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—‘ m 4 A. 4 4

 

AN IN—SERVICE TRAIEING PROGRAM
FOR THE

FOOD SERVICE SUPERVISOR

by
Dale A. Blanchard

A Thesis
Submitted in partial fulfillment of the requirements for
the degree of
MASTER OF ARTS
in.the School of Hotel, Restaurant and Institutional Management
Michigan State University
June, 1956

THES'S

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AC {1 OWLEDGI-EI‘ITS

The author wishes to express his sincere appreciation
to Dr. S. Earl Thompson, in the School of Hotel, Restaurant
and General Institutional Kanagement, for providing much of
the incentive and inspiration necessary in completing this
investigation and for the constant supervision and interest
which he has given to this study.

Special acknowledgment is due the selected food
service organizations that were so generous in contributing
to this investigation.

The writer wishes to acknowledge his indebtedness
and express his rratitude to all the many other sources of

assistance.

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TABLE OF COHTEHTS

CHAPTER PAGE

’4

I. IL RODUCTION

Statement of the problem 1
Sources of information 5
Procedures used in collectins data 7
Limitations of the study 8
II. OBJECTIVES r? TRAIEIKG PROGRAIS 10
Reduction of waste spoilase 12
Reduction of labor turnover and absenteeism 12
Reduction of learning time 13
Reduction of grievances 13
Improvement of morale 14
Orientation 14
Management skills 18
Human relations skills 19
Technical skills 21
III. A DESCRIPTION OF SELECTED IN-SERVICE

TRAIRIRG PROGRAMS 23
Company A 23
Company B 27
Company C 28
Company D 35
Company B 36
Company F 58
Company G 62
Company H 66
Company J 74
IV. COMPARISON AYD EVALUATION 76
Comparison 76
Evaluation 80
Orientation 89
Management Skills 90
Human Relations Skills 90

Technical Skills 91

CHAPTER

V. A RECOHHEEDED TRAIKIHG PROGPLH

Aims

Administration

Operation of the Prcsram
Recruitment and Selection

Areas Included in the Training
Phase 1. - Orientation

Phase 2. - Human Relations Skills (A)
Phase 3. — Management Skills (A)
Phase 4A - Technical Skills
Phase AB — Technical Skills
Phase 43-2 — Technical Skills
Phase 43-3 - Technical Skills
Phase AC - Technical Skills
Phase 40-2 - Technical Skills
Phase 40-3 - Technical Skills
Phase AD-l - Technical Skills
Phase 4D—2 - Technical Skills

Phase 5 - Human Relations Skills (3)
Phase 6 - Ranagement Skills (3;
Phase 7 - kanapemcnt Skills (C
BIBLIOGRAPHX
APPENDIX A. QUESTIONNAIRE
APPENDIX B. SUGGESTE T.AINIUG FILMS
APPENDIX C. SJGGESTED TRAINEE EVALUATION FORM
APPENDIX D. SUGGESTED TRAINEE RATING CHART
APPENDIX E. PHASE 5 - SUGGESTED QUIZ WITH ANSWERS
APPENDIX E. PHASE 6 - SUGGESTED QUIZ WITH ANSWERS
APPENDIX G3 APPLICATION FOR INFSERVICE SUPERVISCRY

TRAI III HG

PAGE

95
95
96
97
99
99
10
105
107
109
110
111
113
114
117
119
121
122
128
133

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154

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TABLE OF FIG “ES

FI GUEE P AGE
I. Trainee Appraisal Report — Company A 25
II. Hanagers' Training Schedule - Company A 26

III. Apprentice Trainee's Rating Chart —

Company B 29
IV. Executive Apprentice Retina Chart -

Company C 33

V. Student Kanager Training Course —

Company D 37
VI. Student Training Report - Company D 50
VII. Executive Appraisal Form - Company D 53

VIII. Executive Apprentice Rating Chart -

Company E 59
IX. Trainee Rating Report - Company F 63
X. Apprentice Training Schedule - Company G. 67

