues was used.

The waitresses discussed two dialogues at 19 of the meetings

and one dialogue at two of the meetings.

All of the

dialogues, in the order in which they were used, will be

presented in the following manner:

 

Meeting Number
Dialogue Number

Points of Job performance
for which the dialogue was
written:

Main Hbading

Specific Points

X-Spontaneity of the
discussion (Spon-
taneous , Fairly
Spontaneous, or
Not Spontaneous)

s-Value of the con-
clusions and solutions
upon which the
waitresses decided
(Excellent, Adequate,
Inadequate)

#-Number of suggestions
upon which management
has or is taking action

0-Degree of follow-through
by waitresses on their
own decisions

80
Actual Dialogue

Brief Explanation of Specific Probelm (This explanation was

not given to the
waitresses.)

Leader Questions

Conclusions and Solutions (These were the decisions at which
the waitresses arrived as a group.
They are related in words similar
to the waitresses' own words.)

Suggestions (The words Immediate, In Progress or No Action
are noted with each suggestion to show the
action taken on that suggestion by management:
Immediate - Immediate action was taken to

carry out the suggestion.

In Progress - A solution was being worked out
or the suggestion was one which
took time to carry out and was
in progress when the program was
terminated.

No Action - The suggestion was not used.)

 

After all of the dialogues have been presented, a
summary of the data gathered through the analysis of the
results will be given. The presentation of the ho dialogues

which were used in the program follows:

 

fleeting 1
Dialogue 1
A. Attitude x - Spontaneous
2. Courtesy toward guests
7. Quietness * - Excellent
10. Courtesy to all other employees

x - 3

O - High

81

Dialogue
(Waitress bringing order from kitchen through diningroom.)

Miss Erable: ”Watch it!" (Narrowly missing bus boy.)
'Het behindl" (Passing by another waitress.)
”Coming throughl'(To hostess leading guests.)

Explanation

Some of the waitresses were using this kind of impo-
lite, slang terminology within the hearing of the guests and
occasionally were making such remarks to a guest specifically.
In general, each.waitress needed to develop the habit of
thinking how the guests would react to what she said, to her
tone of voice and to her actions.
Leader questions I

1. ‘What is this waitress trying to accomplish by using
these expressions?

2. What do you think of these comments?

3. ‘whydo you think that these comments have been used?

h. wa could the waitress accomplish the same thing
without using these expressions?

5. Who always has the right-of-way in the diningroam?

6. Ebw can you pass by a guest or keep him from
bumping into you when you are carrying foodI
Discussion

The discussion was very spontaneous. The waitresses

covered all of the mmportant points with very little use of

82
the leader questions. Seeing these comments quoted on the
screen, the waitresses became aware of what the guests'
reactions would be. They decided that these comments sounded
impolite, and "like a hash house.” They had a habit of
using these comments and hand't really considered their
effect.

Conclusions and Solutions

 

l. The guest always has the right of way. The guest is
the reason for having a restaurant and he always deserves
first consideration.

2. The polite way of warning someone that a waitress
is passing with food is to say "Excuse me," or "Pardon me."

3. When a waitress who is carrying food must walk up
behind a guest, the polite thing to say is ”Excuse me, I'm
behind you.” '

h. If other terms are used in the kitchen area, this
will remain a habit and these comments will be said in the
ldiningroom also. Therefore, the only terms to be used in
all areas of the restaurant will be polite ones.

5. All waitresses should make every effort to avoid
causing congestion in any area of the restaurant.

6. All employees should.walk to the right to help
ease traffic problems in the restaurant.

Suggestions

1e (medifitfi)
All employees should be informed to walk to the

83
right to ease traffic problems.

2. (Immediate)
Bus boys and kitchen employees should be informed

not to stand together talking in the kitchen. They had been
causing unnecesSary congestion.

3. (Immediate)
Bus boys should be informed about the decision to

use "Excuse me,“ or "Pardon me," so that only these polite

terms would be used within the hearing of the guests.

 

Meeting 1
Dialogue 2
A. Attitude X - Fairly Spontaneous
5. Interest in giving good service
C. Efficiency * - Excellent
h. Accurate service of correct items '

. X - 3

- High

12.212522
(Miss Service is completing orders from guests.)

Miss service: "Do you want cream with your coffee?"

Miss Guest: "Yes, please."I

Miss Service: “Would you like your beverages with your meal?"

Miss Guest: 51 want my coffee now, if I may."

Mr. Guest: "I'll have the tea with my dinner."
(As Miss Service serves main course)

Miss Service: "Sir, our tea has been brewing about 30
secon s." -

81;
Mr. Guest: "Thank you."
Miss Service: "And would you like some more coffee, now?”

Miss Guest: "Yes, please, and some more cream."

Elglanation

 

This dialogue was used specifically to insure that each
waitress was serving tea correctly. The waitresses had been
instructed to use the method of service suggested by the Tea
Council of the U. S. A. The tea bag is placed in a dry tea
pot, boiling water is added to the pot and the pot of brewing
tea is served to the guest. The waitresses are supposed to
inform the guest how long the tea has been brewing.

Leader Questions

 

1. How do we serve tea?

2. What points of good service is this waitress using:

3.‘What has Miss Service accomplished by her questions?

h.‘What happens if the "creamers" (one ounce bottles of
cream) are unused and left on the tables?

5. When should the waitress ask the guest such things
as whether he wants his beverage before, during or after his
meal?

Discussion

 

The waitresses thoroughly covered all of the important
points in their discussion. Some use of the leader questions
'was necessary. Some of the waitresses hadn't realized that
the reason the Tea Council suggests that tea be served in

this manner is that a better product results when boiling

85
water is used. They had realized that there was a real
problem of food waste and customer dissatisfaction when
creamers were spoiled.

Conclusions and Solutions

1. The waitress should always serve tea in the manner
prescribed by the Tea Council unless the guest requests
otherwise.

2. The waitress should get a complete order from the
guest, originally, to give the most efficient service. The
guest will then have what he orders at the time he wants it.
(This did not include the dessert order.)

3. The waitress should always ask when the guest wants
his beverage and serve it at the time requested.

h. The waitress should always ask if the guest wants
cream with his coffee and lemon or cream with his tea.

5. If a creamer is brought by mistake, to a guest's
table, it should always be returned immediately to the iced
trays provided for this purpose.

Suggestions

1. (Immediate)
There was a need for two more coffee warmers and

two more small coffee pots in one area of the restaurant.
In this one area only, all of the original cups of coffee
and all of the refills were taken from only two pots. The
'waitresses always had to wait until one of the coffee pots

'waa available and the bus boys could not keep them filled

86

as needed.

2.(In Progress)
There were occasions when the four coffee urns were

not keeping up with the need for hot tea water. The boiling
water for the tea comes from these urns and at times, when
the coffee had Just been made, the tea water was not as hot
as necessary.

3. (Immediate)
There was need for closer supervision of silver

cleaning and for more frequent stain removal for cups,

 

Meeting 2
Dialogue 3

A. Attitude X
2. Courtesy toward guests

Spontaneous
* - Excellent
#-3

0 - High

_Qialogue

 

(waitress approaches lady and little girl.)
Waitress: ”I'm ready, now.” ‘

Mother: "All right, I'll have soup, the chicken livers,
and lime --"

Daughter: "1 want a peanut butter sandwich, and ---”
Mother: ” -- beans and a tossed sal --"

Daughter: "No. I'll have a peanut butter Jel --"
waitress: "ONE ORDER AT A TIME.”

153131 aaajig

 

This dialogue had been overheard before the second

87
meeting and it was decided to use it in its exact form. It
stressed courtesy toward guests and especially courtesy:
toward children.

Leader questions

 

1.‘What effect would a comment of this kind by a
weitress have on a child's mother?

2. What is the correct way to approach a guest to take
his order?

3. Is courtesy toward children important?

Discussion

 

The discussion was very spontaneous. Most of the
waitresses were indignant at the thought that one of their
group had made such a remark. (The waitresses were always
told.when the dialogue was real but, of course, no waitress
was identified.) The group covered all of the important
points involved.

‘Conclusions and Solutions

1. No one has the right to be rude to anyone else.'

2. No waitress should ever reprimand any guest, child
or adult. To parents the child is all-important, and they
will be offended if an outsihn-corrects the child.

3. Children are the present and future guests of the
restaurant. If they like the restaurant, they will bring
their parents. All children should be treated with respect.

1:. The proper way for the waitress to informs guest that

[Q

88
she is ready to take his order is to ask, "May I take your

order now?", or "Are you ready to order now?"

 

 

Suggestions
None.
Meeting 2
Dialogue h
‘A. Attitude X - Fairly spontaneous'
6. Attention to giving extra services
C. Efficiency * - Excellent
2. Knowledge of menu items
#-2
O - High

Dialogge

(Waitress approaches table as hostess brings guests.)
Miss Joy: ”Hello.'
Guests: "Hi.”

Miss Joy: "Would you like a Junior chair or a high chair
for your little boy?"

Mother: A ”I think the Junior chair would be fine."
(waitress leaves and returns with chair.)
Miss Joy: "Here you are, young man. Do you want your
chair here?(Little boy nods yes.) "Okay.
Shall I help him up or --?"
Little Boy: "By Self.” ‘
‘Miss Joy: "Would he like a cracker while he's waiting?"

Mother: 'Ies, I think that would help. Here, Johnny,
let me put you in your chair."
'(Waitress returns with ice water for guests and cracker
for little boy.)

Miss Joy:
Mother:

Miss Joy:

Mother:

Miss Joy:

Mother:

Miss Joy:

Mother:

ggplanation

89
"Are you ready to order, now?"

IYes, I think so. What would you have that he
can eat?"

"Well, we have green beans and whipped potatoes
and is he old enough for meat? we can give
you a child's portion on the dinners.‘

”Yes, I think this round of beef would be good
for him. We'll take the whipped potatoes --

he doesn't like green beans -- do you have any
Jello?”

"I'm sorry we don't tonight. We have apple
sauce or cottage cheese --.'

"Cottage cheese and apple sauce, both and milk."

“He may have an appetizer or dessert. Would he

like a fruit cup?.
I'Yes, that would be best. Now let's 363, 1111
have --“

This dialogue was used to show the different extra

services which can be given to families with children and to

remind the waitresses about the proper procedures for the

child's portion check.

Leader Questions

 

l. Mew should the waitress talk to a child?

2. How should a child be treated?

3. Who should bring a Junior chair or high chair for

a child?

h.‘what types of food items should the waitress suggest

for a child?

90
S.‘What is the charge for children's portions?
6.‘What should the waitress do with the check for a
child's portion?

Discussion

 

The discussion was fairly spontaneous. Some use of the
leader questions was necessary at first. The discussion
became more active when the subject of proper guest check
procedure was discussed.

Conclusions and Solutions

 

1. The waitress should treat the child with special
attention but should talk to him as she would to an adult
-guest. The parents usually tell the child that he must act
like a grown-up since he is allowed to go out to eat. If a
waitress then talks ”baby talk" to him, he will feel
confused.

2. The waitress should bring the Junior chair and high
chair. If she is too busy she should ask thehostess or
bus boy to bring it for her.

3. Fbod items such as the small rote-cut steak, fruit
cup and Jello should be suggested. The waitress should not
suggest peanut butter and jelly sandwiches. Parents usually
want their children to eat some kind of meat or fish and do
not want them to know that the "too popular" peanut butter
is available.

h. Children's portions are half-price and these checks

must be okayed by the supervisor.

91

5. Every guest must have a separate check. Even if the
guest does not order anything, he must be given a check
' which.has "Pass" written on it and which is okayed by the
supervisor.

6. No waitress should ever pick up a child unless to
rescue him from danger.

Suggestions

 

1.(No action)
The waitress suggested that the restaurant use a

special child's menu.

2. (IMmediate)
The trays on the high chairs should be put through

the dish machine every time they are used. The busy boys
need to be informed that it is their responsibility to take
these trays to the dish window as soon as they have cleared
the table where the high chair was used.

3. (Immediate)
The bus boys should be told to bring high chairs or

junior chairs any time they are not too busy.

h. (In Progress)
Some procedure shouli be worked out for the super-

visor to use if a child starts running around the dining
room. A child could be burned or knocked down if the

parents are not aware of the danger.

92

 

Meeting 3
Dialogue 5

As Attit‘lda x

2. Courtesy toward guests
5. Interest in giving good service *

#-o
O - High

Not Spontaneous

Adequate

Dialogge

(The time is 11:30 A. M. Two waitresses are talking as
they check their stations before guests are seated.)

Miss Fortune: “Boy, am I ever tired! I've been up half
. the night with the baby. I think he must
be coming down with something. And the
stove blew a fuse while I was trying to
warm his bottle. Then the oldest one got
up this morning and let the bath tub over
. flow. Anyway, to top it all off, the bus
didn't come and I had to walk all the way
to work."

Miss Take: "Why didn't you call in sick or something?"

Miss Fortune: ”oh, I couldn't do that, they need me. Well,
here come the people."

(The hostess seats two guests on Miss Fortune's station.

Miss Fortune approaches the table with two glasses of

ice water.)
iMiss Fertune: ”Hello ladies. Isn't it a nice day?"
Explanation I

All of the waitresses have problems at one time or

another. In order to keep their Jobs and make good tips,
they still must serve their guests cheerfully and graciously.

Thus dialogue was used to see whether the waitresses

:realized that their tips are dependent upon the type of

93
service they give.
Leader Questions

1. What good qualities is this waitress showing?

2. What do you think of Miss Fbrtune's attitude?

3. What kind of service will she give?

h.‘What real difference would it make if she didn't
do a very good Job, Just for today, considering that she
is so tired?

5. How will she feel when the lunch hour is over?

6.‘Will the guests that she serves today want to
return?

7. Are they interested in her problems?

Discussion

The discussion was not spontaneous. Almost all of the
leader questions were necessary. The waitresses seemed to
feel that the point was too obvious to stimulate much
discussion.

Conclusions and Solutions

1. A waitress should try to get proper rest so that
she will feel like doing a good Job.

2. It doesn't do a waitress any good to worry while
she is working because she can't do anything about her
problems at that time.

3. If a waitress concentrates on her Job and gives

good service, she will make more money and at least, that

9h
problem will be solved.

h. A waitress should never tell her problems to any
guest. The guest is not interested and wants to relax
while he is eating.

5. No matter how a waitress feels, her guests expect
and deserve good service. Guests may form a bad impression
of all of the waitresses if’one of them gives poor service.

Suggestions

 

None

 

 

Meeting 3
Dialogue 6

>4
I

B. Neatness
2. Personal appearance
3. Compliance with sanitation policies e

Spontaneous

Excellent
#-1
O - High
Dialogue
(At evening menu meeting.)
Miss Hostess: ”Do all of you have your hairnets on?"
waitresses: "I have mine on."
"I'll have to go buy one."
"Mine's here in my pocket, somewhere."
Miss New-Do: "I'm not going to wear mine today. I Just
' had.my hair done and I'm not going to spoil
it for tonight, if I can get away with it.”
(In a whisper to other waitresses at her
table.)

EJgplanation

 

The waitresses are required to wear hairnets at all

95
times. Some of them were not complying with this rule. The

dialogue was used to have the waitresses discuss why the
rule was necessary.

Leader Questions

 

1. Why should hairnets be worn during all working hours?

2. Ebw do guests feel about waitresses who do not wear
hairnets?

3. What styles shouki a waitress wear if her hair is

long?

 

Discussion

. The discussion was spontaneous. Some of the waitresses
questioned the need for hair nets because they used hair
sprays. others explained that sprays would not hold some
textures of hair in place-and that some of the newer hair
styles required hairnets. There was active interest in the
discussion of becoming hair styles.
Conclusions and Solutions

1. All waitresses must wear hairnets at all times when
on duty because this makes the waitresses look neat, at-
tractive and efficient to the guests.

2. "Fly-away" hair is extremely unappetizing. Most
people are very sensitive about this when they go out to
eat and they expect a waitress to be as carefully groomed
as a nurse.

3. Bairnets should be worn from one and one-half inches

96
to two inches from the hairline so that all "fly-away"
hair will be covered.

h. waitresses W30 don't like hairnets should buy the
kind which have no elastic. This kind of hairnet is not
obvious.

5. only natural color hairnets should be used. No
colored nets or Jeweled nets are acceptable.

6. All waitresses with long hair shouki wear a hair
style such as a ”french twist” or a “chignon' so that their
hair will look neat and business-like.

7. All waitresses should keep their hair immaculately
clean and strive to find a hair style which is becoming,
easy to manage and tailored.

Suggestions

 

1. (Immediate) '
The temperature in the waitresses' dressing room

was too low. This was a temporary condition which needed
correction.

2. (NO Action)
The restaurant should keep a more varied stock of

hairnets available. New hairnets were always kept on hand

but only the most popular style and colors were available.

 

Meeting )4
Dialogue 7

.A. Attitude X - Spontaneous
2. Courtesy
* - Excellent

97

D. Cooperation with Supervisor
5. Avoiding interference with hostess

# - 1
o - Medium

Dialogue

 

(Hostess is leading guests to table. Waitress approaches.)

Waitress: "Excuse me, Miss Hestess, may I have five menus,
please? And would you sign this child's order?"

Hostess: "Let's see, 3 - h - 5, there you are. And, $1.55
divided by 2 would make it 80 cents, yes, that's
right."

Waitress: "Thank you."

Hbstess: "New, right this way, please."

Explanation

 

Some of the waitresses were interrupting the supervisors
who were seating guests. Some waitresses were also forgetting
to have checks initialed which needed to be okayed by the
supervisor.

Leadergguestions

1. Is this waitress talking in a courteous manner?

2. Is this waitress acting in a courteous manner?

3. Why is it important not to interrupt a hostess
when she is seating guests?

h.‘What checks must be okayed by the supervisor?

5. Why should they be okayed?

Discussion

 

The discussion was spontaneous. some of the waitresses

were surprised to discover that a guest would occasionally

98
leave the restaurant without paying for his complete order.
This is possible if checks for certain orders are incorrectly
written. The waitresses began to understand that the super-
visor's 0. K. was a protection for the waitress as well as
the guest.

Conclusione_and Solutions

 

1. Even if the waitress speaks courteously, it is
always impolite to interrupt the seating of any guest.

2. The guests will receive quicker service if the
hostess can take them immediately to their table.

3. The checks which.must receive an okay by a super-
visor are: Child's Portions, Pass Checks, Void Checks and
orders To Go. ‘

h. They should be okayed either so that errors can be
corrected or as a control to see that all checks are paid.

5. A 'to go" order must be written on the same check
as the guest has for the meal he has eaten in the restaurant.
Otherwise, it would be possible for him to leave and pay
only one check.

Suggestions

 

1. (Immediate)
The supervisors should leave a few menus in each
area so that the waitresses could pick up menus
without having to ask the supervisor.

 

99

Meeting h
Dialogue 8
A. Attitude X - Spontaneous
7. Quietness
C. Efficiency 5 - Excellent
5. Avoiding unnecessary talking
#-1
O-Medium

Dialogge

(Voices coming from the service room in balcony area.)
Miss Grump: "I Just had six for 30 cents!“

Miss Lump: ”You think that's bad. I had two stiffs.
People are so cheap."

Miss Grump: (Yelling down back stairs.) ”Hey, fix me two
razz and a marshmallow sundae, will you Millie?”

Miss Lump: “You know, I've been wondering, I used to be able
to drink anyone under the table, but since my
last baby it makes me sick. Why is that?"

Ghost: (In saddle room.) "All I wanted was a nice quiet
dinner but we seem to be getting a soap cpera
thrown in for good measure!”

Explanation

 

Many of the waitresses were talking unnecessarily.
This dialogue was suggested by a waitress who overheard the
waitresses' conversation. There was some problem with
griping and occasionally unpleasant remarks were being made
within the hearing of guests.
Leader Questions

 

1. Are guests interested in the personal lives of the
waitresses?
2. new does it look to the guests when waitresses are

gathered together talking?

100
3. Why does it bother the guests to hear unpleasant

subjects mentioned while they are eating?

Discussion

 

The discussion was very spontaneous. Some of the
waitresses had not thought of the fact that when one waitress
was not busy and talked to another waitress, she might be
interrupting that other waitress' work.

Conclusions and Solutione

 

l. Waitresses should never talk about unpleasant sub-
Jects within the hearing of the guests. Such a remark
might make the guest lose his appetite.

2. Guests want to relax and are not interested in
hearing about the personal lives of the waitresses.

3. Tips should never be discussed within the hearing
of the guest, because it may sound like a hint.

h. Waitresses should never gather in groups to talk.
It makes the guests feel that they are not receiving the
proper attention.

5. No more than two employees should ever stand
together talking in the dining room and then only if they
both have nothing to do.