XI. Executive Apprentice Rating Chart - Company G 68

XII. Managers' Training Program - Company H 72

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HAPTER I
INTRODUCTION
STAT‘EII-IEI‘I‘Il OF TEE PROBLEi-I

In the middle of the Nineteenth Century there were
no training problems as we see them today in the food
industry. The owner was the manager, supervisor and employee
all in one. In the early days of the restaurant in this
country there was very little need for training employees
or supervisors. The early inn or tavern was usually operat-
ed by the owner and his family with perhaps some assistance
from a few "servants". The owner learned the business from
his father or by a long hard period of informal apprentice-
ship.l

If the Innkeeper of the last century could look at the
food service industry today he wouldn't believe his eyes.
According to the National Restaurant Association, it now ranks
fourth.in size among all industries in the United States.
Since the early 1930's the annual gross sales have increased
.from 3 1/3 billion dollars to well over 15 billion, an
increase to almost five times the previous amount. The
restaurant business is the third largest business in the
country in number of outlets. In the nation today there are

approximately 180,000 commercial restaurants. The grand

 

1Lundberg, Donald E., Personnel Management in Hotels
and Restaurants. New York: Burgess Publishing Company, 1949,
p. 57.

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total of food outlets is 541,000, which includes food
service Operations such as institutions, drug stores,
schools, bus and train terminals and taverns and bars. The
number of people gainfully employed gives the restaurant
industry first place among American businesses. One out of
six persons working in the retail trades is a food service
employee.1
Some other interesting facts and figures are also
quoted by the National Restaurant Association. Some seventy
million meals are eaten by customers all over the United
States each day. It has been found that twenty-five per-
cent of all food consumed in this country is eaten outside
the home. Food has assumed a place in our country's
economy second to no other item.2 With the increased size,
comes an increase in the complexity of running a food Opera—
tion. Today a relatively large restaurant needs such depart-
ments as purchasing, storing, processing, merchandising, and
personnel. The question now is, where is the industry to
get peOple to manage these departments. In order to solve
this problem many food service organizations have undertaken
to train supervisory personnel.

we find today, that there is a definite trend toward

training programs in the larger organizations. They are in

 

1National Restaurant Association, Egecutive Apprentice-
ship. Chicago: National Restaurant Association, lQSh, p._E:

2National Restaurant Association, 92. cit., p. 4.

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the process of training not only supervisors, but top
management and production employees too. gThe author has
observed that many organizations have found it far cheaper
in the long run to train a person rather than not to train
at all. At the end of the Nineteenth Century many char nges
were brought about. Large operations employing in some
cases, hundreds Of employees create d mar y problems, among
them the need for Job training.1
In general, the food service industry has come a

long way since World War II. Due to the fact that the food
service business lost many of their key personnel to the
armed forces or high paying defense jobs, they were forced
to train the new help in order to make them productive as
soon as possible during these boom years. As put by a
widely known authority in the field:

"Progress in food production and nutrition has been

rapid and is still continuing. Successful restaurant

Operators have developed great skills in Operating

the financial controls of the business. There have

been improvements in equipment and layout. Service

to the customers has been immensely speeded up and

otherwise improved. There is still much to oe done

in.these fields, and alert restaurant Operators are
not resting on their oars.

21,
The supervisory personnel in the restaurant is in
many ways the key to the success or failure of the Operation.

Management's plans and policies cannot be effective except

 

1Lundberg, pp. cit., p. 57.

2Whyte, William F., Human Relations In The Restaurant
Industgy. New York: licGraw-Hill Book Company, Inc., 1918.
p. 352.

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as carried out by the supervisor, no matter how sound they
are.1 One of the major reasons for selection of the topic,
Ag Ip-Service‘igggning Program for the Food Service Supervisor,
is the importance of the above statement. The author be-
lieves that the supervisor in the food industry should be a
well trained person to carry out the principles of sound
management. Another good reason is the fact that the food
supervisor is in a unique situation. While the foreman in
the shop has only the worker and his supervisor to please,
and is very much functionalized, the food service supervisor
has not only the employees to keep happy, but has customers
to please also.

One of the great difficulties in the food service
industry, which appears to be common to many other businesses,
is a lack of training in human relations. A much neglected
area important in all supervisory jobs is the problem of
dealing with personnel. It has been said that the most l
important aspect of the job Of supervision is that of human
relations.2 It has also been stated that the management of
food, equipment and capital has raced ahead of human rela—
tions, however, this does not appear to be unique in the
restaurant business. Management has assumed that human
beings and their sociological relations could fit any pattern

set by machines and processes with thought of technical

 

1Lundberg,p_p. ci ., p. 89.
2Lundberg, pp. cit., p. 92.

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efficiency always in mind. However, it is being found
that this will not always work efficiently. Today we find
that much study is given to engineering problems, however
efficiency itself requires that the human factor in industry
be given this same concentrated study.1

The author will endeavor to develOp a recommended
training program which, in his judgement, should adequately
prepare individuals for efficient performance as supervisors
in the food service industry. As an approach to this problem
he will develop a set of objectives for such training programs
and will investigate selected representative training plans

now in operation.

SOURCES OE INFORMATION. The primary source Of in-
formation employed is fOOd service operations that have an
in—service training program functioning in their organization.
The following restaurants are all members of the National
Restaurant Association and their programs are associated
with it. Each program, in some respects, is much the same,
however, due to the fact that there are very few restaurants
alike, the programs in each case are unique. These firms
include:

1. Greenfield-Mills Restaurnat Company

2. Harding Hotel Company

3. Hot ShOppes, Incorporated

 

lWhyte, 2p. cit., p. 352.

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4. Parkway "723" Restaurant

5. Stouffer Restaurant Corporation

6. The Grace E. Smith Company

7. Richards Treat, Incorporated

Also for this study, two other outstanding programs
that are somewhat more independent were selected. They are
not members of the National Restaurant Association's program.
They are:

l. Clifton's (of Los Angeles)

2. Howard Johnson, Incorporated (of Florida)

The above group of nine food service organizations
cover every type of Operation. Most of these programs
have been in Operation since 1942. One, the Harding Hotel
Company program, was started in 1928 and is one of the Old-
est Operations of this type in.this country. The seating
capacity of these restaurants ranges from 250 to 900 seats,
which gives a wide variety of equipment and departments in
which a trainee can gain experience.

Other sources of information employed are listed in
the bibliography. They will be explained in greater detail
in the next section.

1. A questionnaire

2. Informal interviews

3. Theses

4. Books and periodicals

5. Bulletins and manuals

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PROCEDURES USED 13 COLLECTING DATA. The most fruit-
ful procedure in Obtaining information for this study was
the actual participation in an In-Service Training Program.
This past summer the writer was very fortunate in being
able to work for one of the previously mentioned food
service Operations, as a trainee in their Executive Apprentice
Training Program. The advantages to this method can be
readily seen as many-fold.

It was impossible to work for all the above organiza-
tions to get a first hand knowledge of their programs so a
questionnaire was developed and used to obtain information
from the remaining firms. It was mailed to each company
selected for inclusion in this study.1

AnOther method used in collecting information was
through the use of informal interviews also during this past
summer. The author was able to talk with three well in-
formed people in the field of food service and training.
The first interview was with Hr. Augus Cotton, presently
working for the Fred Harvey chain of food service Operations.
The second interview was with Mr. Ellis Jones Jr., manager
of the "21" store for The Harding Hotel Company. The final
interview was with Miss Kathren Bruce, head Of the Hatmnal
Restaurant Association's Training Program. Each person
interviewed was very helpful in giving the writer all Of

the available written information they had on their respective

 

1See Appendix A.

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operation and programs.

Through the use of theses covering the fields of food {
service and training the author found additional valuable
information that could be used in developing this study.

Another procedure used in obtaining information was
the use of bulletins and manuals. Government Bulletins
dealing with human relations were important in developing
that part of this study. Manuals published by food service
Operations plus those of other industries were helpful in
developing the other objectives of the training program.