6. The waitresses should always go down the stairs to
_request their ice cream orders and should never call from
the top of the stairs because this can be heard in the

dining room.

lOl
Suggestions

 

1. (Immediate)
Each waitress should have an assigned place to

stand on her station when she is not busy. In this way
she will be in a position to be attentive to her guests. If
all of the waitresses stand in their own places there will

be no opportunity for groups to gather.

 

Meeting 5
Dialogue 9
A. Attitude x - Spontaneous
l. Friendliness without
familiarity - Excellent
# - 1
0 - High
Dialogge

Waitress: ”Hi there, gents! What'll ya' have?"
Guest 1: "Do you have that oyster Stew, today?“
Waitress: A'Sure, this month has an 'R' in it, doesn't it?”

Guest 2: "You'd better not eat that, Fred: it's fattening,
you know.”

Waitress: "Yeah, looks to me like he should have a lettuce
leaf with lemon Juice -- ha, ha -- and some
weak tea."

 

Explanation
Some waitresses were kidding and teasing the guests in
a familiar way. This dialogue was used to show that many

guests did not appreciate being 'kidded." Also, it was used

102
to stimulate discussion on ways to handle guests who become
too familiar.~
Leader Questions

1. How do you think Fred felt when the waitress made
this remark?

2. Should you tease guests?

3. How can the situation be handled when guests are

teasing one of their own group and try to lead the waitress

into commenting?

Discussion

The discussion of this dialogue was very spontaneous.
The waitresses had many examples of similar situations to
tell about and offered many solutions to each specific
situation.

Conclusions and Solutions

1. The waitress should never tease a guest in a sar-
castic manner. A light remark is permissible if the
waitress does not say it in a familiar way.

2. off-color comments by any guest should be ignored
‘without any reaction. Sometimes the guest is just trying to
see what kind of a person the waitress is.

3. The waitress should Smile and go on about her
“business if a teasing remark is made specifically to
embarrass her. Sometimes people like to embarrass other

people Just to make themselves feel superior.

103
h. The best way to handle SEX teasing remark made by a
guest is to smile and say nothing.
5. Waitresses should be friendly with all guests and
familiar with.none.

Suggestions

 

1; (In Progress)
Supervisors should, in a very polite manner, call

the waitress away when a guest is keeping the waitress at

his table too long and involving her in a lengthy conver-

 

sation.
Meeting 5
Dialogue 10
C. Efficiency X - Fairly Spontaneous
1. Speed of service
- Excellent
# - o
0 - Medium

Dialogue
(Guests leaving table.)

Husband: "Look, she didn't add the dessert on."
‘Wife: "Oh, is it extra?"

Husband: ”Yes. well, come on, let's go. I want to get
home in time for that T. V. show.”

‘Wife: "Aren't you going to find the waitress so she can
add that to the check?"

Husband: ”We don't have time, I'll tell the cashier about
it. I guess I'll have to bring the tip back;
I don't have any change."

10h

HUsband

to '

Cashier: "Our girl forgot to add on the dessert.”

cashier: "oh, I'm sorry. ‘What did you have, air?"

Husband: "I had pie and my wife had the cake.”

Cashier: "Was that apple pie --?" I

Husband: "No, I had the cream pie."

Cashier: "All right, that will be 10¢ extra on your dinner,
_sir. And, let's see, how much is the cake,
today? oh, yes, upside down cake is 10¢ extra
also.' That will be §2.50 all together, sir.
Thank you very much.

stband: ”Come on Jane -- it's almost 8:00 now."

(Guests hurry out door.)

Cashier: ”Miss Hestess, would you remind Miss Hatton to add
on the price of desserts? She didn't on these."

Hestess: "Yes, let me have the checks. I'll show them to
her."

Explanation

Some of the waitresses were forgetting to total their
guest checks and to add charges for extra items to the
checks. They also were not always leaving the checks on the
' tables.after the main course was served and again after
dessert was served.

Leader Questions

1. When should the extra charges be added to the checks?

2. When should the checks be given to the guests?

3. Where should the waitress put the checks after the
Inain course and after dessert?

h. Why is it important to leave the checks with the

guest?

105
5. What did Husband Guest forget to do after he paid
his check?

Discussion

 

The discussion was fairly spontaneous. Some use of the
leader questions was necessary. The group noticed soon
after the discussion began that no tip had been left for
the waitress.

Conclusions and Solution§_

 

1. All charges should be written on the checks at the
time that the order is taken.

2. A sub-total should be written on the check when the
main course is served.

3. The total should be written immediately before or
immediately after the dessert is served.

h. The checks should be laid face down on the corner
of the table when the main course is served. In this way
the guest will always have his check when he is ready to
leave.

5. It saves time for the guest, the supervisor and the
cashier if the checks are totaled correctly.

6. The guest may not notice that he has not been
charged for dessert and the waitress will be responsible
for the charge.

7. The waitress should always charge every guest the

correct amount for each item. This would reduce occurrences

106
of guests saying, "Well, I eat here all the time and I've
never been charged for that before!"

Suggestions

 

None

 

Meeting 6
Dialogue ll

Fairly Spontaneous

C. Efficiency x
2. Knowledge of menu items
3. Knowledge of food descriptions * - Adequate

# - 1

0 Medium

Dialogue
(Waitress approaches guest to take order.)

Waitress: "May I take your order now, sir?"
Guest: ”What's this meat like on the #3?"

Waitress: ”I'm sorry, I don't know what's on the #3. I
haven't looked at a menu today.I

Guest: "Well, it's called Beef Stroog-- a --nooff or
something like that."

‘Waitress: ”That's a new one on me. Just a minute, I'll
go ask the hostess.”

Guest: ”Never mind, I'll Just take a peanut butter
sandwich and a cup of coffee.”

Explanation

The waitresses were not always paying close attention
at menu meeting. The main reason that the menu meetings
were held before each meal was to have the menu read by the

*waitresses. They were supposed to ask questions about food

107
descriptions and menu items. All new food items were
explained to the waitresses on the day that they were served
for the first time.

Leader Questions

 

1. Why is it important for the waitresses to know what
items are on the menu?

2. Why is it important for the waitress to be able to
describe the food items?

3. Why do you think the guest settled for a peanut
butter sandwich?

A. What does the waitress need to know in order to give
the guest all the information that he might ask about a food
item?

Discussion

The discussion was fairly spontaneous. The waitresses
were very interested in the pronunciation and description
of many of the food items.
ggnclusions and Solutions

1. A guest is usually somewhat timid about asking what
a food item is. He doesn't want to make himself appear
ignorant. If the waitress can answer him quickly he will
not be embarrassed.

2. The waitresses should always ask for descriptions of
any food item with.which they are not familiar before going

on duty.

108

3. Waitresses should always pay attention to the menu
reading so that they will know exactly what is on the menu
for that day.

h. waitresses should be able to tell a guest the
ingredients in a food item, how it is cooked and the portion
served.

5. All meats are U. S. Choice or U. S. Prime grades.
The waitress should mention this as part of the description
of any meat item.

6. Any complaint about any food item should be reported
immediately to the kitchen supervisor.

Su estions '
-—£EL1:_TIK progress)

A list of all the food items served should be
written. This should include a description of the food item,
the ingredients, the portion served and the method of prepa-
ration. A pronunciation should be given for any unusual
words. Copies of this list should be availabha at all menu
meetings. The waitresses should have access to the list in

the kitchen at all times.

 

Meeting 7
Dialogue 12
7A. Attitude . Fairly Spontaneous
7. Quietness

8. Careregarding breakage and - Adequate
spilling’
9. Care regarding food waste 3

0 >4 * >4
0

Medium

109
Dialogue
(In kitchen area.)
9.2222:

Miss Dropsey: ”HUh, did you see that? It slipped right out
of my hand!"

may

Miss Topsey: "That butter acts like it's alive sometimes."
(In dining room.)

1.9113533}: Clatter:

Guest: "You'd get shell shock if you stayed in here
very long."

Explanation

 

At times, when the restaurant was busy, there was a
considerable amount of dropping and spilling. This caused
excessive waste of food and equipment, and excessive noise.
This dialogue was used to stimulate thinking about ways to
solve this problem.

Leader Questions

 

1. How do guests feel when they hear something smashing
on the floor?

2. Can dropping and spilling be avoided?

3. Is waste of food and equipment expensive?

h. 18 breakage which happens in the kitchen important
since the guests can't hear the noise?
Discussion .

The discussion was fairly spontaneous. The waitresses

110
seemed interested in the problem of breakage mostly when they
considered how it affected the guests and themselves.

Conclusions and Solutions

 

1. When the restaurant is busy, waitresses should be
especially careful about carrying food through the dining
room.

2. Guests are startled and made uncomfortable when
food and dishes are drapped in the dining room. They cannot
relax because of the noise and the fear of having something
spilled on them.

3. Confusion should be kept to a minimum and every
waitress should avoid congested areas whenever possible.

h. The waitresses should use care in the kitchen.
Dropping and spilling in the kitchen does not bother the
guests but the waste of food and equipment is the same.
This also causes unnecessary confusion in the kitchen which
makes it more difficult to give good service.

Suggestions

1. (In progress)
Hot underliner plates were making the butter melt.

‘ Some method should be used to cool them off quickly when they
come from the dish machine.

2. (Immediate) .
one bus boy was not careful about moving through

crowded areas in the kitchen and dining room. He should be
told to use more care and to walk, instead of run, up and

down the stairs.

111

3. (Immediate)
A new type of butter fork should be purchased

which would aid the waitresses in picking up butter from the
iced pans. A shrimp fork and ice tongs had been used in the
past. There is a fork available with a plunger-type
mechanism which makes it possible to pick up the pats of
butter easily and slip them off onto the butter plates

without dropping them.

 

Meeting 7
Dialogue 13

A. Attitude X - Spontaneous
3. Attentiveness to guests
5. Interest in giving good service a - Excellent

# - 2

Oo- High

Dialogue

Guest: "Do you suppose we«could get some more water?"
Friend: "I'll try to get her attention. Ybo-hoo, Miss, Miss."

Guest: “For some reason it's like the Sahara Desert around
here after the first glass."_

Explanation

 

This dialogue was used because, during the week before
the meeting, a guest had complained at great length about his
empty water glass. The waitresses are usually very careful
about water service during the sumner but they are not as

conscious of this need at other times of the year.

112

Egader Questions

 

1. Why is it important to keep water glasses filled?

2..wa do guests feel if this attention is neglected?

3. What is the Hawthorn procedure for refilling water
glasses?

Discussign

 

The discussion was very spontaneous. The waitresses
showed considerable interest in learning hints about good
service from each other.

Conclusions and Solutions

1. Keeping water glasses filled is, to many guests,
evidence of the over-all service. Guests expect to have
water at hand at all times and, if something so obvious as
this is neglected, the guests feel neglected in turn.

2. The water glass should be picked up and held next to
the table for refilling and then set back in place. This
prevents spills and the waitress does not have to reach in
front of the guest with her water pitcher. Although this is
not considered the best of formal service, it is the most
practical type of service for a busy restaurant.

3. water glasses should never be taken to the water
fountain for refilling because the guest may not feel sure
that his own glass is being returned to him.

h. The coffee cups should be refilled in the same manner

as the water glasses.

113
S. Noticing such things as water service should also
apply to keeping sugar bowls filled with sugar packets,
keeping the ash trays emptied and clean, keeping salt and
pepper shakers filled and keeping other minor items for the
guest's convenience and comfort available.

Suggestions

 

(Immediate)
The bus boys should pay more attention to keeping

the ice buckets filled and clean water glasses on hand.

2. (Immediate)
The supervisors should ask the kitchen manager to

send an extra bus boy from the dish.machine to help in the

dining room when business is heavy.

 

Meeting 8
‘Dialogue 1h

A. Attitude . X - Spontaneous
3. Attentiveness to guests
6. Attention to giving extra * - Adequate
services
D. Cooperation with Supervisor # - 1
Staying on station
5. Avoiding interference with hostess

O - Medium
Dialogue
(Cold, rainy evening. Business is quite slow and fairly
steady)

‘waitress: "Boy, Miss Hostess, it sure is slow tonight,
isn't it?"

Hostess: "Yes, kind of."

waitress: "Did I tell you about my little boy's report
card?" He finally is showing some improvement."

111;
Hostess: "That's fine."
Guest: "Do you see our waitress? I need some steak sauce."
Wife: ”She's over there talking to the hostess. The
service must really be terrible around here
when they're usy.

Explanation

The waitresses are usually fairly attentive to their
guests although there is always some problem of unnecessary
talking. This dialogue was used because, contrary to what
one might think, the waitresses were many times the kaast
attentive when they had the fewest guests. This is usually
due to the fact that people slow down mentally and physically
when they have less to do. Waitresses are used to working
quickly and when they don't have to work quickly they seem to
forget Just what they are doing.
Leader Questions

1. Do waitresses tend to give better service when they
are busy or not busy?

2. How can a waitress help herself to keep her mind on
the guests?

3. Doguests expect more attention when their waitress
is not busy?

h. Why do people tend to move and think more slowly
when they don't have much to do?
Discussion

The discussion was very spontaneous. Many of the

‘waitresses were surprised to find that they were not the only

llS
ones who had this problem of concentration when they were not
busy. They began to realize that the reason they were more
attentive when they were busy was that they had to concentrate
on their Jobs; and when they were not busy, their minds became
occupied with other things.

Conclusions and Solutions

 

l. Waitresses tend to give their best service when they
are the busiest. When business is slow the waitresses have
a tendency to complain about that and forget about the guests
that they do have.

2. Guests expect the best service when their waitress
is not busy.

3. The waitresses should.make a mental list of good
service and possible extra services that they can give when
they are not busy. Whenever they have only a few guests,
the waitresses should check over their mental list to see
what service can be given.

u. If a waitress has no guests she should try to help
another waitress or, at least not bother anyone who does
have guests.

Suggggtions

1. (Immediate)
Supervisors should make an extra effort to help

the waitresses keep their minds on the business at hand.

when business is slow, supervision is the most necessary.

 

116

Meeting 8
Dialogue 15

A. Attitude
8. Care regarding breakage and spilling

>4
I

Spontaneous

B. Neatness * - Adequate
5. Neatness in placing food items

# - 1

O - High

Dialogge

(Waitress is carrying food orders to table.)
Crash: Splatter! Splash! Splat:
Guest: "Aaa-eee. I'm being burned alive!"
Wife: "oh, my new coat ---"
Waitress: "But I didn't mean to pour soup on your head, sir.
And I'm sure shrimp sauce comes right out of fur
with Just a little water.”

(Waitress bursts into tears, runs out of dining room,
leaving guests dripping.)

Explanation

 

This dialogue was an exaggerated version of an episode
which had happened to one of the waitresses. The waitress
had left the diningroom in tears after dropping seme dishes.
This dialogue was used to stress the proper procedure to use
when anything was spilled on a guest.

Leader Questions

 

1. Why did this waitress leave the dining room?

2. What should she have done?

3. Can spilling be dangerous?

h. What is the proper procedure to use when something
is spilled on a guest?

c

117
Discussion

The discussion was very spontaneous. The waitresses
all understood the embarrassment that the waitress in the
dialogue had felt. Many of them had eXperienced the same
feelings under similar circumstances.

Conclusions and Solutions

1. Even though the waitress is embarrassed, she should
make every effort to remedy the effects of any spills as
quickly as possible.

2. If no supervisor sees the accident, the waitress
should call the area supervisor immediately to take the
guest's name and address.

3. If the waitress is at fault, she will be charged
for any cleaning bills involved. The restaurant pays for
any cleaning bills when no employee is at fault.

h. Waitresses should not carry any more than they can
hmndle safely. (No waitress is allowed to carry lidded
plates for more than six people.)

5. Care should be used in placing dishes for carrying
from the kitchen to the dining room, and in stacking dishes
‘when clearing the table for dessert.

6. The terrazo floors in one area of the dining room
and in the kitchen can become very slippery if liquids are
dropped on them. The waitress should warn everyone walking
‘by that the floors are slippery and see that all spills

are c1eaned.up immediately.

118
7. waitresses should be equally careful about dropping
and spilling in the carpeted dining rooms. The dishes may
not break so easily there but many food stains are very
difficult to remove from carpeting.
Suggestions

(Immediate)
‘When something is spilled, the supervisor should

immediately call the bus boy while the waitress stands by to

keep any one from falling.

 

Meeting 9
Dialogue 16

C. Efficiency x
1. Speed of Service

Spontaneous
* - Excellent
#-0'

O
I

Medium
Dialogge
' (Guests are getting ready to leave table.)

Guest: "Uh, Hostess, can you take these desserts off of
-our checks? We can't wait any longer.”

Hbstess: ”I'm awfully sorry, couldn't I bring them to you
-right now?”

Guest: "No, we have to get back to the office! She's
-made us late already!” 1f

Hostess: 'I'll mark them off right now -- I really am sorry.”
Guest: ‘ iThanks." —

(Same guests, next day. Hostess starts to lead them
to table.) .

119

Guest: ”We don't want to sit in that section! These
waitresses are so slow!”

 

Explanation

 

This dialogue was used to see if the waitresses
realized that what one might do affected the whole group,
and to stimulate thinking about ways to improve the speed
of service.

Leader Questions

 

1. Why did these guests feel that "all of the waitresses"
in that section were slow? ‘ '

2. What ways can a waitress use to make her service to
the guests faster? .

3. Why is fast service important?
Discussion I

The discussion was spontaneous. The waitresses real-
ized that the service of one waitress could influence the
guests' feelings about all of the waitresses. Some of the
more experienced waitresses gave specific hints to the-
newer waitresses about ways to improve their speed of service.

Conclusions and Solutions

 

1. If a waitress is too busy to take care of the needs
of her guests, she should ask the supervisor to get someone
to help her.

2.‘Fast service is particularly important in a popular
priced restaurant. Large volume makes it possible for the

restaurant to stay in business and the more guests a waitress

120
can serve, the more money she will make.

3. waitresses can give faster service if they take the
time to become familiar with each day's menu before going on
duty. This will save the waitress time because she will not
have to keep referring to her menu for prices and to see
what each.numbered luncheon includes.

h. The waitress should organize her service so that she
saves extra trips to and from.the kitchen. Before leaving
the kitchen or dining room,she should always think if she has
everything she needs for service and if there is anything
else that she could carry.

5. Fast service is particularly important at luneh.thme
because many of the guests have very short lunch hours.
These guests will choose another restaurant if they can't be
served in their allotted amount of time.

b. Anything that one waitress does tends to reflect on
the other waitresses. If the guest receives slow service
from one waitress in a section, he may not go to that section
or even to the restaurant again just to avoid that waitress.
Suggestions

None.

 

121

Meeting 9
Dialogue 17

C. Efficiency X - Spontaneous
5. Avoiding unnecessary talking

a - Adequate

# - 3

O - Medium

Dialogge

(Two waitresses meet in kitchen area. one is carrying
filled coffee cups; the other, dishes she has cleared
from a table.)

‘Waitress

Sta. 7: "Did you see that new dress Miss Blue had on last
night?"

Waitress '-

Sta. 2h: "Yes, I wonder where she bought it?"

Waitress
Sta. 7: ”Let's see, she told me, but I can't remember."

.-

Waitress
Sta. 2h: "There she is, let's ask her. Hey Miss Blue ---."

(Meanwhile, back in the dining room.)
Guest
sta. 7: "Do you see our girl anywhere? I asked for coffee
-with my dinner." . , .

Friend: I'I'dnlike some, too. That isn't the one, is it?
-No. . r. .

(And.)

Guest
Sta. 2h: "Are you ready to go dear?”

Husband: 6I have been for five minutes. I wonder where
-that girl is with our bill?"

Explanation
It was felt that the waitresses needed to be reminded

122
again about the problems caused by unnecessary talking.
This time the scene was set in the kitchen to show that
these conversations affected service as much or more than

talking in the dining room.

 

Leader Qpegtions
- l.‘Was the delay in service to these guests avoidable?
2. Why does unnecessary talking in the kitchen cause '
problems?
3. HOw is the speed and efficiency of service affected
by unnecessary talking?

h. How can a waitress avoid unnecessary talking?

‘Discussion

 

The discussion was spontaneous. The waitresses knew
that unnecessary talking was a problem and were interested
in ways to avoid talking when another waitress wanted to
start a conversation.

Conclusions and Solutions

l.‘Waitresses should not talk about anything but business
when in the kitchen. The service from.the kitchen can be
much more efficient ifraoise and confusion are kept to a
minimum.

2. Waitresses will give much more efficient service if
they do not stop to talk when they are on their way to and
from the kitchen. Carrying on a conversation can cause the

waitress to forget things which the guest has ordered.

123

3. Service to the guests can be much faster if unneces-
sary talking is avoided.

h. The waitress should time her orders so that she will
know approximately when they are ready in the kitchen. In
this way she can check her service in the dining room and
not have to be standing idle in the kitchen waiting for her
orders.