The final procedure used in collecting data was the
use of library material including both books and periodicals.
Books that have been written on the subject of supervision

such as R. 0. Bechman's How t

Train Supervisors and D. E.
Lundberg's Personnel Management gm Hotels gnd Restauranpe
were of considerable help in developing this program.

Magazine articles that contributed to this study included

those from Personnel and Restaurant Management.

LIMITATIONS'Q§,2§§ §2§Q§. As stated in the title,
this thesis will consider only training for supervisors in
the food industry, in this country. The term supervisor
will be used in a broad sense. Depending upon the size of
the operation, it may include training not only store man-
agers but production heads such as a pantry supervisor.

In general, only graduates with a Bachelors Degree in

Business Administration, Home Economics or Hotel, Restaurant

 

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and Institutional Management will be considered for training
under this progra . There will naturally be exceptions to
the above requirement. In the case where an individual
doesn't have a college degree but has had previous food
training and is interested in the food industry, the uSe

of the program certainly would be proper. The nine previous-
ly mentioned food service Operations that were selected, as
already stated in a former section, will be the only ones
analyzed in this study.

The program that will be recommended in this thesis 1
in the final section will possibly be more applicable to the
larger organizations in the food industry. However, no

atter what the size, it is believed that any food opera-
tion could benefit from the program's contents as applied to )
its own situation.

A limiting factor may be the amount of money avail-
able to a restaurant to Spend on setting up and operating
the program. Time, as a limiting factor, has been purposely
left until last. The writer has observed that failure to
train supervisors is frequently excused on the grounds that
time for training is not available in that the pressure
of required production leaves no Opportunity for training.
This attitude is often reflected in poor personnel relations
and other supervisory failures which, in.the author's Judge-
ment, must be many times as expensive as the training time

required to reduce or eliminate such faults.

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CHAPTER II
OBJECTIVES OF TRAIEIMG PROGRAMS

There are certain prerequisites that have to be
supplied in order to have any type of training program func-
tion preperly. It is obviously of great importance that the
philosophy of top management be favorable to the program.
Certainly there is nothing quite so discouraging to the
trainee as to know that management isn't backing the program
to its fullest. A disinterested attitude on the part of
management is likely to be reflected in poor morale on the
part of the trainee.

The second major point that must be considered is
the position of the training department. If the department
is to carry out its aims, it is necessary that both the de-
partment and the director have the proper status and also
that they be correctly placed within the company organization.
It has been found that training should be placed in a division
that handles functions similar to those of training. If this
theory is carried out, the training department will be placed
in the personnel division.1

If the above two points have been favorably decided
upon, what are the aims of training? In general, the feeling
seems to be that the ultimate aim of all training is to

build continuously and systematically, in the preper pro-

 

1Planty, E. G., IcCord, William 5., and Efferson, C. A.,
Training Employees and Managers. few York: The Ronald Press
Company, 1948, p. 36.

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portions, and to the maximum degree, mnowledge, skills, and
attitudes, which will contribute to the welfare of the trainee
and the company.1 To be more specific, regardless of the
level of supervision for which personnel is being trained,

or type of business involved, two major aims are fundamental
to any supervisory training program:2

"1. To develop supervisors who can carry out the func-
tions assigned to them with maximum satisfaction
to management, their subordinates, and themselves.

"2. To insure the vitality and continuity of the
organization by assisting each supervisor in the
discovery agd utilization of his potential
abilities."

The next consideration that must be investigated is,
what are the desirable results that can be obtained from
the program? The organizations which establish training
programs, costing money, time and effort, demand some tangible,
practical return. This is not only true of the organization,
but also a desire on the part of the men and women who ad-
minister the work and the person being trained.4 It is also

found at this point of setting up a training program, manage-

ment may be able to see clearly what the tangible results are.

 

3Planty, McCord, and Efferson, pp. cit., p. 171.
41bid., p. 7.

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What are some of the tangible results of training? There
are actually too many to be enumerated here, but a discus-
sion of a few of them should give an idea of how they ca
affect the balance sheet, the ease with which business can
be carried on, the paycheck, and personal satisfaction and

improvement.

REDUCTION 9;: WASTE AND SPOILAGE. This is an area. of
utmost importance in the food industry. The author has
found that education in operating habits and attitudes, can
control and reduce waste. In the initial contact of manage—
ment and trainee, the orientation meetings should be set up
to emphasize the importance of reducing waste. With ap-
prentice training designed to indoctrinate the trainee from
the very beginning with those work habits and attitudes
necessary for him to work efficiently; there should be
signs of lower costs through reduction in waste and spoilage.
For example, with the proper training in production work of
a restaurant, there would be less waste in the preparation

of fresh vegetables and fruitS.

REDUCTION QE LABOR TURKOVER.AMD ABSENTEEISM. Ex-
cessive absenteeism and labor turnover among the employees
may come about for several reasons. They may resent their
supervisors; they may feel insecure in their jobs; they may
dislike the work that they are doing; or they just may not
be able to adjust to the organization. Almost always train—

ing will be able to reduce this maladjustment by giving

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prOper job instruction, by develOping an understanding of
the problems of the business, and by preparing both super-
visor and worker to get along together. In other words,
the supervisor, if trained correctly can eliminate this

problem even before it starts by taking an interest in each

employee.

REDUCTION Q: LE.B£“MG TIME. It has been found by
many companies throughout the industry, hat sound, well
planned training can reduce learning time by as much as
seventy-five percent.1 It has also been learned that through
planned training, the employees or trainees become more
efficient sooner than by the old-fashioned trial-and-error

method.

REDUCTION’QE GRIEVANCES. It has been found by many
companies that through the use of training, their super- 1
visors have been able to greatly reduce employee dissatis-
faction in both seriousness and number of grievances with
which.management has to deal. It is true that a training
program will not alone eliminate all grievances, but it can
remove many of the causes. Since grievances are time-consum-
ing and bothersome, meaning that work suffers, morale drops,
and at times serious labor difficulties develop, it is es-
sential that the supervisor be trained to handle these

problems so they don't get out of proportion.

 

lPlanty, McCord, and Efferson, 912. ci ., p. 8.

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IMPROVEMEKT OE MORALE. An often neglected and little
understood asset of any organization is the morale of its
managers, supervisors, and workers. .Morale is a basic
driving force which management must develop in all those
who are effectively to serve industry, themselves and society.
One of the most surprising results of good training is the
great improvement in morale.£‘Only men and women who want
to work, and who understand the relationship of work and
profit to the dignity, development and happiness of human
beings can make a democracy succeed. To develop such men
and women is the basic goal of training.

If then, the preceding results can be obtained through
training, what are the objectives that will gain these
results? The objectives of a desirable supervisors training
program can be broken down into four major headings:1

l. Orientation

2. Management Skills

3. Human Relations Skills

4. Technical Skills

The following discussion deals with these factors.

ORIENTATION. This is the planned and guided adjust-
ment of the supervisor to the company and his job. The aim
of orientation is the complete and continuous adjustment

of the supervisor to everything that bears on employee-company

 

lPlanty,McCord and Efferson, pp. cit., p. 172.

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relationship. The basic objective of orientation is to

familiarize future supervisors with those company policies,

plans and procedures that affect their jobs directly or

indirectly, so as to reduce those fears, tlat uneasiness

or ignorance towards the new job and company. Some of

the objectives that orientation specifically seeks to give

the future supervisor are:1

l.
2.
3.

10.

Knowledge of company rules and regulations.
Knowledge of company services.

History of the company, what it does, importance
of product.

The place and importance of the individual supervisor.
A sense of being wanted, and friendly atmosphere.
A feeling of fair and impartial treatment.
Complete confidence and pride in the organization.
Complete freedom to ask questions, criticize

and make suggestions.

An attitude of personal responsibility for job,
product and company.

A realization that employee and employer are
interdependent.

Knowledge of company organization.

An understanding and expected help in solving

company problems.

 

1Planty, E. G., and Freeston, J. T., DevelOQipg
Management Ability. vew York: The Ronald Press Company,
1954, p. 259.