5. If a waitress concentrates on giving her guests good
service, she will not have time to talk.

Suggestions

 

1. (Immediate)
The waitress or supervisor who is stopped by one of

the waitresses Just to chat should say, ”I'm busy right now,
but I'll be happy to talk with you when weire both off duty.”
The waitress should not take offense when this is said to
her and should accept the invitation to talk later.

2. (Immediate)
The supervisors should not stop a busy waitress to

correct her unless it is something very important that can't
wait until the waitress is not busy. The supervisor should
make a note of anything that needs correction and tell the
waitress about it as soon as she is off duty.

3. (In Prbgress)
Some system such as a ”light board” should be used

to let the waitress who is in the dining room know that her
'orders are ready in the kitchen. This would alleviate
crowded kitchen conditions and much idle talking in that area.

 

12h

Meeting 10
Dialogue 18
E. Neatness x - Spontaneous
2. Personal Appearance * - Excellent
# - l
O - High
Dialogge
‘ (Waitress returns to guest's table with order.)
Miss Hess: ”Here you are, sir. A club sandwich and coffee."
Guest: 8133,"

(Guest gets up, without touching his food, picks up
his check, and starts toward cashier's stand. A
hostess approaches him.)

Miss Hbstess: ”Was something wrong, sir?”

Guest: II'Well ----"

Miss Hostess: *Really, sir, was there something wrong with
-your food?"

Guest: "Well, since you asked, it was the waitress.
-In general, she looks like a candidate for
Mr. Clean: and when I saw those long painted
finger nails so close to my food, I Just
lost my appetite, completely.”

Explanation

Some of the waitresses were not paying close enough
attention to general groaning. This dialogue was used to.
illustrate to the waitresses how appearance can affect a

guest's appetite.

Leader ggestions
1. Why did Miss Mess' appearance affect the guest in

.1-

this way?

125
2. How should a waitress look to the guests?
3. What sort of shoes should a waitress wear?
h. How should a waitress! nails be groomed?
5. What kind of make-up should a waitress wear?

Discussion

 

The discussion was very spontaneous. Most of the
waitresses were displeased when one of their group made a
messy appearance. They thought that drastic measures should
be taken to insure that each waitress always appeared neat
andclean. There was also considerable discussion of the
proper ways to launder and starch uniforms, aprons and
collars.

Conclusions and Solutions

1. Guests Judge the cleanliness of the whole restaurant
by the appearance of the waitresses. If the guests see a
sloppy waitress, they will think that care in handling food
in general is sloppy. If the waitresses are neat and clean,
the guests will think that the food is handled carefully.
Most people will only eat in a clean restaurant.

2. If one waitress presents a bad appearance, the rest
of the waitresses suffer because the guests may feel that
this waitress is an example of all the waitresses.

3. The waitresses should wear white leather shoes with
a good arch support. This type of shoe is healthy for the
.feet. The shoes should be polished at least once daily so
‘that they will always look clean.

126

h. Uniforms, aprons and collars should be washed
carefully, starched with a medium starch and ironed with
care. The uniforms can be pressed and worn a second day if
they have no spots on them. Aprons and collars must be
changed daily.

5. Nails should be short and immaculately clean. If any
nail polish is worn it should be a natural pink.

6. Make-up should be fresh and neat looking. Lipstick
and powder should be re-applied whenever necessary.‘

7. Every waitress should bathe at least once daily, use
an effective anti-perspirant, have clean-shaven legs and
take great care to look and 22_completely clean.

8. All waitresses should wear fresh and well-fitted
undergarments and clean, natural-colored hose: and their only
Jewelry should be watches and wedding rings.

Suggestions

1. (Immediate)
The head hostess who conducts menu meeting should

hold daily personal appearance inspection for each waitress.
This inspection should cover neatness of uniforms, shoes,
hair style, nails and general grooming. Any waitress who
does not meet requirements should receive a warning for the
first offense; should be assigned to work the counter for a
week for the second offense: and should have a conference
with the head hostess to determine whether she should.be
dismissed for the third offense.

 

127

Meeting 10
Dialogue 19
E. Neatness X - Spontaneous
3. Compliance with sanitation policies
h. Neatness of station a - Excellent
# - l
O - High

Dialogge

Mrs. Guest: ”Yen know, this is such a pretty place; it's
-too bad they let it get so run down.” .

Miss Guest: ”What do you mean? It looks .well painted
_and in good repair.’

Mrs. Guest: “Well, I guess it's Just the papers on the
. -floor that no one bothers to pick up, and
crumbs on the chairs; and look over there on
that water fountain, all that dirty silver
and bottles of cream. Everything Just seems
so messy and like nobody cares."

Miss Guest: ”I see what you mean."

ggplanation

 

The waitresses were, at times, leaving the service
stands in the dining rooms in cluttered condition. When the
waitresses were busy, the dining room sometimes gave the
appearance of dis-order. Papers were dropped and left on
the floor. Individual milk cartons were left empty at the
water fountains and occasionally used dishes were being set
on the service stands. This dialogue was used to show that
disarray may appear to be lack of cleanliness to a guest.
Leader_guestions

l. Whose responsibility is it to keep the dining area
in a neat condition?

128

2. Why is it important to keep things in order?

3. Why should a waitress pay attention to chair seats,
table tops, and the sides of tables for crumbs and spilled
food?

h. What should be on the service stands?

Discussion

 

The discussion was spontaneous. The waitresses thought
that the service stands should be uncluttered not only for
cleanliness but also so that there would be room to use these
for their intended purpose. They decided that it would be
fun to try to see how clean they could keep the floors, the
service stands and the whole dining area.

Conclusions and Solutions

 

1. It is the responsibility of all of the employees to
keep the dining rooms in good order.

2. It is each.waitresses' particular responsibility to
keep the floor around her station neat.

3. If a waitress who is carrying a number of dishes
happens to drop something such as a cracker paper or piece
of silver, any waitress or other employee who is nearby
should pick it up for her.

h. No waitress should walk by any bit of refuse that is
on the floor without picking it up unless she is carrying
too much to pick up anything else.

129

5. Nothing belongs on any service stand or underneath
the counter-top except silver pans, clean glasses, ice buckets
and other clean equipment for service.

6. Guests will receive a good impression of the restau-
rant if all areas of the dining room are kept in a neat
condition.

7. All waitresses should check their own stations to
see that the chair seats are free of crumbs, and tables
‘havetno spilled food on them. The guests will not have to
worry about soiling their clothes if the waitress takes this
responsibility.

Suggestions

 

1. (Immediate)
All employees should pick up any papers or other

refuse that is dropped on the floor without waiting for the
person who dropped it to return. The bus boys should be

informed of this and everyone should comply at all times.

 

Meeting 11
Dialogue 20

A. Attitude X
2. Courtesy toward guests

Fairly Spontaneous
a - Excellent

# - 1

O - High

Dialogue

 

waitress: ”You wanted your coffee with, didn't you?"

130
Guest: "No, I'll have it black.”

 

Waitress: "Are you new?"
Guest: iNo, we've been here before."
Waitress: "Where did you want that?"

Guest: "'Right here at the table, where else?”

 

Waitress: ”Let's see, you're the Swiss, aren't you?"
Guest: ”No 1- I'm Irish, why?‘I

Explanation -

 

Some waitresses were in the habit of using slang ex-
pressions when talking to the guests that the guests did
not understand. This dialogue was used to show the waitresses
that they should use care about making themselves clear when
talking to guests. The first waitress' question in the
dialogue actually meant, "Do you want your coffee with your
meal?”. The second question meant, "Has your order been
taken yet?”. The third question meant, ”From which side of
the menu are you ordering?”. The fourth question meant, ”You
ordered the Swiss Steak, didn't you?".
‘Leader Questions 6 A

1. What problem is this waitress having?

2. Is she saying what she means? I

3. Why should a waitress not use slang expressions?

131
ho‘Were some of these questions unnecessary?
5. Could the waitress have avoided having to ask some
of these questions?

Discussion

 

The discussion was fairly spontaneous. The use of the
leader questions was necessary because many of the waitresses
didn't even understand these expressions that they used when
they were taken out of context. This made the waitresses
realize how very confusing these would be to the guest.
Conclusions and Solutions

1. The waitress should not use slang expressions
because the guests may not understand what the waitress is
saying. Guests should notlnave to guess what the waitress
is saying.

2. Slang expressions do not sound lady-like and should
not be used. Nick-names for food items and methods of prepa-
ration sound like a "Greasy Spoon" and should not be used
within the hearing of the guests.‘

3. There is no reason for the waitress to ask a guest
if his order has been taken. The waitress should be
observant enough to know which guests are sitting at which
tables on her own station.

h. There is no reason for a waitress ever to have to
ask the guest which order is his. The waitress should

always mark her guest checks so that she knows which order

132
belongs to which guest.

5. The guest will many times forget what he has ordered
and this causes the waitress to be more confused than ever.
No guest should ever have to repeat his order if the waitress
takes it carefully in the first place.

Suggestions

1. (Immediate)
The trainer should explain to each new waitress a

system for marking each guest check so that the waitress
will know which item belongs to which guest. The waitress
will not have to be reminded.what any guest has ordered if

she uses this system.

 

Meeting 11
Dialogue 21 .
D. Cooperation With Supervisor X - Spontaneous
1. Following instructions
- Excellent
#-1
0 - Medium

Dialogge
- (Guest goes to cashier's desk topay check.)

Guest: “Why did this girl charge me Sfl extra for coffee?
.I thought that went with the dinner. And she
charged.me for something else that I can't read
at all with all the marking out and writing over.‘

Cashier: ”Let me see. ‘Well I can't figure it out either.
-Miss Hostess, would you check with #hZ and see
what she's charging for here?'

(Hostess goes to refer to waitress book and finds the
waitress.)

133

Hostess: I'Ioiiss Waitress, what is this S¢ extra here ---
.and this charge?”

Waitress: ”oh, well, the 5¢ is for Thousand Island, and ---
_hmmm, I can hardly read my own writing here.
oh, yes, that's 10¢ extra res-a hot fudge. I
had to write over because I wrote someone else's
dessert on his check.

(The hostess returns to the guest.)

Hestess: "I'm sorry to keep you waiting so long, sir. The
S¢ extra is for your salad dressing and this 10¢
is for your dessert. The waitress shouldn't
have given you a messy check like this but-the
charges are correct, I'm sure.“

Guest: ”Well, 0.K.'

Explanation

 

The waitresses were not being careful about making their
checkslegible. They are not provided with erasers because
all checks with mistakes are supposed to be voided and
replaced by duplicate checks. These voided checks are given
to the supervisor who turns them in to the cashier. Every
check assigned to any waitress must be accounted for by that
waitress if it is not taken in by the cashier.
Leader_guestions
' ‘1. Was this guest satisfied with the charges on his
check even though the supervisor explained them to him?

2. What should be done with a check when a mistake
is made?’

3. Who is responsible for a check which has been

.assigned to a waitress and is not taken in by the cashier?

1314
h. Why is it important for the check to be written

neatly enough that anyone can understand it?

Discussion

 

The discussion was spontaneous. The waitresses had
not stopped to consider why the checks should be legible and
why it was necessary for so many people to be abha to
understand them.

Conclusions and Solutions

 

1. The guest check should always be neat and clear so
that the guest, the kitchen manager, the cashier and the
waitress herself will be able to read it.

2. All checks on which a mistake has been made should
be voided and replaced by a new check. The waitress should
write the series number of the duplicate check on the check
which is to be voided.

3. All void checksshould be given to the supervisor as
soon as possible and should never be kept past that meal
period. Every check assigned to the waitress must be taken
in by the cashier.

h. No guest should be made aware that there is any
difficulty involved in changing a check if the guest changes
his mind when ordering. The waitress should continue taking
his order and void the check out of the guest's view.

5. If a check is given to a guest which he is unable to

read, he may feel that the waitress is over-charging him.

135

6. The waitress will save time and effort for everyone --
guest, hostess, cashier and herself -- if she makes her cheeks
neat and easy to read.

7. Waitresses should find out by checking the kitchen
lists what charges should be made for unusual items instead
of guessing and having to change the check later.

Suggestions

1. (In Progress)
The list of charges for unusual items which is

posted in the kitchen should be brought up to date and made
more complete. The waitresses were having to take too much
of their own time and that of the kitchen manager to find out

what many of the charges were.

 

Meeting 12
Dialogue 22‘
A. Attitude X - Spontaneous
10. Courtesy to all other employees
e - Excellent
# - 1 _
O - Medium
‘Dialogge
jMiss Gripe: (to hostess.) ”That silly bus boy sure is slow

-today."

jMiss Gripe: (to group of waitresses.) ”It looks like a slow
one tonight.”

iMiss Gripe: (to another waitress.) "I think Miss Hestess
must have something against us
back here. She's hardly bringing
us anybody at all.”

136

Miss Gripe: (to bus boy.) ”That‘Miss‘Waitress never stacks
.her dishes for you, does she?

Miss Gripe: (to another waitress.) "Uniyou ever see so
many stiffs?”

Explgpation

 

A few of the waitresses were constantly complaining
about anything and everything. This dialogue was used to
see why the waitresses were doing this complaining and how
the other waitresses reacted to it.

Leader Qestions

 

1. Why do some waitresses "gripe" all the time?

2. wa does this affect the other employees? A

3. Is the waitress solving any problems by her constant
complaining?

h.‘What should a waitress do if she has a legitimate
complaint about something?

Discussion

 

The discussion was very spontaneous. It seemed that the
waitresses who did little complaining were actually very
disturbed by those who complained constantly.

Conclusions and Solutions

 

1. Waitresses who complain constantly tend to lower the
morale of the other employees.

2. The waitresses who complain all the time sometimes
do it Just as a habit and don't usually realize how they

sound to others.

137

3. If a waitress notices some problem that needs
correction, she should inform her supervisor or the person
who can make the necessary correction. General complaining
does not solve anything.

M. No waitress should ever make any complaint about
anything (except possibly the weather) to any guest.

5. Each waitress should be thankful that she has a good
Job and a nice place to work where there is little cause for
complaint.

Suggestions

1. (Immediate)
All waitresses and supervisors should remind one

another to stop griping since this may have become a habit
and the person doing the griping may not even realize that
she is doing it.

 

Meeting 12
.Dialogue 23
C. Efficiency X - Fairly Spontaneous
h. Accurate service of correct items
’ a - Adequate
# - 1
0 - Medium

‘Dialogge

(waitress serves guests main course and beverages. She
walks to stand at her assigned station.)

Mr. Guest: "oh, Miss --- we all need napkins, pls ass.”

ers. Guest: ”And I need.an iced tea spoon.“

138

Miss Guest: "If you'd bring me a fork, I'd be able to eat
my dinner!”

Explanation

 

Some of the waitresses were forgetting to give the guests
all of the utensils which.were required for a particular
food item. others were neglecting to serve the proper food
accompaniments. Toward the end of the dinner hour the
waitresses were not keeping their tables completely set up
in anticipation of going off duty.
Leader Qgestions

 

1. How did this waitress make these guests feel?

2. How long should the waitress continue to set up her
tables in the evening?

3. What utensils should the waitress bring to the guests
to go with particular food items?

h. What other items should be brought with particular
foods such as shrimp cocktails?

Discussion

 

The discussion was fairly spontaneous. The waitresses
know most of the utensils and items which should be brought
with particular foods but had trouble in remembering to

bring them.

 

Conclusions and Solutions

1. waitresses should give guests all of the utensils
which they need for the food items which are being served.
The guest may not complain if these are not brought but he

139
may feel neglected.

2. The waitress should keep her tables completely set
up to reCeive guests until the SUpervisor tells her to do
otherwise.

3. The proper utensils which should be brought for
particular food items are such things as forks for shrimp,
steak knives for all steaks (except the Roto-Cut Steak),
iced tea spoons, soup spoons, spoons or forks for dessert,
the silver cake knife and cake server when a party cake is
being served, and straws for soda fountain drinks.

h. The proper items which should be brought for particu-
lar foods are: Steak sauces if the guest wants them, lemon
with shrimp, crackers with soup or shrimp, oyster crackers
with oyster stew and souffle cups of catsup for french fried
potatoes.

Suggestions

 

1. (Immediate)
More spoons should be put in service. The bus boys

were unable to keep the necessary supply on hand because
there were not enough clean ones available in the dish room.

2. (Immediate)
The bus boy who is supposed to bring out all of the

utensils and supplies to the dining room in the morning
should be supervised more carefully. He was forgetting items

and not bringing the proper amount of others.

 

lho
Meeting 13

Dialogue 2h
D. Cooperationwith Supervisor X'- Spontaneous
2. Staying on duty
r - Excellent
# - 1
0 - High

Dialogge
I (At waitress breakfast meeting.)

Miss Schnook: '0h.yes, Miss Adams. We're supposed to stand
-at our assigned station and pay attention to
our guests. And we're supposed to let the
hostess know if we have to leave the floor
while we're on duty. otherwise, the guest
won't get the kind of service he's supposed
to have." a

(The next day during the noon hour.)

Miss Hestess: "Has anyone seen Miss Schnook? Her guests
need attention.’

(Hostess finally locates Miss Schnook in printing room
having a cigarette and watching the parking lot.)

Miss Hestess: "Miss Schnook, I've been looking everywhere
- .for you: Two of your guests need their
checks and the others want dessert."

Miss Schnook: ”Well, I told Miss other‘waitress to watch
-them for me."

Explanation

 

This dialogue was used as a Joke to encourage the
waitresses to follow through on the decisions which they had
already made in their previous dialogue discussions. The
specific problem for discussion was that the waitresses were
sometimes leaving the floor without permission from their

supervisor.

lhl
Leader Questions

 

1. Why were Miss Schnook's guests not getting the proper
attention?

2. Whom should a waitress inform if she is leaving the
floor?

3. Was Miss other Waitress at fault?

Discussion

 

The discussion was very spontaneous. The waitresses
seemed to enJoy the humor involved even though the Joke was
”on them.” They knew that they should follow their own
decisions about correct procedures but they felt that they
still needed to be supervised to make sure that these pro-
cedures were followed. Their discussion of the problem of
leaving their stations without permission was productive.

Conclusions and Solutions

 

l. A waitress should always ask her supervisor for
permission to leave the floor. The supervisor must always
know where the waitresses in her area are.

2. The waitress should ask another waitress to watch
her guests but only if the supervisor also is informed that
the waitress is leaving.

3. When the supervisor knows that the waitress is
temporarily off duty, the supervisor takes the responsi-
‘bility for supervising the service of that waitress' guests.

If the waitress leaves without the supervisor's knowledge

1&2
the service to her guests may suffer.

h. The waitress should never leave the floor without
first leaving the guest's check on his table. The checks
may be left in the kitchen if the orders are being filled.

5. No waitress should ask permission to leave the floor
during busy hours except in case of emergency.

6. A waitress who is asked by another waitress to take
care of her station, should agree only if she knows that the
supervisor's permission has been given. If the waitress
does agree to watch another waitress' guests then she, as
well as the supervisor, is responsible for the service to
thosehguests.

Suggestions

 

1. (Immediate)
The supervisors should not allow any waitress to

leave the floor, except in case of emergency, between 11:30

and 1:00, and during the busy hours in the evening.

 

 

Meeting 13
Dialogue 25
D. Cooperation with Supervisor X - Fairly Spontaneous
1. Following instructions
a - Adequate
#-1
0 - Medium

Dialogge
A (Two O'clock in the afternoon.)

1&3

Miss Hurry: ”You can check me out, now, Miss Hostess,
station seven.”

Miss Hestess: ”Are all of your guests gone?”

Miss Hurry: "Yea." h

Miss Hostess: i'0.K._ That's two o'clock."
(At evening menu meeting.)

Miss Door

Hostess: "Miss Head Hostess, would you send someone out
“to set up station seven? It seems to me the
whole side needs attention: Things should be
ready for the guests ---.'

A

Explanation

 

Some of the waitresses were signing out at the check-out
book after lunch.without setting up their tables completely
for dinner service. This dialogue was used to insure that
the waitresses knew the proper procedures.

Leader Questions

 

1. Who is responsible for setting up tables for dinner
Service?

2. What procedure should be followed in setting up
dinner tables?,

3. what procedure should be followed when a section is
closed after dinner?

1;. When should the tables be set up for dinner?

Discussion-

 

The discussion was fairly spontaneous. The waitresses
‘were familiar with the procedures and were only moderately

interested in discussing them.

 

lhh
Conclusions and Solutions

1. The waitress is responsible for setting up her own
tables after her luncheon guests leave.

2. All of the sugar bowls should be filled, salt and
pepper shakers should be filled, the tables and chairs should
be free of crumbs and checked for any spilled foods, and the
ash trays should be wiped completely clean.

3. The tables should be wiped completely clean with a
damp side towel and then should be set up completely for
dinner service. i

u. If guests are holding an afternoon meeting, the
waitress should clear the tables completely. She should
return before dinner menu meeting to set her tables up
for dinner service.

5. The waitress should tell her area supervisor that
she is leaving so that the supervisor can make sure that the
tables are set up and in order. At this time the waitress
may check out. ,

6. When a waitress is clearing her tables after the
dinner hour, she should remove all place settings, refill
her sugar bowls and salt and pepper shakers and put them on
a tray in her area.

Suggestions

1. (Immediate)
The supervisor should ask the waitress who folds

:napkins during the afternoon to set up the tables for the

 

1&5

[dinner hour which are used when the ladies' bridge clubs meet.

 

Meeting 1h
Dialogue 26
A. Attitude X - Spontaneous
3. Attentiveness to guests
C. Efficiency - Adequate
h. Accurate service of correct items. #
- 1
0 - High

 

Dialogge

(The guests order their desserts with their original order.
The waitress returns when the guests are finished with
main course.)

Miss waitress: "Now, what would you like for dessert?”

Mr. Guest: 50h, we have already ordered dessert."

Miss Waitress: "Could you remind me what you ordered,
-please?”

Mrs. Guest: "Well, what did you do with the order you

“wrote down in the first place?
Explanation |

 

The situation for this dialogue had happened exactly
in this way. It was used to show the waitresses how im-
portant it is to listen to what the guest says. Guests do
not usually order their dessert before the meal. Some of
the waitresses Just didn't bother to write it down if the
guest did order dessert, thinking that they could ask him to
repeat his order later.

Leader Questions

 

1. Why was Mrs. Guest angry?

1&6

2. Why is it important for the waitress to listen when
a guest is ordering?

3. Is it necessary for a guest to have to remind the
waitress what he has ordered?

Discussion 6

The discussion was spontaneous. The waitresses felt
that Mrs. Guest was a little unreasonable for being so upset
but this made them aware that some guests feel slighted when
a waitress is not completely attentive to them.

Conclusions and Solutions

1. Guests are very sensitive about having a waitress'
full attention when they are being served. They expect the
waitress to listen when they are ordering.

2. The waitress should write down everything that the
guest orders and not expect to be reminded by him later.

3. The waitress should remember if one guest in a group
has ordered dessert and mention that she has his order when
she offers menus for dessert to the other guests.

h. No guest should be rushed and the guest should not
be offered a menu for dessert until he has finished his meal.

5. The waitress should remove all dishes before bringing
dessert to the guest. If the guest is not having dessert but
‘wishes to remain at the table, the waitress should remove

all the dishes and offer hdm.more coffee.

1&7
Suggestions

1. (Immediate)
The supervisors should ask the waitress if she has

taken dessert orders for her guests before offering menus to
the guests for dessert. Occasionally the guests had already
told the waitress what they wanted for dessert or that they

didn't care for any and then they were asked again by the

 

 

supervisor. .'
n
l
p!
Meeting 1h
Dialogue 27
A. Attitude ' X - Spontaneous
h. COOperation with other waitresses
C. Efficiency * - Excellent
1. Speed of service
#~2
0 - High

Dialogge
(At Menu meeting. The schedule has Just been read.)

Miss Seniority: ”Can't I work station 19? I've been
_here longer than Miss Newer Waitress.”

Miss Head Hostess: "Well, all right, we'll let you try it
today.“

(Later, during busy hour.)

TMiss Floor Hostess: ”Miss Blue, will you set up that deuce on
station 19, and Miss Brown, will you give
water to the guests on Miss Seniority' s
four-top?"

raise Head Hostess: ”Miss Orange, can you dessert those
.guests on station 19?”

raiss Floor Hostess: ”Miss Blue, will you take the orders on
that deuce you Just set up, please?”

1&8

Miss Seniority: "Well, I could have getten to them in a
few minutes."

Explanation

 

Some of the stations are larger than others. The.head
hostess assigns stations to the waitresses on the basis of
seniority but also takes into consideration the ability of
the waitress. This dialogue was used to show the waitresses
what the results were and how many people were inconvenienced,

when a waitress wanted a station which she was not capable

 

of handling.
Leader Questions

1. Should Miss Seniority have worked Station 19?

2. Who was affected by‘Miss Seniority's lack of speed?

3. Should a waitress always be assigned to a station
on the basis of seniority?

h.‘When should a waitress ask for a larger station?
Discussion

The discussion was very spontaneous. Most of the
waitresses did.not want stations that were too large for
their abilities. There was considerable interest in the
discussion about giving help to each other.
Conclusions and Solutions

1. A waitress should not ask for a station that she
cannot handle adequately.

2. A waitress should try to improve her speed and organ-

ize her work. In this way she can prove that she will be

1&9
able to serve the guests on a larger station in the proper
manner.

3. Guests, supervisors and other waitresses were incon-
venienced because of Miss Seniority.

h. A waitress should talk with the head hostess sometime
when both of them are off duty to discuss whether the
waitress should be allowed to take a larger station. No
waitress should ask for her station assignment to be changed
after the daily waitress schedule has been completed.

5. Every waitress needs help sometimes, no matter how
efficient she is and each waitress should be willing to give
and receive help whenever necessary.

Suggestions

 

1. (Immediate)
There were a few waitresses who had acted resentful

about being helped because they were afraid that the super-
visors would think that they were unable to handle a
particular station. The trainer should explain to all new
waitresses that the waitresses were expected to help one
another and that this was no reflection on anyone's ability.

2. (Immediate)
The supervisors should tell the waitress if her

tables have been set up by another waitress so that there
will be no duplication of effort.

 

 

150

Meeting 15

Dialogue 28

A. Attitude X - Fairly Spontaneous
a - Excellent
X - O
O - Medium

Dialogue

(Quoting from a speech given by Raymond Matson, Past
President, National Restaurant Association, at the
1960 Indiana Restaurant Convention)

"As you think, you travel: and as you love, you
attract. Yen are today where your thoughts have brought
you; you will be tomorrow where your thoughts take you.
You cannot escape the results of your thoughts, but you
can endure and learn, can accept and be glad. Ybu will
realize the vision of your heart, be it base or beauti-
ful, or a mixture of both, for you will always gravitate
towards that which you, secretly, most love. Into
youthands will be placed the exact results of your
thoughts; you will receive that which you earn; no more,
no less. Whatever your present environment may be, you
will fall, remain or rise, with your thoughts, your
vision, your ideal. You will become as small as your
controlling desire; as great as your dominant
aspiration."

Explanation

 

This is not an actual dialogue but was used because it
contained many inspirational thoughts. It was an experiment
to see if the waitresses were learning to interpret words
meanin gful ly .

Discussion

 

The discussion was fairly spontaneous but the waitresses
only discussed the questions that the leader asked. The
leader questions and the conclusions and solutions given by

‘the waitresses in their exact words are presented here.

 

151

Leader Questions and Conclusions and Solutions

 

1. What is the underlying thought? What does it mean?”
"To build a better environment for you and others."

”Control your thoughts and have a nice attitude
toward others."

”Your thoughts reflect in yourself. Your attitude
spells success or failure."

”Think right. Work right."

"life is what you want to make it. You should
think of work when you are at work and home when
you're at home."

2. How can you use the meaning of these thoughts in
your everyday life?

"Love'thy neighbor and you will receive the same.”

"Do unto others as you want them to do unto you.”

"Have a cheerful outlook on life and be nice.”

”Accomplish. You can accomplish what you think
you can."

"Your outlook on life is your attitude on life.
You can if you think you can."

3. How can you use the meaning of these thoughts in
your work as a waitress?
'By being courteous and polite.''
iBe nice to your guests and give them good service."

“EnJoy helping others and your enjoyment will be
returned."

"If you like your work you will attract people and
they will like you."

”YOu get out of your Job Just what you put into it.
. Look at the brighter side of your Job and your tips
will get bigger and you will look at the brighter side."

 

152

Suggestions

 

None.
Meeting 15
Dialogue 29
A. Attitude ‘ X - Spontaneous
. Atte ti e e t ts
3 n v n as o gues * - Adequate
# - 2
0 - Medium

Dialogge

waitress: " -- and would you care for our butterscotch
rolls? We bake them right here!”

Miss Guest: "No thank you. I'm on a diet."
Mrs. Guest: "No bread for me either.”

(Waitress returns with main course and brings rolls with
'two pats of butter for both guests.)

Waitress: ”Oh, that's right -- you didn't want bread,
did you?” a

Miss Guest: I'Oh well, you may as well leave them. I might
Just taste one -- they look so good.“

(Guests eat all the breadand butter. They talk as they
are leaving.)

Miss Guest: "Darn that waitress: I didn't want all that
bread, and I was doing so well on my diet, too.”

Mrs. Guest: "I know. I wish we had never thought of going
u out to eat in the first place."

Explanation

This dialogue was used because so many people are on
diets of one kind or another. The waitresses should know
what food items to suggest to guests who are on salt-free

(diets, weight reducing diets, diabetic diets, and ulcer diets.

 

153

Leader Questions

 

1. Are diets important to people who are overweight?

2. Should a waitress encourage a guest who is on a
reducing diet to eat something rich and fattening?

3. What food items should be suggested to people who
are on different kinds of restricted diets? E?

Discussion

 

The discussion was very spontaneous. Diets are a very

 

popular subject with.many of the waitresses as they are L“
with.nost people these days.

Conclusions and Solutions

 

1. A person should never be encouraged to eat something
which conflicts with his diet. If he does eat something he
shouldn't, he will not blame himself but the person who
”made” him go off his diet. I

2. Waitresses should never bring any food to any guest
‘ that he has not ordered.

3. Guests should be asked what kind of roll they want
because many people do not eat bread.

h. The waitress should suggest lean meat items, jello,
fresh vegetables, cottage cheese and such things as melba
toast, grapefruit, cantaloupe and tomato Juice to a guest who
is on a reducing diet.

5. The waitress should suggest similar foods to a guest
on an ulcer diet except that no raw vegetables can be eaten

‘hy'an ulcer patient and some fattening foods such as puddings

15k
and custards would be good for him.

6. People can have almost any item that is cooked to
order without salt. Some of the ”made items” such as meat
loaves and scalloped vegetables should not be suggested to
people on salt-free diets.

7. Fresh fruits, un-sweetened grapefruit Juice, and
other items which are prepared without sugar shouhi be
suggested to diabetics. .

8. The waitress should give a guest who is on a
restricted diet special attention but in a manner that is
not obvious or embarrassing to the guest.

Suggestions

(Immediate)
The restaurant should keep packets of saccharin

available for guests who request it.

2. (No action). ‘ _
The restaurant should keep dietetic fruits on hand

to serve guests who request them.

3. (In Progress)
One of the luncheons should be planned for dieters

and called something such as ”The calorie-Counter.”

 

Meeting 16
Dialogue 30
.A. Attitude X - Spontaneous
2. Courtesy toward guests
I). Cooperation‘With.Supervisor * ‘ Excellent
11. Following instructions # _ 1

0 - High

 

155
Dialogue

Mr. Guest: ”Miss -- This banana pie is soured. It tastes
terrible."

Waitress: "It looks good to me but I'll check it in the
kitchen.”

(Waitress returns with same piece of pie with one more
bits removed.)

Waitress: "We tested it back there and it isn't soured.
Your taster must be off or something!”

Explanation

 

This dialOgue is an extreme case of what could happen
if a customer should complain about a food item. It was used
to stimulate discussion of how a complaint should be handled.

Leadergguestions

 

1. How would a guest feel if something like this happened?
2. What should the waitress have done about this complaint?
3. HOw should other complaints be handled?
Discussion
The discussion was spontaneous. The waitresses felt
‘that complaints were uncommon but thought that some uniform
procedure to handle complaints should be understood by everyone.
Conclusions and Solutions
1. The waitress should have taken the piece of banana
‘pie to the kitchen manager: and if he had found something
‘wrong with it, the waitress should have apologized to the
guest with a brief explanation and offered him another choice
of’dessert. If nothing had been wrong with the pie, the
waitreis should have said something like this to the guest,

-V L" - 'i,'
V “m"
p

 

156
"I'm sorry you didn't care for the pie, sir. I imagine our
pie may be prepared in a different way from some others.
May I bring you something else for dessert?"

2. If a guest is very dissatisfied with his meal, the
waitress should call the supervisor to talk with him. The
supervisor should decide whether a guest should be charged
for his meal.

3. The waitress should make every effort to please a
dissatisfied guest and any item that the guest does not like
should be replaced with something that he does like.

h. Every item of food about which a guest complains
should be taken to the kitchen manager immediately so that
he can correct any food which does not meet high standards
of quality.

5. No food item about which a guest has complained
should ever be brought back to the guest after it has been
taken away. '

Suggestions

 

1. (Immediate)
Some system should be used to make the cuts of pie

and cake exactly uniform. occasionally, some pieces were

larger than others.

 

Meeting 16
Dialogue 31
‘0 Attitude X - Fairly Spontaneous
7. Quietness A
3. Care regarding breakage * ‘ Excellent
and spilling # _ 2
0 - Medium

 

 

157
Dialogge
CLATTER: (silver falls in the Garden Room.)
SMASH! (a glass shatters on the floor.)
CLATTEH! (more silver is dropped at the counter.)
CRASH! (one less underliner.)

(Miss Adams looks in disbelief and starts to investigate.
Guest catches her eye and laughs.)

Mr. Guest: ”Is that all part of your training program,
Miss Adams, ho ho?”

§§planation

This dialogue was used to remined the waitresses again
that noise in a restaurant is very undesirable. The
waitresses had not been breaking as many dishes since their
other discussions on dropping and spilling but they were still
not as aware of the need for less noise. The conversation in
this dialogue actually happened. Many of the regular guests
had heard about the dialogue technique for training and were
very interested in it.

Leader Questions

 

1. Why do guests notice noise when they are eating?

2. Should more care about being quiet be taken when
.the restaurant is busy?

3. How can waitresses reduce noise in the dining area?

h. Is noise a problem in the kitchen area?

Discussion

 

The discussion was fairly spontaneous. The waitresses

 

158
had discussed dropping and spilling twice before. They
became more interested when they began to think about the
effects that noise has on the guest.

Conclusions and Solutions

 

1. Restaurant guests want to relax and if there is a
considerable amount of noise, relaxation is impossible.

2. Extreme care should be taken about making noise
whether the restaurant is busy or not. The waitresses should
love more quickly when they are busy but should always go
about their work quietly.

3. Care should be used when removing silver from the
pans in the dining area. This eliminates clatter and
reduces the possibility of dropping the silver.

h. Glasses and plates of food should be set on the
guests' table very quietly.

S. The waitress should be very quiet when stacking
dishes on her tables for the bus boy to remove.

6. The waitresses should be as quiet as possible in
the kitchen area. So much noise is unavoidable in the kitchen
that every effort to be quiet should be made in that area.

Suggestions

 

la (Mediate)
- The bus boys should be reminded to bring only silver

‘which.has been sorted to the dining room. They had been
‘bringing knives, forks and spoons all in one pan even though

‘they had been instructed to carry it in separate pans.

 

 

159

2. (Immediate) _ .‘“_
The small coffee pots which are filled from the

coffee urns and set on warmers in the dining room are being
filled too full. This had caused spilling. The bus boys
should be shown the level to fill these pots.

 

Meeting 17
Dialogue 32
A. Attitude X - Fairly Spontaneous
2. Courtesy toward guests '
10. Courtesy to all other employees a -‘Exeellent
D. Cooperation with Supervisor
1. Following instructions # - 0
S. Avoiding interference with hostess
O - High
Dialogue
(Hostess is talking with guests as they leave the Garden
ROOM. )

Miss Hostess: ”Yes, it does look like it may clear up."
Mrs. Guest: ”I hope so. We're going to the -----" I

(Waitress yells to front door from entrance to the
other dining rooms.)

waitress: ”Hey, Miss Hostess, check me out, please!"

Explanation

 

The situation for this dialogue had actually happened.
There were a few waitresses who were acting in this incon-
siderate manner. There were also a few waitresses who talked
in very loud voices without realizing how this sounded to
the guests.

Leader Questions

 

l. was this waitress inconsiderate?

 

160
2. What should the waitress have done?

3. What impression does someone with a loud voice make

on other people?
h. Should a waitress interrupt a guest who is speaking?

Discussion

 

The discussion was fairly spontaneous. The waitresses I?
became quite interested when they talked about how the volume
of a person's voice affects other people.

Conclusions and Solutions

 

1. Many people are very sensitive to loud voices. They
become uncomfortable because the loud voice attracts at-
tention and because the noise actually hurts their ears.

2. A waitress who speaks in a clear, soft voice appears
lady-like. One who speaks in a noisy way appears rough and
uncouth.

3. If a waitress talks loudly, she should be reminded,
by any other waitress who is close by, to speak more quietly.
She then may begin to realize how she sounds to other people.

h..It is impolite for a waitress ever to interrupt a
guest who is talking. Guests should always be treated with
courtesy.

S. This waitress should have waited for the supervisor
and the guest to finish their conversation. Then she should
ihave approached the supervisor and asked quietly to be
checked out in the sign-out book.

161

 

 

 

Suggestions
None
Meeting 17
Dialogue 33
C. Efficiency X - Spontaneous
2. Knowledge of menu items L
- Excellent 3
# - 2 vi
0 - High ,4
Dialogue
Guest: ”This menu is always the same. Looks like they

could have some variety."

Waitress:' "Yeah,I've noticed that. “I don't know why that
' his.“ q

Explanation

 

This dialogue was used to stimulate discussion about
the variety of items on the menu. If a guest should.make
such a remark, the waitresses would be able to explain
that the menu is changed daily for lunch and dinner. They
would also be able to point out the various items on each
particular menu to the guest.

Leader Questions

1. Is there much variety on the menu?

2. Why is variety necessary? .

3. Why are some items repeated regularly?

h.‘what should be done if a guest requests that a new

162
item be put on the menu or that one that has already been
served be repeated?

5. Are there many complaints about variety?

Discussion

 

The discussion was spontaneous. The waitresses felt
that there was considerable variety on the menu from day to
day. They thought that each menu was planned so that any
guest would be able to find many things that he would like.

Conclusions and Solutions

 

1. Variety on the menu is very necessary because so
many of the guests eat at the Hawthorn every day.

2. The menu offers many different foods every day and
it would be unusual if a guest should complain about lack
of variety.

3. Some foods are repeated on the menu daily because
they are so popular that guests would complain if they were
not available.

h. A few foods are served on the same day each week so
that guests will always know when these items will be served.

5. If a guest requests a new food which he would like
the restaurant to serve or requests that a food be repeated,
the waitress should tell the dietician as soon as possible.

Suggestions

 

1. (Immediate)
Cream soups without a meat base should be served

163
every Friday.

3. (Immediate)
More attention should be paid to the customer

comments on the guest checks. Many guests had said that
they had written their request in the space provided on their

checks but felt that these had not received enough consider-

 

tation.
Heating 18
Dialogue 3h
A. Attitude X - Spontaneous
10. Courtesy to all other employees
D. Cooperation with Supervisor e - Excellent
1. Following instructions
O-Medium

Dialogue

(At menu meeting.)

‘Waitress: ”Miss Carr, I won't be here tomorrow noon. I
have to take little Susie Q to the dentist.“‘

 

(Waitress sees her name on schedule for Saturday noon.
There are three large reservations for that time.)

Waitress: “Miss Carr, I can't work tomorrow noon. I've
-already made plans. Besides I worked last
Saturday." _

 

(At menu meeting.)

‘Waitress: 'Hiss Carr, I may not be in tomorrow night.
yMy baby sitter is going out of town. If’my
husband comes home in time I might come in.”

 

194
(Miss Car answers phone at 5:25)

flaitress: ”Miss Carr, I can't be there tonight. I came
out here to Timbuctoo for the afternoon and
I Just found out there won't be a bus to
bring me back 'till 6:00.”

Explanation

 

Miss Carr is the head hostess who schedules the
waitresses for duty and assigns their stations. Some of
the waitresses had been calling at the last minute to say
that they were not coming to work. A few neglected to call
at all. Occasionally, some of the waitresses would fabri-
cate excuses or give reasons for not coming to work which
were not acceptable.

Not all of the waitresses are scheduled for duty on
Saturday noons because there is very little business at
that time. The head hostess schedules only enough waitresses
to take care of the expected business and tries to rotate
the waitresses who are allowed to be off from week to week.
All of the waitresses are expected to work if they are
needed and are not to consider this as a regular time off.
Those waitresses who are not scheduled for duty on a
particular Saturday noon are informed of this on the
evening before that day.

Leader Questions

 

1. For what reasons should a waitress be allowed to

be off duty when she is scheduled to work?

165

2. Are any of the reasons given by these waitresses
acceptable ones for not being on duty?

3. Whom should the waitress tell if she is unable to
work?

h. Why is it important for every waitress to be at
work whenever she is scheduled on duty?

5. Who is responsible for obtaining baby sitters?

6. Which waitresses are expected to work on Saturday
noons?

DiscusSion

 

The discussion was very spontaneous. Most of the
waitresses did not appreciate the inconvenience caused by
those waitresses who fabricated excuses to remain away from
wonk.

Conclusions and Solutions_

1. Every waitress should come to work unless she is
ill or unless she is kept away by some unavoidable
emergency.

2. No appointments should be made during working hours.

3. waitresses with children are responsible for their
own baby sitters. They should always make arrangements for
an extra baby sitter who can be called in case of emergency.

h. The waitress must let the head hostess know that
she will be unable to work.

5. A waitress may be off if she can arrange for one of

166
the other waitresses whose day off it is to work for her.
The substitute watiress must have ability equal to that of
the original waitress and the substitution must be okayed
by the head hostess.

Suggestions

 

1. (Immediate)
The head hostess should make out the Saturday noon

schedule as early as possible on Friday so that the
waitresses might make their plans accordingly.

 

Meeting 19
Dialogue 35
A. Attitude x - Spontaneous
1. Friendliness without familiarity
e - Excellent
# - o
O - High

Dialogge

'Mr. Guest: "Hey honey, I know you're married, but I don't
_mind. Why don't we Just go out and have a
friendly drink when you're through tonight?‘l

Waitress: ”Look, buddy, don't you insult me! Just be?
cause I'm a waitress all you men think ----'

(or)

waitress: ”I don't really think I should, but maybe I can
get my friend Tilly to go --- Just a minute.”

Leader Questions
1. Are either of these answers the correct ones for
a waitress to give?

2. what should a waitress do in this situation?

167

3. would it be all right for an unmarried waitress to
accept this kind of invitation?
Discussion 1

The discussion was very spontaneous. Many of the wait-
resses had solutions to offer for specific situations of
this nature. Host of the waitresses expressed loyalty to
the restaurant and their uniforms. They did not want any
of their co-workers to do anything which would cause people
to feel anything but respect for the Hawthorn waitresses.

Conclusions and Solutions

 

1. Every waitress should respect the restaurant and
the other waitresses. No waitress should ever wear her_
uniform.anywhere that might cause the Hawthorn waitresses
to have a bad reputation. The Hawthorn uniform is very
well known and the waitresses will be recognized anywhere
they go.

2. No waitress should make a date wflflione of the
guests while she is on duty. Only in very rate instances
would it ever be proper for her to make a date with a guest,
at any thme.

3. The waitress should act as though she thinks the
guest is teasing her and.merely smile and go on about her
business. He may very well just be teasing and the
waitress will make herself look foolish if she acts as
though she thinks he is serious.

168
h. No waitress should 3133 sit with a guest, in uniform
or in street clothes. (The waitresses may come to the
restaurant, in her street clothes, to eat on her day off.)
5. Waitresses' husbands or boy friends should not
”hang around” the restaurant and should only come in if
they intend to eat a meal and leave. The restaurant is a
place of business. The waitresses' husbands or friends
should no more expect to sit for long periods of time here
than the waitresses would expect to sit and wait where their

husbands or friends work.

 

fleeting 19
Dialogue 36
A. Attitude . X - Spontaneous
1. Friendliness without familiarity
e 6 Excellent
# - 1
O - High

Dialogue

(Guests are leaving restaurant and stop at.front door.)

Mrs. Guest: ”Miss Hostess, please don't ever seat us at
that girl's table again!”

Miss Hostess: ”Oh, I'm sorry. Did she do something wrong?"
Hrs. Guest: Twell, she didn't do anything exactly. ‘It "
was Just that she‘looked so mean, we almost
felt that she might poison our food."
Leader questions

1. Why is a person's facial expression important?

169
2. Why is it particularly important for a waitress to
have a pleasant expression?
3. How do people react when they see a person with a
genuine smile?

Discussion

 

The discussion was very spontaneous. Many of the
waitresses said that people had asked them if there were
something wrong when they actually felt fine and happy.
They realised that this must be due to facial expression.
They decided that it would be'fun to try to have pleasant
expressions on their faces at all times and to remind one
another to smile.

Conclusions and Solutions

1. A smile is very contagious. When a waitress smiles
in a genuine way, her guests will usually smile in return.

2. Host guests will feel that they are getting better
service merely because their waitress is cheerful.

3. A.waitress should remember to have a pleasant
expression even if she is concentrating on her work. A
person with a blank expression looks no better than someone
who looks worried and unhappy.

h. Each waitress should practice smiling as much as
possible. It will help her if she tries to think of the
pleasant things about her Job rather than feeling sorry for

herself because she must work.

170
Suggestions

1. (Immediate)
All hostesses and waitresses should try to smile

in a genuine way at all times. The hostesses and waitresses
should remind one another to smile anytime one of them sees

another with an unpleasant expression on her face.

 

Meeting 20
Dialogue 3?

Fairly Spontaneous

A. Attitude x
5. Interest in giving good service
a - Excellent
#-0
0 - High
Dialogge
. (Waitress approaches the table.)

Miss waitress: 'Good evening. ‘Hay I take your order,
-please?‘

Guest: "1'11 take the roast beef, etc. ---.‘
Miss Waitress: 'Thank you.‘ I
Explanation ' M _

This dialogue was used to stress the importance of the
tone of voice which a waitress should use. Some waitresses
bed a habit of talking in a defeated manner without
realizing how they sounded.

Lgader Questions
1. Is this waitress speaking courteously?

171
2. Is there anything wrong with the way she is taking
this guest's order?
3. How might she sound?
h. 18 her tone of voice important?
5. How does a guest react to a waitress who sounds
tired or discouraged?

Discussion

 

The discussion was fairly spontaneous. At first, the
waitresses were looking for a mistake in what the waitress
hma said. They did not think of the possibilities of the
dialogue until the discussion leader read the waitress'
part of the dialogue in a very tired voice.

Conclusions and Solutions

 

l. A waitress should always greet her guests and she
should train herself to do this with a cheerful tone of
voice.

2. Enthusiasm is catching and guests are likely to
Irespond warmly to a waitress who shows enthusiasm in her
voice and actions.

3. A waitress should act and speak as though she is
enjoying her job and eventually this enjoyment will become
real.

h.‘words said in a cheerful way have an entirely
different meaning from the same words said in a tired,

grouchy manner.

172
5. Whenever a waitress talks to a guest, she should
speak with enthusiasm so that the guests will know that she

is genuinely concerned about giving them good service.

 

 

Suggestiong_
None
Meeting 20
Dialogue 38
B. Neatness X - Spontaneous
1. Neatness of table settings
3. Compliance with sanitation policies e - Adequate
# - 2
O - Medium

Qialogue

 

hr. Guest: "Miss. This knife has spots on it.”

Waitress: i'Just a minute, sir. I'll polish it on my
towel here.” _

Explanation
This dialogue was used so that the waitresses would

realize for what purposes their damp side towels should
and should not be used. A waitress actually had been
noticed wiping water spots from a piece of silver, but not
in the guest's view.
Leader ggestions

_1. what should a waitress do if she finds any silver

which has traces of food on it?

173

2. Why should the waitress not polish the silver with
her side towel?

3. For what purposes do waitresses carry damp side
towels?

h. when should a waitress have her side towel with
her?

'Discussion_

The discussion was spontaneous. The waitresses were
well aware that the purpose of their side towels was for
cleaning tables and chairs only. Some of them had not
always taken the trouble to follow the correct procedures
regarding stained silver.

7 Conclusions and Solutions

1. Each waitress should carry a clean, damp side towel
ever her left arm at all times when she is on duty.

2. These side towels are used to protect the waitress'
arm from hot dinner plates and for cleaning tables and
chairs.

3. After the bus boy has cleared a table, the waitress
should make sure that her tables and chairs are cleaned
with a damp side towel so that the guests will not find
spots of food which.have been spilled by previous guests.

h. Side towels are not clean enough to use for
polishing silver or touching anything that may come in
contact with what the guest eats.

17b.
5. Any silver that has traces of food on it should

be given to the bus boys to be returned to the dish room.

6. The waitress should always be careful to set up
her tables only with silver that looks, and is, completely
clean.

Suggestions

 

1. (Immediate)
The dish room workers should be more careful about

filling the pans of silver. Occasionally, when the silver
had been through the dish.machine, some pieces still had
traces of food on them. The dish room workers had not been
taking the proper care in sorting those to be put back
through the dish machine.

2. (Inmediate)
The pro-soaking method should be checked. This

system was not working as well as it should on the days
that butterscotch rolls were served. These rolls made the
silver more sticky than usual and the knives, in particular,

needed.more attention.

 

Meeting 21
Dialogue 39
C. Efficiency x - Spontaneous
2. Knowledge of menu items
3. Knowledge of food descriptions e - Excellent
# - 3
O - High

17S
Dialogue

(Waitress approaches group of men.)
waitress: ”Good evening. May I take your order, now?"
Guest: ”Yes, what's your biggest steak?'t
‘Waitress: hThat U. S. Sirloin is our largest, sir."

Guest: IThat's only 12 ounces. Can't I get a larger
one than that?”

‘Waitress: "Well, you could order two of those, sir. We
-don't have anything bigger.”

Guest: ”No, that would be too much._ I guess I'll just
have to fill up on'36113.'

Explanation

 

This dialogue was used because some of the waitresses
did not remember that certain items are available which are
not listed on the menu. There is not enough space on each
menu to list items that are rarely ordered, but the waitresses
needed to be aware that guests could receive special items
if they requested them.
Leader Questions

1. Is the 12 ounce Sirloin Steak the largest one that
is available?

2. How should the waitress order a larger one in the
kitchen? I

3. what are some of the items that a guest may have
which are not on the menu?

Discussion

 

The discussion was very spontaneous. Many of the

176
waitresses had overlooked the list which is posted in the
kitchen. This list gives the charges for unusual items
which are available.

Conclusions and Solutions

1. The guest may have a 16 ounce sirloin steak and a
10 ounce tenderloin steak. The waitress should inform the
kitchen manager of the special request and then follow her
usual procedure for filling steak orders.

2. Any guest who asks for a large steak should be told
about these extra-cut portions which are available.

3. The waitress should.make every effort to find out
if an item which a guest requests is available.

h. There are many food items that are available which
are not listed on the menu. A few of these are the half
salad bowl, large pineapple and cottage cheese salad and
shrimp salad.‘ Most meat items can be made into sandwiches
or ordered ala carte, if the guest prefers.

5. Some items can be prepared in a different manner
from the way they are listed on the menu. Any fish item
can be broiled instead of fried. Potatoes can be fried
without salt. The method of preparation for many other
food items can be altered to suit the guest.

6. All waitresses should refer to the list of unusual
items in the kitchen to find out what the charge should be.

The waitress should not ask another waitress about these

177
charges and should avoid asking the kitchen manager unless
absolutely necessary.

Suggestions

ls (ImediatO)
The kitchen list of unusual items and charges

should include every special item that is available.

2. (In Pregress)
Some system should be worked out to insure that

the steaks are cooked exactly according to the request of
the guests. Some steaks were too well done and some were
too rare, at times.

3. (In Progress)
In the list of food descriptions there should be

an explanation of the exact doneness of rare, medium and
well done. The broiler cook should be informed of these
explanations and should follow them when broiling all meat
items. In this way the waitress will always be able to
tell the guest how his steak will be cooked.

 

Meeting 21
Dialogue no
A. Attitude X - Spontaneous
2. Courtesy toward guests
0. Efficiency . s - Excellent
5. Avoiding unnecessary talking #
- 0
O - High

‘Ddalogue

(Guest calls waitress over to table.)

178

Mrs. Guest: ”Hey, look at-that gal coming in. Did you ever
see such a tight dress?"

Waitress: "Yeah. I've heard she's a bubble dancer. And
look at that guy with her! What a pair!"

EIplanation

 

This dialogue was used to discourage the waitresses
from.making disparaging remarks about one another and about
guests. There were a few guests who would occasionally try
to involve a waitress in such conversations.
Lgader_gpestions

l. Hbat should a waitress do if a guest comments to
her about another guest in this manner?

2. what will a guest think if he hears a waitress make
an unflattering remark about another guest?

3. Should a waitress scold one guest for making fun
of another guest?

Discussion

The discussion was very spontaneous. The waitresses
realised that though it was sometimes difficult to keep
from laughing at certain guests' actions, there were tmmes
‘when guests probably wished to laugh at one of the waitresses
also.

Conclusions and Solutions

 

l. l.waitressshould never make a remark to anyone
about a guest. Even if the remark is flattering, a guest
‘whe might over-hear this may wonder what will be said about

179

him when he leaves.

2. A.waitress should not Join in when a guest makes
an unflattering remark about another guest. The waitress
should go on about her business and act as though she does
not hear such comments but she should definitely not scold
the guest for making the remark.

3. waitresses should avoid making remarks about one
another and should try to say nothing if they can't think
of something pleasant to say about one another.

h. No one likes to have anyone else laugh at hum
unless he is being intentionally funny. If a guest makes a
funny remark to a waitress which is neither off-color nor at
any one else's eXpense, it is certainly proper for the

waitress to smile and show that she has a sense of humor.

 

Suggestions

None

180

Summary of the dialogue discussion analzgi§.-- The
results of each dialogue discussion were compiled to show
the total value of the dialogue technique for a discussion
situation. (See Table l.) A summary of the data gathered
through the analysis of these results shows:

1. The spontaneity of the dialogue discussions.

2. The value of the conclusions and solutions at which

the waitresses arrived through the discussions.

3. The number of practical suggestions upon which the

waitresses decided through the discussions.

h. The amount of follow-through by the waitresses on

their own decisions.

The solutions and conclusions and the suggestions were
those upon which the total group decided. The spontaneity
and follow-through show the average amount which could be
attributed to the whole group and not Just that of indi-
vidual‘waitresses.

Spontaneity of the discussion.-— The discussion by the
waitresses was spontaneous on twentybseven of the forty
dialogues and fairly spontaneous on twelve of the dialogues.
The discussion of only one of the dialogues was not
spontaneous.

zglue of the conclusions and solutions.-- The value of
the conclusions and solutions at which the waitresses arrived

‘was excellent for twenty-nine of the dialogues and adequate

 

 

Table 1, summary of the Dialogue Discussion Results

 

filalogue
Number

'K-l V"

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2
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15.
16.

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21.
22.

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2h.

25.

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27.

28.

29.

30.
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32.

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35.

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37.

389

39.

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182
for eleven. None of the dialogue discussions produced
inadequate conclusions and solutions.

Number of suggestions.-- Duing the discussions the

 

waitresses decided upon forty practical suggestions for
management's immediate action. Ten suggestions were made
upon which action is in progress. Three suggestions were
made which.management felt were impractical at that time
and upon which no action was taken.

Amount of follow-through.-- The amount of follow-through
by the waitresses on their own decisions was high for twenty-
three of the dialogue discussions and medium.for seventeen.

None of the dialogues produced a low amount of follow-through.

183

2. waitress Rating
Sheet Results

Analysis of the rating sheet scores.-- The second method
used to evaluate the Hawthorn Restaurant waitress development
program is an analysis of the rating sheet scores. The
rating sheet scores were compiled to show the amount of
improvement in actual Job performance that the waitresses
made as a result of the dialogue discussions. The possible
scores were: Total 100, Attitude ho, Neatness 20, Efficiency
20, Cooperation With Supervisor 20.

The waitresses were not informed that they were being
rated until after the program was terminated. The discussion
leader was the only person who had access to the results of
the scoring. The results of the scoring were kept completely
confidential after the program was terminated. There was a
total of hi waitresses who completed some part of the
program.

waitresses who completed whole program.-- There were
27 waitresses employed when the program was begun. of these,
fifteen waitresses completed the whole program and thus,
‘were rated on all three ratings which.were made. They were
assigned numbers, in order, according to their total scores
on the first rating. Number 1 bed the lowest score and '
number 15 had the highest score. Their total scores and main
heading scores are shown for all three ratings in Table 2,

as well as the amount of improvement.

18h

Table 2. Comparison of Total Scores and.Hain Heading Scores
for the Waitresses‘Who Completed Whole Program

under the main heading column: T. Total Score

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A. = Attitude
B. = Neatness
C. = Efficiency
D. = COOperation With Supervisor
Assigned main first §§cond Third o a
Waitress Head- Rating, gatin Rating gain
Number ing Score Score Gain Score a n
1. T. hli. ED -1 AS 5* h
A. In 16 14 o
B. 10 11 12 2
c . 8 7 11 3
32; 9 6 8 .1
z. 'r. W 56 a 56 o a
A. 20 23 21 1
B. 10 11 15 5
C. 7 10 10 ' 3
pgp._ 11 12 12 l
. 50 ‘ 57 7 68:’ ll 13
3- A. 20 23 26 6
B. 10 ll 15 5
C. 12 ll 15 3
in. l2_> 13. 15 3
h. T. 51 53 ‘7 75 12 i9
A. 17 21 27 10
B. 12 13 15 3
C. 9 10 13 3
D. 13 1h 15
5 T‘. “"5? 51 T 61.. 13 II
‘ A. 22 22 25 3
B. 11 10 13 2
C. 13 18 12 h
D. 0 g? g
6- T. 5“ 57’ 3“ 5
‘ A. 22 23 23 1
B. 12 13 13 l
C. 8 9 10 2
in. 12 12 #11 (:1
7 f 55 5a -1 12 r T
' A. 21 - 23 26 5
s. 12 10 12 ‘ c
C. ‘ 10 J 11 13 3
De. . 12 ' 9 ‘ i 12 o

(Concluded on Next Page)

 

185
Table 2.(Concluded)

 

 

 

 

 

 

 

 

 

 

 

 

Aésignedf Main First Second hird ’ TotaI
Waitress Head- Rating» Rating 12 Rating . Gain
Number ing Score Score Gain Score Ga

3. T. 57 60 3 67 7 10
A. 25 25 27 2

B. 12 12 1h. 2

c. 9 lg 13 u

D. 13 l

9. T. 55 75 10 %% E In
A. 29 30 31 2

B. 13 15 15 2

C. 11 15 16 5

D. 12 15 16 g.

10 1'. 65 69 u 711 '5 5
' A. 27 28 29 2
B. 13 1h 15 2

C. In 1h 16 2

g. 12 11L 15 3

11. T. 65' 70 5 79 ‘2 In
A. 26 29 3; 7

B. 11 1 l

c. u. 2 is i

D. 1h 14_ 16 2

12. T. 66 369 3 7O 1 *E
B. 11 1h 17 6

C. 12 13 1h 2

D. 13 13 13 0

13. T. 56 ‘72# ‘62 :78; 6 12
A. 28 28 32 h

B. 12 l 1

.. .2 .3 1. a

D. 14 15 15 l

‘ A. 27 28 30 3
s. 13 1h 15 2

C. 13 13 15 2

D. 15 15 15 O

15 B‘Ti 72 76— *h ‘82 6 10
' A. 30 31 3% h
B. In 15 1 2

C. 1h 15 16 2

D. 15 16 16 1

 

 

 

 

 

 

 

 

(Some total scores do not equal the total of the main heading
scores and some of the total score gains do not equal the
total of the main.heading gains because all scores and gains
‘which.were in fractions were changed to the nearest number.)

186

Average scores for the fifteen waitresses.-- The aver-

age total score of these waitresses was

58 on the first

rating, 62 on the second rating, and 68 on the third rating.

The average improvement in total scores

second rating was h points and from the

rating was 6 points, making the average

10 points(or approximately 17 per cent).

from the first to the
second to the third

total improvement

on the first rating the two highest total scores were

68 find 72s

0n the second rating. 7 of the 15 waitresses

had total scores which equaled or bettered the best two

performances achieved on the first rating.

on the third

rating. 9 or over one half of the 15 waitresses equaled or

bettered the best two performances achieved on the first

rating. Each waitress bettered her over-all performances by

at least 3 points (5.5 per cent).
improvement was 19 points (37.3 per cent).

The largest amount of

Main heading scores.-- The average main heading scores

 

and average improvement are shown in Table 3.

the 15 waitresses on all three ratings.

Table 3 e

These are for

Average Main Heading Scores and Average Improvement

for the Fifteen Waitresses who Completed Total Program.

 

 

First 1 Second Third Average
___Hain Headings Rating Ratin Rating, Improvement
.Attitude 23 1/3 25 1/3 27 3 2/3
Neatness 11 1/2 12 1/3 1h 1/3 2 5/6
Efficiency 10 1/2 11 13 2/3 3 1/6
Cooperation with 12 1/2 12 1.1/5 13 14/5 1 3/10

Supervisor

 

 

 

 

 

187

The average improvement under each.main heading in
percentages was: Attitude, 15.7; Neatness, 2h.6;
Efficiency, 30.2; and Cooperation with Supervisor, lO.h.
‘Each.waitress except one equaled or bettered her per-
formance in Attitude. ‘lach waitress equaled or bettered
her performance in Neatness. Every waitress bettered her
performance in Efficiency. All of the waitresses except
two equaled or bettered their performances in Cooperation
with Supervisor.

Waitresses who completed two ratings.-- Twelve of the
twenty-seven waitresses who began the program left soon
after the second rating. These waitresses were assigned
numbers according to their total scores on the first rating.
Number 16 had the lowest score and number 27 had the highest
score. Their total scores and main heading scores are shown
for their two ratings in Table h.

Table 11. Comparison of Total Scores and Main Heading Scores

or the Twelve waitresses who Completed Only the
First Two Ratings

 

 

 

 

 

 

 

 

Assigned Main First Second Total
Waitress Head- Rating Rating Gain
lumber iu_ Score _gc ore
16. r. 50 . 55 5
A. 16 19 3
B. 11 ~12 l
c. ‘ lo 11 1
D. it .14 - 0

(Continued on next_page)

188
Table h. (Continued)

 

 

 

 

 

 

 

 

 

Assigned Main First L Second 1 Total
Waitress Head— Rating Rating Gain
Number ing_ Score Score
17. . 1'. Si; 52 -2
A. 20 19 -1
3. 1h. 13 -1
C. 9 9 0
D. 11 ll 0
18. T. 57 62 5
A. 23 27 h
B. 12 13 1
D. 12 13 l
19. T. 60 6% h
A. 26 2 2
a. 1 1h 15 1
C. 10 10 0
D. 10 10 O
20. T. 61 69 8
A. an 28 h
B. 12 1h 2
C. 11 12 l
D. 13 1h 1
21. T. 62 62 0
A. 26 27 l
B. 13 12 -l
C. . ll 11 0
Be 13 - ‘ 12 -1
22. T. 63 1
.. 25 3% 1
B. 13 13 0
C. 12 12 O
D. - 13 13 O
A. 25 25 0
s. 111 15 1
C. it 12 1
be A; -1
2“. To 6% 59 -5
As 2 27 -1
B. 11 ll 0
C. 12 12 0
__ De ; 10 -2

 

 

 

 

 

(Concluded on next page)

189
Table h. (Concluded)

 

 

 

 

Assigned] ‘Main First Second Total
Waitress Head- Rating Rating Gain
lumber ing Score Score
25. T. 68 u
.. 3% 28 2
B. 13 13 O
C. 12 13 1
D. 13 1h 1
Te 70 69 -1
26‘ A. - 28 28 o
B. 1% 1h 0
c. 1 13 -3
D. 12 13 1
Te 71 69 -2
27' A. 31 27 .1
B. - 1h 15 1
D. 14 15 1

 

 

 

 

 

(Some total scores do not equal the total of the main heading
scores and some of the total score gains do not equal the

total of the main heading gains because all scores and gains
which.were in fractions were changed to the nearest number.)

 

190

Scores for waitresses who completed two ratings.-- The
average total scores of these waitresses on the first rating
was 61% and on the second rating was 63. This showed an
average improvement of only 1% points. or these twelve-
waitresses, five left for legitimate reasons such as
pregnancy, moving_from the city and illness. (Numbers 18,
19, 20, 23, and 27 on Table h.) The average total score of
these waitresses was 62 2/5 on the first rating and 65 h/S
on the second rating. Their average improvement from the
first to the second rating was 3 2/5 points. This was an
unusually high turnover rate for the Hawthorn Restaurant but
was an uncontrollable variable in research of this nature.

The other seven waitresses left as a direct or indirect
result of the development training program. (Numbers 16, 17,
21, 22, 2h, 25, and 26 on Table h.) The average total score
of these waitresses was 61 on the first rating and 61 2/7 on
the second rating. Their average improvement from the first
to the second rating was only 2/7 of a point. As was stated
before, no waitress knew that she was being rated nor the
results of the scoring. Some of these waitresses took no
part in the discussions. The others were very belligerent
during the discussions and were frequently in disagreement
'with the rest of the group. They were corrected very often
by the rest of the group for impractical suggestions and
faulty conclusions. They were never corrected by the

disscussion leader.

191

Waitresses hired after second rating.-- Fourteen

 

waitresses were hired soon after the second rating. These
waitresses were assigned numbers, in order, accoring to
their scores on the third rating which.was their only rating.
Number 28 had the lowest score and.number hl had the highest
score. All of these waitresses except numbers 28 and 3h
attended the waitress development meetings for at least two
months before the third rating was made. The total scores
and the main heading scores for these fourteen waitresses

are shown in Table 5.

Table 5. Total Scores and Main Reading Scores for the Fourteen
Waitresses Who Joined the Program_After the Second

 

 

 

 

Rating
Assigned Main Third
Waitress Head- Rating

Number ing_g Score
28. 1'. 117
A. 17

B. 12

C. 18

D. 10

29. T. 61
A. 2h

B. 1h

C. 10

D. 13

30. , T. 6S
A. 29

B. 12

C. 1 12

D; 12

 

 

 

\-

(Continued on Next Pagg)

 

 

 

OOOOOOOOOOOOOOOO

192
Table 5. (Continued)

 

 

 

 

 

 

 

 

 

Assigned Main Third
Waitress Head- Rating
Number ing Score
31. T. 66

A. 26
B. 13
C. 13
1L- 1L
32 . 'r. 68
A. 29
B. 12
c. 13
D. 14
33. T. 69
A. 28
B. 15
c. 13
D. 13
3h. T. 72
A. 30
B. 1h
0. 13
‘D. 15
35 . 1'. 711
A. 29
B. 1h
C.
p. it
36. T. 76
A. 32
B. It
C. 15
D. 17
37. T. 78
A. 32
B. 15
c. 15
‘ D. 16
380 Te 80
A. 33
B 16
c. 15
D. 16

 

 

 

(Concluded on Next Page)

 

193
Table 5. (Concluded)

 

 

 

 

 

Assigned Main Third
waitress Head- Rating
Number ing Score
390 To 7 81

A. 33
B. 16
C. 16
D. 16
no T. 82
A. 3h
B. 15
C. 16
D. 17
Al T. 83
A. 33
B. 17
C. 16
D. 17

 

 

 

Average-scores for newer waitresses.-- The average
total score for this group was 72. Number #1 made the
highest score achieved on any of the ratings. The average
'main heading scores for this group were: Attitude, 29 points;
Neatness, 1h points; Efficiency, 12} points: and Cooperation
'with Supervisor, lh.2/3 points.

Comparison of total scores.-- The total scores on all
' three ratings for the fifteen waitresses who completed the
*whole program.and the total scores for the fourteen newer
'waitresses on their only rating are compared in Figure 3.
This graph shows that all of the fifteen original waitresses

:Dmproved but that the newer waitresses achieved somewhat

l23h567891011121311+15

 

123856789133112133215

"—" First Rating Vertical - Total points scored
‘———’ Second Rating Horizontal - Assigned waitress

Third Rating numbers
New Waitresses (hired after second rating)

Figure 3. Comparison of Total Scores on Rating Sheets

19h

higher scores.

The total scores of the twelve waitresses who began the
program and left after the second rating are shown for both
of their ratings in comparison with the total scores of the
fourteen newer waitresses in Figure h. This shows that the
newer waitresses achieved total scores that were considerably
higher than those of the twelve waitresses who left.

92mpgrison of main heading soores.-- The average main
heading scores for the fifteen waitresses who completed the
three ratings are compared with the average main heading

scores for the fourteen newer waitresses in Table 6.

Table 6. Comparison of Average Main Roading Scores

 

 

 

 

 

 

 

Main Heading First . Second Third f:New
Rgtiggl Rating Ratin ‘Whitresses
A. 23 1/3 25 1/3 27 29
s. 11 1/2 12 1/3 1h 1/3 11
c. 10 1/2 11 13 2/3 ii 1/2
D. 12 1121 12 4/2.. 13 5;; +2/3

 

 

The main head scores of the fifteen waitresses who were
rated on all three ratings and the fourteen newer waitresses
are compared in Figures 5, 6, 7 and 8.

The newer waitresses on their only rating achieved
higher average scores on all main headings than the fifteen
waitresses achieved in their first two ratings. The fifteen
waitresses achieved higher average scores on their third

rating in Neatness and Efficiency than the newer watiresses.

l9ha

161718192021222324252627

 

8 83
83 82
81 81
8o 80
79 79
78 78
77 77
7? 3%
7

7% 7h
73 73
72 x' 72
71 71
70 7o
69 69
68 68
67 67
66 66
65 65
61+ 61+
6 6
6 6
61 61
60 60
59 59
58 58
57 57
22 6
59 9+
53 53
52- 52
5% 3%
#9 L+9
1+8 Lt8
1+7 “7
1+6, 1+6

16171819m2122232l+252627
' ‘ rst

Fi
waitresses Who Left After Second Rating - Ratin
-Waitresses Who Left After Second Rating - gzcon

‘ waitresses Hired After Second Rating - fihird

Figure 8. Comparison of Total Scores of waitresses Who
Began the Program and Left After the Second
Rating and of Waitresses Who Were Hired Soon
After Second Rating

 

19hb
1231+56789101112131’4-15

35 35
31+ 31*
33 33
32' 32
31 31
2(9) ‘ / 3O
29
28 " \/ v, 28
27 a 1 27
26 , " 26
2 a 2
2 / 2
23 ' 23
22 22
21 21
20 / 2O
19 19
18 18
17 17
l6 16
15 1
1h 1
13 l
1 2 3. 1+ 5 6 7 8 9 MD 11 12 13 IE» 15
Possible Score - MO --‘ First Rating

 

Second Rating
Third Rating
-"-- Newer waitresses

Figure 5; Comparison of Scores on Attitude for the Fifteen
waitresses Who Were Rated on All Three Ratings
and the Fourteen Newer waitresses

1 2 3. h- 5 6 7 8' S? 10 11 12! 13 1+ 15

 

 

 

18
17 , 17
16 g_. , 16
1 ‘ ‘.WA" ‘*~‘ 1
1 w , __ /\/ 1
12 \,/’ ~=/“&§_. 12
11 l
10 V ' _ 1o
9 9
8 8
7
'8’ 6
1 ‘3._3 1+ 5 6 7’ 8 9 10 11 12 13 28+ 15
Possible Score -ZD “--’ First Rating
Second Rating
Third Rating

”“~- Newer waitresses

Figure 6. Comparison of'Scores on Neatness for the Fifteen
Waitresses Who Were Rated on All Three Ratings
and the Fourteen Newer waitresses

19hc

IL 2 3 1+ 5 6 S7 8 9 MD 11 JEB 13 JH- l5

 

18 1
17 17
16 . 16
15 15
1“ 11+
13 13
12 12
11 , 11
10 /’ 10
7 7
6 6
11 2 3 1+ 5 6 77 8 9 MD 11 12 13 1h 15
Possible score - 20 -———— First Rating
--~ Second Rating
-——— Third Rating

Newer'waitresses
Figure 7. Comparison of Scores on Efficiency for the Fifteen.

waitresses Who were Rated on All Three.Ratings
and the.Fourteen Newer Waitresses

IL 2 3 1+ 5 6 77 8 9 MD 11 IE! 13 JH- 15

 

l8
17 17
l6; 16
15 15
14 11+
13 13
12. 12
11 11
10 10
7 7
6 6
21 2 3 1+ 5 6 17 8 9 K) 11. 12 13 1H 15
Possible Score --20 -—-—— First Rating

 

Second Rating
Third Rating
Newer waitresses

 

Figure~8. Comparison of Scores on Cooperation with Supervi-
sor‘ for' the Fifteen waitresses Who Were Rated
on All Three Ratings and the FOurteen Newer-
waitresses

195

The newer waitresses achieved higher average scores in
Attitude and COOperation with Supervisor than the fifteen
waitresses on their third rating.

Comments by the waitresses about the program.-- During

 

the course of the waitress development training program, the
waitresses gave many opinions about the dialogue discussion
technique. These comments were not solicited and they were
given outside of the meetings, infonmally. It is felt that
these comments are interesting and should be noted. The
most representative ones are quoted verbatim here:

"I'm so glad to work in a place where they know
that waitresses do care about their jobs and want to
improve Just like other people.ll 1

”I'm proud to be a waitress here. The other day
I was on the bus and someone saw my white shoes and
asked me where I worked. I told her The Hawthorn and
she said that she thought it was by far the best place
to eat in town. That sort of thing and getting to
have this program really give you a lift.”

"1 think this is really fun. we all-need to sit
down together and really think about what we're doing
here once in awhile."

”My husband works at the ----- Plant and I told
. him about our program and that we can bring up anything
and say anything we want to. At their place they have
weekly meetings too, but he said they don't say a word.
They wouldn't dare say anything that would contradict
someone who's over them because they'd be fired on the
spot. That sure shows you the difference.”

A few waitresses were specifically asked about their
opinions of the value of the program. Each of these waitresses
was interviewed privately. They all said that they enjoyed
both the social part of the meetings and the actual

, 196
discussions. They felt that the program brought out problems
that would never have been talked about without the dialogue
type of discussion. They felt that they had learned a great
deal and hoped that the program would be continued.

All of these waitresses made the same suggestion: they
all still wanted and needed supervision. They said that
even though they knew the best ways of doing things, they
still sometimes would take short cuts if no one were checking
to see that correct procedures were being used. They said
that a certain amount of supervision assured them that
management considered their Jobs important enough to see

that they were carried out in the proper manner.

CHAPTER V
DISCUSSION OF RESULTS

1. Interpretation and
Implications of the Results

Methods of evaluation.-- The value of the dialogue

 

technique for discussion, as used in the Hawthorn Restaurant
waitress development training program, can be determined
through the interpretation of the dialogue discussion
results and the comparative waitress rating sheet scores.
It is first of all necessary to see to what degree the
objectives of the program were accomplished. _It is felt
that for this part of the evaluation, only those waitresses
who completed the entire program should be considered. The
implications of the scoring of the other waitresses will be
discussed later in relation to the total effects of the
program.

Involvement with goals of management.-- The first
objective was: To create a feeling of involvement with the
aims and goals of management. This objective involves
stimulating the waitresses to accept the goals of management
as their own. As was mentioned before, it was realized that

thm waitresses would only feel committed to goals which they
~197-

198
understood and.felt they had helped to set for themselves.
In interpreting the conclusions and solutions at which the
waitresses arrived in their discussions, it is obvious that
the waitresses were learning to understand policies and
were setting many goals for themselves which were worthwhile.
The amount of follow-through on their own decisions was
certainly significant as is shown in the high percentage of
improvement which the waitresses made in their over-all job
performance. A great deal was accomplished through the
program toward attaining this objective.

Attitude toward service.-- The second objective
was: To develop an attitude of willingness to give gracious
service. The degree to which this objective was reached is
evidenced by the substantial amount of improvement which is
shown in the rating scores of the waitresses on general
attitude. The decisions that the waitresses reached,
through.their discussion of dialogues which concerned
treatment of guests, showed a growing awareness of how the
attitude of a waitress affects her service to her guests.
The waitresses also showed a genuine interest in knowing
the most courteous ways to say things to the guests, and a
sincere desire to learn the many different ways of pleasing
them.

Constructive and creative thinking.-o The third ob-

jeotive was: To encourage constructive suggestions and

. 199
creative thinking about problems of job performance and
efficiency. The dialogue discussions stimulated a surprisingly
large number of constructive suggestions. There were only
three which management felt were impractical. Some of the
others were so valuable when they were put into action that
the entire Operation of the restaurant was benefited. There
were many excellent decisions made by the waitresses about
ways to solve problems of job performance and efficiency.
The conclusions and solutions which the waitresses reached
showed that they were learning to think creatively about
these problems. No discussion ended in inadequate solutions
to the problems involved. The rating sheet scores show that
every waitress was at least somewhat more efficient after
' having completed the program, and that the greatest amount
of average improvement was shown in this area. Much progress
was being made toward the achievement of this objective.

Improvement in personal gppearanc§.-- The fourth
objective was: To instill a desire for personal improvement
in such things as cleanliness and.neatness, and pride in a
well-groomed appearance. The waitresses made decided
improvement in neatness and appearance according to their
rating sheet scores. The fact that they suggested having a
strict personal appearance inspection shows that a strong
desire for improvement had been instilled. After the

discussion about wearing hairnets, well over half of the

200
waitresses came to work with new hair styles. The change in
the appearance of some of the waitresses during the course
of the program was rather remarkable. They went on reducing
diets, experimented with different make-up, purchased new shoes,
visited dentists to have their teeth repaired and did daily
exercises. When the waitresses made the decision that
appearance was important, most of them.made every effort to
improve.

Policies of sanitation.-- The fifth objective was: To

 

stress the importance of sound sanitation practices in the
handling of food. The improvement in neatness as evidenced
by the rating sheet scores shows that much progress was also
being made toward fulfilling this objective. The waitresses
made many good suggestions which.were helpful in implementing
some of the policies regarding the prOper care of food.
Most of the waitresses had always followed the more rudi-
mentary rules of good sanitation and they were beginning to
learn some of the finer points involved in the handling of
dishes, silver and glassware. hiring the discussion of
related dialogues, they arrived at many excellent con-
clusions and solutions involving the proper care necessary
for the handling of food and utensils.

Advancement toward oblggtives.-- It is apparent that
the dialogue technique for discussion stimulated the

‘waitresses who completed the whole program to make marked

201
improvement in their total job performance. The use of this
technique has helped to accomplish noticeable advancement
toward the realization of the objectives for which the
program was designed.

The dialogue discussion results and the rating sheet
scores indicate that the thinking, feelings.and actions of
these waitresses were changed. They had learned to think
more clearly for themselves both in the discussions and when
performing their jobs. They had learned attitudes which
were more conducive to good customer relationships. They
had learned to perform the duties of their work more
efficiently and.nore effectively.

waitresses who did not complete the program.-- The seven

 

waitresses who left the restaurant as a direct or indirect
result of the program were, though they were not infonmed of
this, showing a significantly smaller amount of improvement
in general than were the waitresses who completed the
program. All of these waitresses evidenced a growing
resentment toward the other waitresses and toward the
decisions which were being made by the group. A few of
these waitresses seemed to delight in arriving at decisions
which were not correct and.naking suggestions which.were
obviously impractical. The other group members expressed
their feelings of irritation somewhat at the distraction

which was caused by these suggestions and decisions.

202

Some of this problem could probably have been avoided
by the discussion leader if it had been realized that a few
of these waitresses might have been making a bid for
attention. It is possible that certain dialogues which were
used brought their own personal difficulties too much into
focus. The discussion leader might have been able to en-
courage the other members of the group to give more consider-
ation to the ideas of these few waitresses to see what merit
they could have. It is possible that these workers would
have found some of the assurance that they needed. It is
doubtful, however, if three of the seven waitresses could
have retained their positions at the restaurant under the
conditions which the total group of waitresses were outlining
for themselves. Their opinions of how a waitress should
conduct herself were so thoroughly removed from reality that
it is unlikely that they could have been successful waitresses
under any circumstances.

The newer waitresses.-- The fourteen newer waitresses,
‘who were hired to replace all of those waitresses who had
left, showed remarkably high rating sheet scores. Slightly
more care may have been taken in hiring these waitresses but
the same system for hiring which had previously been used was
still in effect. It is felt that the excellent performance
achieved by these waitresses was mostly due to the effects

of the dialogue program. Firstcaf all, these waitresses

203
had not had a chance to form bad work habits and improper
attitudes, at least at this restaurant. Secondly, they
came into an atmosphere where high employee morale prevailed.
They joined the discussion meetings immediately after they
were hired and seemed amazed to find that the waitresses
were allowed to express themselves and their creativity in
this manner.

At firstthe newer waitresses seemed slightly hesitant
about asking questions and stating their opinions, but soon
they began taking an active part in the discussions. They
had a great deal to learn and the more experienced waitresses
seemed to enjoy giving the newer waitresses the benefits of
their knowledge. This had the effect of providing ego-
gratifications for both groups. The older waitresses had
the Opportunity to show how much they had learned. The
newer waitresses were flattered that time would be taken by
the more experienced waitresses to explain procedures and
give hints for good service.

The newer waitresses also benefited from the decisions
which had been made in the meetings prior to their hiring.
The trainer naturally incorporated many of these decisions
in the initial three-day training program. Although these
waitresses had not participated in the actual making of
these decisions, they felt such a sense of group-identifi-
cation that they accepted these decisions as their own.

20h

It is interesting to note that the newer waitresses I
maintained their enthusiasm and scored even higher average
ratings in attitude and cooperation than did the other
waitress. This indicates that the dialogue technique for
discussion utilized in this program helped to create an
atmosphere which was conducive to good employee morale and
in which new employees were made to feel welcome.

Reasons for success of technique.-- There are many

 

reasons why the dialogue technique was so successful in
stimulating waitress improvement. The use of this technique
required that the waitresses be allowed to discuss their
problems in a group-centered climate. The waitresses were
given the responsibility of solving their own problems and
they responded in a manner which showed that this responsi-
bility had been well-placed. The decisions that they reached
were ones which they felt they could and should follow.

They felt obliged to try to reach.most of the goals which
they had set for themselves. A waitress who had said during
the meetings that she thought certain goals were worthwhile,
and had encouraged other waitresses to agree with her, know
that she would look somewhat foolish to her co-workers if she
did not try to achieve these goals herself. This realization
was probably responsible, in part, for the high amount of

follow-through by the waitresses on their own decisions.

205

Problems were real to waitresses.-- The use of dialogues
brought pertinent issues to the attentionof the group. The
waitresses recognized many of the situations and the problems
seemed very real to them. They were very interested in
finding solutions to the problems which affected their work.
They enjoyed being able to bring out into the open problems
which they had never before felt free to discuss.

Discussion of each problem.-- The fact that the dialogues
were constantly in view kept the discussion centered in the
issue at hand but did not discourage the waitresses from
discussing related problems.. It was during the discussion
of similar problems to the one suggested by each dialogue
that many of the best suggestions for management's action
were made.

There was usually time during each meeting for dis-
cussion of the original problem implied in each dialogue
but there were usually a few related problems which the
'waitresses still wanted to discuss when the time for the
meeting was consumed. This tended to have a beneficial
effect because the waitresses always looked forward to the
next meeting knowing that they still had many problems yet
to solve.

Action on suggestions creates pride.-- The waitresses
*were very pleased each.time that their suggestions were
implemented. This motivated them to make more and better
suggestions in‘the next meetings. They realized that many

206
of their suggestions were practical and worthwhile. when
management agreed with them and took the trouble to utilize
their ideas, the waitresses' opinions of their own value was
raised. They were very proud when their ideas proved to be
of benefit to the Operation of the entire restaurant.

Motivation and learningenperience.-- The use of the
dialogue technique not only points out problems but stimu-
lates discussion for the means of solving these problems.
The desire to change is brought about by the presentation of
the problem itself and the method for changing is found
through the discussion. The motivation for learning is only
frustrating if a corresponding experience for learning is
not provided. The dialogue technique provides both the
motivation and the learning eXperience.

Opportunity for practice.-- Through the discussion of
the dialogues the waitresses were learning to handle many
different situations. Since they were given the opportunity
to practice methods of solving problems, they were more
capable of solving similar problems which they encountered
in the actual performance of their jobs. It is impossible
to predict every situation with which a waitress might have
to cope. She cannot be told what to say and do under any
and all possible circumstances. The use of the dialogue
discussions taught the waitresses confidence in their own

.abilities to think and use good Judgment. They felt capable

207
of making decisions and facing new problems which might arise
in the execution of their work.

No one was ever picked out and required to speak. A
few of the waitresses felt greatly involved and participated
inwardly, although they_rare1y added to the discussion
verhnlly. more than just to say, "Yes” or, I'I agree." They
seemed to gain from the discussion eventthough their partici-
pation was vicarious. It did appear, however, that those who
took a more active part in the discussion showed more im-
provement in solving problems which confronted them in their
Jobs. This indicates that the practice which.they gained
in learning to express their ideas clearly in the meetings
may have helped them to think more logically in situations
which were similar to those suggested by the dialogues.

Guidance by discussion leader.-- Nothing was ever "rail-
roaded-through" by management in the meetings. The waitresses
needed to understand why policies were in effect before they
felt a need to comply with them. This is not to say that it
was necessary to allow the discussion of any dialogue to be
resolved by an inadequate solution. Through judicious and
persistent questioning the discussion leader was always able
to direct the discussion toward desirable conclusions.

Dissenting opinions.-- If a.member of the group became
slightly belligerent over a certain point, the other
participants let her have her say and then usually corrected

208
her. When she was not corrected by the group, it was always
possible for the discussion leader to ask questions which
I‘made everyone think enough to see the error involved.

It is necessary to have dissenting opinions to maintain
interest in the subject. There was a person in the group
who was prone to argue and when she stated her opinion it was
usually somewhat contrary to that of management. (She was
one of the waitresses who completed the whale program and
who made a considerable amount of improvement!) This was
good for the group because it gave the group a feeling of
'having told management a thing or two." Then, however, the
group usually put this waitress in her place without the
discussion leader having to say a word.

Consideration of the guest.-- Probably the main reason

 

for the success of the program was that the waitresses were
learning always to think in the terms of the guest through
the discussion of the dialogues. They were learning that
what they said and did and how they acted affected the
guests' reaction to them. They learned that the performance
of their jobs was much easier and more interesting if they
concentrated on giving their best service to each guest. The
waitresses had begun to consider that the proper treatment of;
the guests was the most important part of their work.
Breakfast meeting concept.-- The concept of the break-

fast meeting was, in itself, conducive to good will among

209
the waitresses. All of the waitresses enjoyed having their
chance to be served. They liked eating with the supervisors
and.nanagers and being on the same level with everyone in
the restaurant. Their estimation of themselves was raised
and they seemed to feel that as a group they had more
prestige. This was a matter of morale and did not affect
discipline at other times. It was a great aid in helping
to achieve a climate in which two-way communication was
possible. .

'Spontaneous discussions.-- In general, the dialogues
which were the most successful in causing spontaneous dis-
cussion were those which were either humorous or ones which
showed a waitress making some mistake. ‘Hhen the waitress in
the dialogue was shown carrying out a certain phase of her
work using the proper procedures, the group members were not
as quick to see the issue involved. The waitresses were able
to define the issues much.more quickly and to move on to the
solutions of the problem when the dialogue pointed out the
'wrong way of doing something rather than the right way. The
:reason for this is probably that the results of using incor-
:reet procedures were shown in the dialogue and the waitresses
felt challenged to solve the problem.

The one dialogue which sthmulated no spontaneous dis-

cussion concerned the fact that waitresses must appear

cheerful even though they have personal problems. It is

210
thought that the cause of this lack of spontaneity was that
most of the waitresses felt that they had been doing their
best not to act depressed, in light of the hardships under
which some of them lived. When the difficulties that some
of the members of the group had in their personal lives are
considered, it can well be understood what a tremendous
effort they had to make to be agreeable at all. It was not
that the waitresses disagreed with the fact that their jobs
required them to be pleasant; it was just that only they knew
how hard they were trying already to conduct themselves in
this manner. This is not to say that there was no room for
improvement by some of the waitresses. The amount of follow-
through on their decisions regarding this dialogue was high.

Explanation of improvement.--'Many of the dialogues
which were used were selected to help the waitresses improve
in the areas where they were shown to be the most deficient
on their first rating. In the first rating the waitresses
were making lower average scores in efficiency and neatness
than they were in attitude and cooperation. There was a
considerable amount of improvement in all four areas but the
greatest average improvement was achieved.in efficiency and
neatness. Therefore, by the end of the program the average
‘percentage (of the total possible score) which was being

achieved was approximately the same for all areas.

211
2. Use of the
Dialogue Technique

Intentions for future use of the technique.-- It should
be clear by now that the use of the dialogue technique for
discussion in a training program provides employees with the
opportunity to give voice to their opinions and ideas about
selected problems. It also furnishes the desire and methods
which are necessary for meaningful learning experiences.
Since this technique proved to be so valuable for the im-
provement of the Hawthorn Restaurant waitresses, it appears
likely that it would be of benefit to some of the other
restaurant employees. It is the intention of the management
of the Hawthorn Restaurant to continue the use of the dialogue
technique in the waitress development program permanently.
It has also been decided to incorporate the use of dialogues
in the initial three-day training program for new waitresses.
It is felt that it would be interesting to try the techniq1e
for training of the supervisors using dialogues which are
somewhat more complicated.

Use of dialogues in other businesses.-- It is likely
that the use of dialogues would prove to be of value as a
training procedure for other restaurants and related service
industries. There are a number of factors which should be
considered by anyone who contemplates using this technique.
ZFirst, it is necessary to determine what changes are to be

212
brought about in the employees. The objectives of the
training program will determine to a great extent the content
of the dialogues to be presented.

Writing of the dialogues.-- The person who is planning
the program should write his own dialogues to suit the needs
of the participating employees. Much.of the value of this
technique is that the problems "belong" to the group. The
employees know that these situations are realistic. The
issues involved affect their jobs, their interests and their
feelings. The dialogues which.were used in this study were
written for’the specific group to which they were presented.
Many of them wereoextreme but the waitresses knew that
problems which were presented.were their own. other
restaurants might very well have different problems because
each place of business is unique. A few samples of dialogues
with leader questions which could be used in other service
businesses are given in the appendix. There are also a
number of additional dialogues for waitress training which
could be used as a guide for preparation.

Atmosphere for the program.-- The climate in which the
dialogue technique is used should not be overlooked. The
group must be made aware that their opinions are welcomed
and that action will be taken on all good suggestions which
‘they make. Provisions should be made for the physical and
emotional comfort of the employees. Sufficient time for the

213
full discussion of the issues should be allotted. Humor
should be introduced into the discussions as a release from
tension. The format of the meetings should be as informal
as possible.

Care should be taken to devise ways for implementing
the desires of the employees. If action is promised but no
action is taken, the purpose of the entire program will be
defeated.

Freedom for thorough discussion.-- The situation for
each dialogue should be rather well defined but if members
of the group interpret it another way, they should not be
corrected. It is necessary for the employees to feel free
to discuss all of the issues which appear pertinent to them.
Some wandering from the subject is worthwhile because, many
times, problems for future dialogues or for action by
management are suggested. The discussion leader can always
guide the group back to the original problem if the dis-
cussion wanders too far from the subject.

Flexibility important.-- At times the discussion leader

 

will think that his preconceived solution of the problem
implied in the dialogue is the best one. Thorough discussion
‘by the group may show that his solution was not adequate and
'that there are other better solutions. The discussion
leader must be flexible enough to accept better ways if the

group discovers them.

21h

Summarization necessary.-- If the group members have a
limited amount of formal education they may feel self-
conscious about eXpressing themselves or they may not know
just how to put their feelings into words. They may need
help from the discussion leader to define what they are'
trying to say. This should be done carefully so that these
employees will think that the leader is merely summarizing
what they have said rather than trying to correct their
grammar. Summarizing the decisions which the employees are
making through their discussiOn is important in any event.
'Repetition of the decisions in a summary helps the employees
to retain that which they have learned. The more clearly
these decisions are defined, the greater the retention of
learning will be.

Motivation through accomplishment.-- The discussion
leader must avoid the temptation to tell the group solutions
to their problems. He must guide their thinking by asking
and not telling. The employees benefit from the ego-
gratification which is derived from being able to make their
own decisions without being told. As they gain confidence
in their own abilities, they are motivated by a sense of
achievement toward more constructive thinking.

Continuous training.-- One final thought should be
considered if the decision is made to use the dialogue

technique for a training program. It would indeed be

215
foolhardy to initiate a program of this nature if there were
no intention to make it permanent. The employees will
experience the satisfactions of speaking freely and of making
important decisions. Their suggestions will have been
considered important and they will have seen their own ideas
being put into action. The loss of these privileges could
only result in extreme dissatisfaction and frustration.

Confidence in employees.-- In order for the values of

 

the dialogue technique to be fully realized, management
must have faith that their employees have the ability and
desire to improve. Management must also believe that the
discussions by the employees will be fruitful.

”If we are to unlock the doors to human
contribution, enter into the realm of creative values
and achievements, and fulfill the realization of
human values and aspirations, we must first
understand that the key to opening minds means asking,
not telling, that the door to cooperation can be found
only by those who recognize human desires, and that
the realm of human values and aspirations is ruled
by ideas, deve10ped and given life through discussion."l/

Ruper L. Cortright and George L. Hinds, Creative
ADdsgussion, The Macmillan Company, New York, I§S§, p. 7h.

CHAPTER VI
SUMMARY

Need for the study.-- In the restaurant industry, as

 

in other industries, managers are seeking new ways to
increase the productivity and effectiveness of their employees.
It has become mandatory for management to insure that all
employees produce to their fullest capacity because of
constantly increasing labor costs. yet, since workers now
make more money and have more influence both socially and
economically than ever before, the authoritarian methods
which.were used to motivate workers in past years are no
longer effective. Automation has solved very few restaurant
employee problems; restaurants are service businesses and,
as such, require people, not machines to carry out most of
the work. Most restaurants_are small businesses and the
‘necessary resources for research into their problems of
worker productivity have not been available.

There is a need throughout most of the restaurant
industry for training programs utilizing techniques which
will motivate modern workers and which are practical and
effective. In this study, a new technique is evaluated
which involves the use of dialogues to stimulate discussion

-216-

217
and to motivate learning in an employee training program.
The problem of the research was to determine to what extent
a development training program using the dialogue technique
would change the thinking, feeling and actions of waitresses.

Setting for the research.-- The dialogue technique was

 

used for a waitress development training program at the,
Hawthorn Restaurant in Indianapolis, Indiana. This restau-
rant has been Operated very successfully for over twenty
years by Thomas Douglas Adams, Sr. and has been consistently
recommended by all of the nation's leading tourist guides.
It has a beautiful and unique decor. Its six multi-level
diningrooms feature an impressionistic hawthorn tree, huge
oil-painted photo murals and an atmosphere which is both
spacious and intimate. The food is of the highest quality
and every item is prepared in the restaurant's own kitchens.
Approximately l,h00 people are served daily at the
restaurant which is cpen from 11:00 A.M. until 9:00 P.M.
every day. There are usually approximately thirty
waitresses employed. Each Hawthorn waitress receives
instruction for an initial period of three days. In the
past, this had been the only consistent form of training,
though.waitress meetings had been held occasionally. A
continuous system of training was needed in order that
management could be assured that the waitresses had not only

the knowledge which was required for the best performance

_ 218
of their work, but also the desire to put this knowledge to
use. The objectives of the Hawthorn Restaurant waitress
program were mainly concerned with providing learning
experiences which.would alter attitudes, encourage creative
thinking and solve problems of job performance.

Philosophy of training.-- Modern research has found

 

that workers must have some voice in the decisions which
affect their work if they are to be expected to put forth
a cooperative effort toward learning and improvement. The
evidence shows that the use of employees' suggestions and
ideas can prove valuable not only in creating a desire for
improvement but also for finding answers to problems which
management could not solve alone. If employees are given
the opportunity to discuss mutual problems together and if
their solutions aregaut into action by management, both a
method for'learning and a desire to learn are provided.
The method for learning is the actual process of the dis-
cussion and solving of problems. The desire to learn is
brought about by the encouragement derived from the
successful solution of problems and the positive action
taken by management. ~ ,

I In order to provide workers with the opportunity to
state their opinions, to make suggestions and to learn
through solving their own problems, it is necessary that

the work ahaosphere be one in which these workers know that

219
their ideas are welcome. It is the responsibility of
management to create a group-centered climate which allows
two-way communication. Such a climate can be implemented if
management expresses a sincere desire to listen to the
workers and to take action on the worthwhile suggestions
made by the group.

Free discussion in a group-centered climate can be used
effectively to motivate learning. It is usually beneficial
to provide a regularly scheduled time for a particular
group of employees to sit together to discuss ideas,
problems and suggestions. In these discussion meetings the
employees must be allowed to talk freely and to do their own
thinking. A discussion leader is vital,'however. It is his
function to help the group members coordinate their ideas,
to clarify and summarize all that is said and to stimulate
creative thinking through the use of judicious questioning.
He must also introduce, in some manner, the issues and
problems which are to be discussed. Finally it is the dis-
cussion leader's responsibility to structure the content of
the discussion so that the learning experience will be
meaningful to the participants and so that the educational
objectives will be attained.

Dialogue technique.-- There are many techniques which
may be used to stimulate discussion and to bring selected

issues to the attention of the group. The dialogue technique

220
was chosen for this study because it seemed particularly
appropriate for use as an employee trainingdevice. Conver-
sations which concern various problems and issues of job
performance are written in dialogue form. They are presented
for the consideration of the entire group. The discussants
define the issues involved, solve problems relevant to these
issues and make suggestions for management's action.

The preparation of the dialogues is simple and
relatively inexpensive in time and effort. No one is re-
quired to speak so there is no embarrassment to any group
member. The attention of the group is firmly centered in
the problem because the dialogues can be projected on a
screen during the entire discussion. Employees are taught
to think while they are pinpointing problems, proposing
solutions and making decisions. The answers come from the
group members who do the telling instead of being told.

The problems which are presented in the dialogues are written
expressly for the group to which they are presented, making
the problems real and vital to the employees and bringing
about active, interested discussion.

Evaluation procedure.-- A rating sheet was devised to
show the areas in which the Hawthorn Restaurant waitresses
:needed improvement. There were twenty-five points of job
'performance listed under the main headings of Attitude,

ilestness, Efficiency and Cooperation with.Supervisor.

221

The six supervisors who over-see the work of the
waitresses scored each waitress separately on her performance,
using the rating sheets. They were given an instruction
pamphlet which served as an aid in rating each waitress on
every point listed. Each waitress was rated by every
supervisor one week before the training program began, again
after the program had been in effect for two months and
finally, when the program was terminated. The scores tended
to be objective because an average score was computed for
each waitress from her ratings by the six supervisors. The
composite rating scores for each waitress were used as a
basis for determining to what extent the waitresses were
changed by the program.

Dialogue meeting procedure.-- Each dialogue which was
used covered one or more of the listed job performance
points and every point listed was covered by at least one
dialogue. weekly breakfast meetings were held for the
waitresses. The supervisors were required to attend the
meetings but were not allowed to take part in the dis- .
cussions.

Two dialogues were presented for discussion at each
meeting. The atmosphere was quite informal and the
waitresses were urged to talk freely and to explore every
phase of the issues involved. Creative thinking was en-

couraged and action was taken by management on each practical

222
suggestion. The discussion leader gave as little explanation
as possible for each dialogue and tried at all times to have
the group members discover the issues and solve the problems
for themselves.

A list of the results and points covered by the
waitresses, in each meeting, was made and the kind of dis-
cussion produced by each dialogue was noted. The value of
the waitress development training program was determined on
the basis of the comparative waitress rating scores and the
discussion meeting results.

Results of the dialogue discussions.-- The results of
each dialogue discussion were compiled to show the total
value of the dialogue technique for a discussion situation.
These aspects of the discussion of the dialogues which.were
considered were: spontaneity of the discussion, value of the
conclusions and solutions, number of practical suggestions
for management's action and amount of follow-through on
decisions. 2

0f the forty dialogues which.were presented, twenty-
seven sthmulsted spontaneous discussion and twelve caused
fairly spontaneous discussion. The discussion of only one
dialogue was not spontaneous.v The conclusions and solutions
upon which the waitresses decided were excellent for twenty-
nine of the dialogues and adequate for eleven. None of the

dialogue discussions produced inadequate conclusions and

223
solutions.

The waitresses decided upon fifty practical suggestions
for management's action through their discussions. Three
suggestions were made which were impractical. The amount
of follow-through by the waitresses on their own decisions
was high for twenty-three of the dialogue discussions and
medium for seventeen. None of the dialogues produced a low
amount of follow-through.-

Rating sheet results.-- The rating sheet scores were

 

compiled to show the approximate amount of improvement in
actual job performance that the waitresses made as.a result
of the dialogue discussions. There were fifteen waitresses
who completed the entire program. Their total scores were
averaged for each rating. The average total improvement
made by these waitresses was approximately seventeen per cent
from the first rating to the third rating. ‘Each.waitress
bettered her over-all performance by at least five per cent,
the largest amount of improvement being approximately thirty-
seven per cent.

The approximate amount of average improvement made by
this group for each.main heading was: Attitude, fifteen
per cent; Neatness, twenty-four per cent: Efficiency, thirty
per cent: Cooperation with Supervisor, ten per cent. The
scores on the first rating were lower in Neatness and

Efficiency. By the end of the program, the per cent of the

221+
total score being achieved was approximately the same for
all_areas since there was a greater amount of improvement
in Neatness and Efficiency.

There were twelve waitresses who left the restaurant
after the second rating. Five of these left for legitimate
reasons. Seven of these waitresses left as a direct or
indirect result of the program. They were not informed
that they were being rated or of their scores, but.they
were showing considerably less improvement than the waitresses
who remained.

Fourteen waitresses were hired soon after the second
rating. All but two of these took part in the training
program for at least two months prior to the third rating.
The average score of these waitresses, on their only rating,
was considerably higher than that of the waitresses who
left after the second rating. Their average score was also
slightly higher than that of the fifteen waitresses who
had been rated on all three ratings.

Discussion of results.-- The amount of over-all
improvement made by the fifteen waitresses who took part in
the complete program indicates that significant progress
was made toward the realization of the training program
objectives. The dialogue technique was effective in
stimulating spontaneous discussion which produced valuable

conclusions and solutions and worthwhile suggestions.

225

The dialogues produced interest in issues and problems which
needed to be brought to the attention of the waitresses.
The waitresses met the demands placed upon them by the use
of this technique in a responsible and enthusiastic manner.
They began to carry out policies and regulations which they
had discussed in their meetings. There was apparently more
understanding and acceptance of these as means to mutual
goals rather than as merely rules which had to be followed
without reason.

It is likely that the success of the program was mostly
. due to the appropriateness of the dialogues which were used
and to the fact that the waitresses were convinced that
their opinions were considered important by management.
The waitresses were given the opportunity to make many
decisions which affected their work. The presentations of
problems for discussion through the use of dialogues
apparently instilled in the waitresses a desire for im-
provement. The fact that they were allowed to solve these
problems for themselves made the fulfillment of this desire
possible. '

The majority of the waitresses who left as a result
of the program were apparently unwilling to follow the
procedures which the other waitresses felt were necessary.
It might have been possible for the discussion leader to

have helped one or two of these waitresses to adjust to the

226

new program. They may have felt some inadequacy and a need
for special attention and encouragement. Three of the
waitresses who left showed by their actions that they were
unwilling to meet the standards which the other waitresses
were setting for themselves.

The new waitresses received all of the benefits of the
training program without having experienced any negative
influences which may have caused dissatisfaction before
the program was put into effect. These waitresses took an
active part in the discussions and retained their initial
enthusiasm and cooperative spirit. It is felt that their
high scores were due in part to the changes that the
program had made, prior to their hiring, and in part to the
experience which they gained through participating in the
actual dialogue discussions.

Suggestions for further research.-- The total effect
of the training program indicates that the dialogue tech-
nique for discussion, as used at the Hawthorn Restaurant,
produced beneficial changes in the thinking, feeling and
actions of the participating waitresses. It seems probable
that this technique could prove useful to other types of
restaurant employees and to waitresses in other restaurants.
It is also likely that this technique could be used in
training programs for employees in other kinds of businesses
and possibly for students and members of non-business

organisat ions.

227

A certain amount of research is still needed to

determine just how valuable this technique will be for

purposes other than the one specifically studied in this

research.

The following is a list of suggested, related

research which could be made:

1.

2.

3.

The value of the dialogue technique could be
compared with any of various other discussion
techniques using the same group of participants.
Employees could be rated by a rating device
similar to the one used in this study for a period
of time, equal to the length of the program, before
and after the program. This might be done, for
example, on a.month1y‘basis; rating the employees
each month for six months before starting the
program, each month for six months during the program
and each month for six months after the program.
This would tend to show how much variation in
scores is normal when no program is in effect.
The technique could be tried in an initial
training program for a group limited to new
employees only. This could determine if practice
in solving theoretical problems suggested by
dialogues would help employees when they started

their actual work.

228

h. Programs similar to the one in this study could
be used in other restaurants for waitress training
to discover whether the results which are obtained
correspond with those obtained here.

5. The dialogue technique could be used for training
other types of restaurant employees to determine
if this technique would be practical for cooks,
hostesses, cashiers and other workers.

6. The dialogue could be tested through use in groups
of employees in various types of businesses; as an
executive training method; as a teaching device
for students; and for instruction of members of
clubs and non-business organizations.

Final conclusions about the total possible value of
the dialogue technique should not be made until research
similar to that suggested in the above list is completed.
The results which.were derived from this study do indicate,
however, that the dialogue technique should be of interest
to anyone who is responsible for employee training.
Certainly, this research has demonstrated that the dialogue
technique can be an effective aid in management-employee
relations.

Future research will no doubt show that the dialogue
technique is an excellent and easily adaptable training

device for a variety OfIJSOB. This should prove to be at

229

least one significant solution to the problems of modern

employee motivation.

APPENDIX

231

Switchboard Qperator

Miss Operator: "Hello."
Miss Prospect: "Uh -- is this the Fine Hotel?"
Miss Operator: ”Yes."

Miss Prospect: "May I speak to someone about holding a
banquet there, please?"

Miss Operator: "Just a minute.”

(two minutes of silence, interrupted only by an
occasional clicking)

Miss Operator: ”That line's still busy." (Click)
(three minutes of silence)

Miss Operator: “You still there? All right go ahead."

Miss Hostess: “Hello, Manor Room. May I help you?"

Miss Prospect: "I wanted some information about your
banquet facilities.’

Miss Hestess: "Oh, I'm sorry, the Operator must have
given you the wrong number. You want
to speak to the catering department.
Just one minute, I'll have her connect
you.” '

Leader Questions -- Switchboard operator

 

 

‘Hhat kind of mood will Miss Prospect be in, by this time?

What impression will Miss Prospect have of the efficiency
of the Fine Hotel so far?

will she have much confidence in the fine Hotel's ability
to handle her banquet?

what should the Operator have done that she didn't to give
‘Miss Prospect good service?

232

Greeting: (Good afternoon, this is the Fine Hotel.)

When Miss Prospect had to wait: (Politely asking her
to wait, informing her immediately that the
line was busy, keeping her informed.)

Information: (Knowing correct department to which to
transfer all calls, informing caller to which
department being transferred.)

Other Problems for Dialogues-
1. Getting correct information for taking messages. ‘i
2. Having the called party paged.

-_..'~L

Cross Selling in Hotel -‘waitress'

 

(At Coffee Shop in HOtcl with several Restaurants) i:
Miss Waitress: ”Hello, may I take your order now?»

Mr. Guest: "Yes. we'd like two Bloody Marys each
,and two chicken sandwiches.“

Miss waitress: ”we don't have liquor in here.”

Mr. Guest: ”Come on Lillie, let's go down to that
bar on the corner. I know we can get
what we want there."

Leader Questions - Cross Sellinggin Hotel - Waitress

wa did the waitress make this guest feel?
(Guilty and uncomfortable for wanting a drink?)

new will he feel about the hotel in general?

‘why is it important to the waitress how the guest feels
about the hotel?

‘Hhat could she have done to make the guest feel satisfied
and still stay at her table?

(Could have said ”I'm sorry, air, but we don't serve
Bloody Marys here. We do have excellent chicken
sandwiches and I could bring you some iced-cold
tomato Juice.')

III Ilnl I liaI v

 

 

 

 

 

233

What could she have done to give the guest exactly what

he wanted?

(Could have said ”I'm sorry sir, but we don't have
Bloody Marys here. They have good ones upstairs
in the Berry Room. And we can serve you a
wonderful chicken sandwich here or up there
whichever you like.")

Front Desk Clerk

Mr.
Mr.

MP.
Mre
MP.

Hrs

Mre

Mr.

Clerk:

Black:

Clerk:
Black:
Clerk:

Black:

Clerk:

Black:

"GOOd Afternoon."

"Hello, I want to makes reservation for
some friends of mine this week-end."

"How many rooms do you want?"
"Well, there are two couples coming."

"All right, that will be two rooms for
this week end. what is your name, sir?"

”John Q. Bflack."

“Thank you very much, Mr. Black. We'll
take care of them.“

"Thank you."

Leader Questions -- Front Desk Clerk

wa do you think the desk clerk handled this situation?

‘Did he have the information he needed to ”take care of
them” as he put it?

What else did he need to know?

‘whet information do we always require for reserving rooms?

1.
2.
3.
h.

5.

Names of guests

Namber Of guests

Arrival and departure time and day

Type of room desired (single, double, twin, suite,
adjoining, view, etc.)

Price range, etc.

 

l ..I‘F.'I.«f u
FFI’ti

 

231+

Has he done any selling at all for the hotel?

What could he have done?

1. Could have suggested suite (two bed rooms connected by
parlor.)

2. Could have asked if they would want dinner in the
hotel and arranged for dining room reservations.

3. Could have arranged for reservations for entertainment
in the night club at the hotel.

Other Problems for Dialogues-

l. HOw to handle guest when room not ready for occupancy.

2. How to handka prospective guest when no room available
because all are reserved.

 

 

235
Additional Waitress Dialogues

(Three guests are sitting at a table. The gentleman
waves to the waitress who stands nearby.)

Mr. Guest: “Isn't that terrible? She stands there
looking straight at me and I can't get
her attention."

Mrs. Guest: “Ha, maybe she's trying to avoid you!"
Mr. Guest: "Yeah, it's like that cartoon that says,

'Don't look now but I think that customer
want's you.'"

 

 

(Guest calls waitress over very quietly.)

Mr. Guest: "Miss, this cream has curdled in my coffee.
,wOuld you get me another cup, please?"

Miss waitress: ”This creamix I've never seen anything

 

like it!"
Mr. Guest: "Miss, Oh, miss!”
Waitress: “what is it, sir?"
Mr. Guest: ”Will you please give me another spoon? This

one has a thumb print in it.‘

 

(At menu meeting.)

Miss Carr: “Do you all have your hair nets on?”

‘Miss Carr: ”Miss Fit, your shoes look like they need
.polishing.

Miss Carr: '"Miss Bat, did you press your uniform last
-night or did you sleep in it?”

iMiss Carr: IMiss Toad, your hair needs to be combed.”

‘Miss Carr: 'Miss Mess, your apron looks terrible. It's

supposed to be clean. ‘You girls!”

 

236

(Guest sits down at counter. Dishes from previous
guest are in front of him. Waitress approaches guest,
slips dirty water glass under counter.)

Waitress: "What'll you have?’I

(Guest doesn't say anything. Waitress takes a few
dirty dishes to the kitchen and comes back to the

guest.)
waitress: ”What'll you have?” ‘1

(Guest still doesn't order and waitress carries out 7 ‘
the rest of the dirty dishes. She then returns and . ‘
pulls place setting from next seat over in front

of guest.) E '
waitress: “Are you ready yet?"

 

(Guest orders and waitress returns with salad and main
course. She does not bring a roll or beverage.)

Guest: "Miss, ---— uh, waitress."

(Waitress keeps going in and out of kitchen, guest

keeps trying to get her attention. When guest has
finished his main course, he gets the attention of
another waitress.)

Guest: “Will you please tell my waitress to bring
_my r611 and tea.”

Other

Waitress: ”of course, just a minute."

(Original waitress comes and looks at check, returns
with roll and tea, sets it in front of guest and
walks away saying nothing.)

(Waitress walks in and out of kichen while guest again
tries to get her attention for his dessert. Guest
finally calls other waitress again.)

Guest: 'I wonder if you could bring me some
Peppermint Ice Cream?"

other
Waitress: "Yes, sir.”

237

other

waitress: ”Miss Waitress, that guest wants some ice
cream. Do you want me to get it for him?"

waitress: ”Yeah, I guess so, I don't care.”

 

(Waitress is in kitchen getting orders.)
Miss Waitress: “Three cream pie please and two cake.”
Miss Waitress: "Two Rotos please."

(waitress returns to pick up desserts.)

Miss waitress: 'I wanted £2533 cream pie and another cake.'l
Dessert Girl: ”oh, I only heard you say one..

(Waitress goes to pick up Hotos.)
Miss Waitress: 'Which ones are mine, Joe?”

Joe: ioh, I thought you were calling those in.
I didn't know you wanted to pick them up.”

 

(Waitress drops butter in kitchen.)
Miss waitress: "oops."

(Waitress drops creamer in kitchen next to Park Room
door.) ‘

Miss Waitress: "Uh Oh.”
(Waitress with two lids drops roll.)

Miss Waitress: "Boy, these things are slippery."
(Waitress drops tossed salad in dining room.)

'Miss waitress: "Mr. Huskirk, I just dropped something out
there in the dining room."

 

238

(Waitress is serving a table of six men guests.)

‘Mr. Green: ”Would you bring me another salad? My
friend here ate mine."

Miss Waitress: "Yes sir, was that a tossed salad?
Mr. Green: "No, I had the jello?"
Miss Waitress: "All right sir."

Mr. Brown: "I'd like my iced tea now and an extra pat
of butter for my roll.”

Miss waitress: ”Yes sir, I'll bring it right up.”

(Waitress returns with extra items. As she is serving
them, Mr. Blue touches her arm to get her attention.)

Mr. Blue: ”You sure do have pretty hair, in fact
you're just pretty any way.“

(Waitress looks uncomfortable but tries to smile.)

Mr. Orange: 'WOuld you bring me some more coffee and
' some ice water.”

Miss Waitress: "Yes sir.”
(Waitress returns with coffee. Mr. Blue whispers.)
Mr. Blue: ”What's your name, Beautiful?”

(Waitress says nothing and goes on to serve other
guests.)

(As six guests leave, Mr. Brown stops at front door
,to talk to hostess.)

Mr. Brown: ”Itve eaten here quite Often, but today
I was quite embarrassed by the waitress.
I have guests with.me and she was quite
PUdO e I

 

239

(Miss Orange completes taking guest's orders including
liver and a large Roto. She starts toward the kitchen.)

Miss Orange: "Hi,‘Miss Blue. Where did you have your hair
done?“

Miss Blue: "Over at the beauty school. Do you like it!"
Miss Orange: "Yes. DO you think I could get an appointment?"

Miss Blue: "Sure, just go on over and ask for Dorothy
mgfle

Miss Orange: ”Here, let me write that down."

(Miss Orange goes into the kitchen, looks through her
checks and picks up appetizers for guests.)

(She returns to the dining room and serves appetizers.)
Miss Orange: ”How may I take your order please.”

(Miss Orange takes orders for new guests and then returns
to kitchen.)

Miss Orange: "Calling in a liver with bacon and one roto,
rare.

 

(Two waitresses are in the kitchen.)

Miss Newer: 'wa*much.is a peanut butter and sliced orange
sandwich?"

Miss Older: "I think it's 35 cents."

Mr. Buskirk: "Quit talking a. the kitchen!”

Miss Older: ”We were just talking about business."
‘Mr. Buckirk: "Just keep it quiet back here!“

 

(11:10)
Miss Head Hestess: "Is Miss Waitress here yet?

waitresses: 'MO, I haven't seen her. No. I'm sure
she isn't here yet.

2&0

(11:25)
Miss Head Hestess: "Does anyone know about Miss Waitress?"
Waitresses: ”No, she still isn't here.”

Miss Head Hestess: “Well, I guess I'll have to see if I can
change the schedule around a little.
That's really going to make us short with
the girls on vacation and Misc Other
waitress sick -----.'

 

Mr. Guest: “Oh, waitress -- Miss, could you bring me
some cigarettes, please?"

Waitress: ”Yes sir, what kind do you want?"
Mr. Guest: 'Winstons, please."
Waitress: ”All right, sir.”

(Waitress returns with cigarettes and puts than on
the table.)

waitress: “Here you are, sir."
Mr. Guest: ”Thank you."
(Waitress stands for a minute, then leaves table.)

(Guests finish eating, leave the table, each leaving

 

(Three Waitresses standing by water fountain in Park.)

Miss Orange: ”I didn't think she liked it enough tO buy
it, but she came dragging it home last week.”

Miss Educ: ”Well, you know she has such poor taste in
clothes.”

‘Miss Brown: "Yeah, she always wears those long skirts.”

(Two Waitresses standing behind counter.)

aul

Miss Aqua: "-- and then he said I should come back for
' another treatment if my toe didn't feel
better by tomorrow.” '

Miss Purple: ”Those corns can really give you fits, but
.wait till you break a toe some time, then ---."

(Two Waitresses and a Hostess in service room - balcony.)

Miss Yellow: '1 had mine done at Tillies. I think she does
a pretty good job, don't you, Miss Hbstess?"

Miss Hestess: "Well, most of the time."
Miss Red: ”I think Millie is better. She always v----.'

 

(Guests have just been served. One guest calls waitress
back e )

Miss Guest: ”I wanted my steak medium and this one is too
rare. Could you take 1 t back and have it
cooked a little more?”

Miss waitress: “Yes."

(Waitress returns with steak and puts it in front of guest.)

Miss waitress: ”The cook says to order it well done next time."

 

(Waitress walks to guests' table with three dinner plates
and rolls and butter. She removes first lid, looks at
the plate e )

Miss Waitress: ' - - — - .'

(Waitress puts lid back on plate, and walks away to
another table.)

my; Guest: 'Well, what's the matter with.her?i’

 

2&2

(Waitress approaches her four-top with guests' dinners.
She reaches across table with one plate and sets it in
front of guest.)

waitress: "Turkey?"

Guest: '1 think that's mine."
(Waitress hands the plate to the guest.)
(Waitress returns later with coffee pot.)

Waitress: ”Would you like more coffee?"

Guests: ”Yes, please.”

(Waitress pOurs coffee for all four cups from one position
next to the table not removing any cups from the table.)

 

(Waitress returns with water'pitcher and fills all four
glasses from one position next to the table not removing
any glasses from the table.)

 

(In the balcony service room.)

'Miss Gripe: ”It sure is slow today. I wish Miss
HOstess would give me some good guests."

Miss Trips: ”--- and I got those kids, you know the
ones who always start ordering and then
don't know what they want."

Miss Ripe: " and you know that fat ugly one that never
leaves a tip, well ----'

 

(Waitress approaches table.)
waitress: ”Are you all going to want dessert?”
Guests: 'Yes.'

waitress: “Just a minute then, I'll have to go see what
we have left.

 

BIBLIOGRAPHY

3.

h.

5.

9.

10.

11.

am.

SELECTED
BIBLIOGRAPHY

Bradford, Leland, Dorothy Stock and Murray Herwitz,
"When They Fight," Chapter IV, Understanding How
Groups Work, Leadership Pamphlet Number A, Adult
Education Association of the U. S. A., Chicago, 1955.

 

 

Calver, Hemer‘N., and‘Wiltrude L. Smith, "Some Program
Patterns," Chapter VI, How to Use Role Pla in and
other Tools for Learning, Leaderihip PampEEet NumEer 6,
AdggtEducation Association of the U. S. A., Chicago,
19 .

Cooper, Joseph D., The Art of Decision Makin . Doubleday
and Company, Inc. Garden City, New York,fil 61.

 

 

 

Cortright, Rupert D., and George L. Hinds, Creative
Discussion. The Macmillan Company, New YorE, I959.

 

Dichter, Ernest, 2gp Strategy of Desire. Doubleday and
Company, Inc., Garden City, New York, 1960.

Fansler, Thomas, Creatize Power Through Discussion.
Harper and Brothers, New Ybrk, 1960.

 

Freeman, Samuel, and Miriam Lipman, "Choosing the Right
Visual Aid,” Chapter IX, How to Use Role Playing and
other Tools for Learning, Leadership Pamphlet:fium5er 6,
Edult Education KSSociation of the U. S. A., Chicago,

1955.

Gross, B. 6., ”Motivation,” Restaurant Management,
(August, 1962), 151358.

 

 

Indianapolis Chamber of Commerce, Indianapolis is Racing
Ahead, 16 mm. Sound film, 1960.

 

Indianapolis Chamber of Commerce, Industrial Indianapolis,
Pamphlet. Public Service Publication, I958:

Indianapolis Chamber of Commerce Industrial Department,

Re istered Communit Audit, Pmaphlet. Conway
PuéIIcaEIons, I959.

12.

13.

15.

16.

17.

18.

19.

20.

21.

22.

23.

21,5

Indianapolis Convention and Visitors Bureau, Indianapolis.
Indianapolis Brochure Committee, 1962.

 

Krech, David, and Richard S. Crutchfield, Elements of
Psyghologz. Alfred A. Knopf, New York, 1961.

 

 

Laird, Donald A., and Eleanor C. Laird, The New
Psychology for Leadership. McGraw-Hill Book Company,
Inc., New York, I955.

 

Levit, Grace, and Helen H. Jennings, "Learning Through
Role Playing," Chapter 11, How to Use Role Playing
and other Tools for Learning, Leadership Pamphlet
Number 6, Adult Education Association of the U. S. A.,
Chicago, 1955.

 

 

 

Likert, Rensis, and Daniel Katz,s rvisory Practices
and organisational Structures as ugfiey Effect Employee
Horale. American Management Association, Personnel
Series Number 120, 19h8. (As reprinted in Hoslett,
Schuyler Dean, (Editor), Human Factors in‘Hanae ment,
Chapter II), Harper and Brothers, New York, 1951

 

 

Lindgren, Henry Clay, Psychologyof Personal and Social
Adjustment. American Book Company, New Yerk, 1953.

 

 

Machael, Thelma, ”Hawthorn Restaurant Is Family Style
operation,” The Indianapolis News, (May 25, 1961)
p. 38, COlumns 1 -—Be

 

Morgan, Clifford T., Introduction to Psychology. McGraw-
Hill Book Company, Inc., New York, 1951.

 

Paddleford, Clementine, ”Hoosier Pumpkin Pie,“ p. 3h,
This Week Magazine, (October 12, 1952),

 

Ross, Murray 0., and Charles E. Hendry, New Understand-
ings of Leadership. Association Press, New York, I957.

Thompson, Joseph‘w., ”Situation Management: A Strategy
of Selling and Training for the Hotel Industry,”
The Hotel Monthly, (September, 1960), 68:29.

 

Tyler, Ralph w., Basic Principles of Curriculum and
Instruction, SyIIabustr Education 305, §yIIa5us
Division, The University of Chicago Press, Chicago,
1950.

 

 

 

2M6

2h. Uris, Auren, The Management Makers. The Macmillan
Company, New York, 1962.

 

25. Utterback, William E., Group Thinkipg and Conference
Leadership. Rinehart and Company, Inc., New York,

 

 

 

 

 

,

" \2
.

 

 

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