16

13. A positive, constructive attitude in all job

relations.

Now that the aims and objectives have been discussed,
how are they going to be carried out? The first method is
through the use of the training supervisors in the different
departments. It is in the realm of human relations that the
supervisor has a unique and strategic position for improv-
ing the attitudes of the trainees. Excellent work done by
means of the other methods can be canceled at one stroke by
the supervisor. It is therefore the responsibility of those
who are in charge of orientation to see that supervisors
understand and truly value the attitude and appreciate goals
and that they apply proportionate time and effort to attain
these goals.

A second method is through he use of a compan
handbook. Although a fundamental tool of orientation, it
can do more harm than good if too much is expected of it.

It has been found by many that most handbooks aren't read
completely or carefully enough to put all the important
facts about a company in one.1 A handbook should therefore
be a reference book for facts which are covered by various
other orientation methods.

A third method used is the company magazine. This is

one of the most important in attitude building for both new

 

lPlanty, McCord and Efferson, op, cit., p. 165.

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17

and old supervisors. It has the common faults of all
printed material in that it may not be read or if it is, it
may not be understood. Again, as with the handbook, it
should be used only as a supplement to group instruction,
personal contact and followbup.

Finally, the fourth method which is fundamental with
orientation training is the orientation class. Subjects
discussed normally will include company policies, rules and
regulations, products, services, etc. This type of material,
it has been found, should be given before the job training
starts. The reason for this, again, stems from the idea that
first impressions are the most important and lasting. In
other words, if the supervisor doesn't have time to eXplain
these theings, then the trainee is put in the position of
learning about the company from a fellow worker who may or
-may not be sympathetic toward him or the company. It ap-
pears that most companies having orientation classes keep
new employees in conference until it is completed. In general
the orientation classes should be taught by someone from the
personnel or training department who is a good instructor
and who is friendly, has a pleasant personality and is
adaptable. Probably in no other phase of training is the
personality of an instructor so important.

It must be remembered that orientation doesn't stop
with the original two or three hours. It must be a continu—
ing phase of the program, so as to keep the supervisor up to

date on all policy, organization and service changes. The

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only recourse may be a formal planned distribution of in-

formation, but communication must be kept open.~

MAEAGEHENT SKILLS. Here, the object is to teach the
future supervisor principles and practices of scientific
management for future use. What then, are some of these
management tools necessary for smooth operation? They are
a knowledge of:

1. Principles of Organization

2. Time and Motion Study

3. Cost Controls

4. Job Analysis and Evaluation

5. Scientific Selection

6. Production Control and Scheduling work

7. Job Training for Employees

8. Merit Rating

9. Public Relations

10. Safety Training
11. Sanitation
12. Fire Protection.Methods

The purpose is to develop appreciation of the skills
and techniques involved and to teach the trainee these
Services to aid in his daily work. There is evidence that
Progressive management recognizes supervision as a distinct
Profession calling for skills and techniques that are
Separate from and often more complex than those required of

the worker. For this reason the supervisor is receiving

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training in the science‘and the art of management, over and
above the technical skills of the job he is supervising. The
ultimate success of any organization depends in large measure
upon the completeness with which all supervisors from pro-
duction head to president, understand and apply these prin-

ciples.

v'

}The ultimate goal of this

HUMAN RELATIOES SKILLS.
training objective is to make the future supervisor a practical
expert in human relations skills.”{To so teach the basic
principles of human behavior that he will recognize and
utilize these principles in his day-to—day work. As pre—
viously mentioned, industry has made great technical advance—
ment, while standing almost still socially.§/£any companies
have recognized the existence of this condition and have
striven to improve their understanding in the field of human
iPelations.‘7While some have tried, music-while-he-works,

Enaart uniforms, pay increases, free insurance, free enter-
Tfiiinment, etc., the workers attitude has shown no substantial
improvement.1 His response has been continued mistrust in-
Sinsad of the anticipated gratitude and cooperation. It
Srnvuld not be said that the above have no merit and are not
inllportant, but they still haven't produced the kind of human
re‘ILations needed and desired by business today.

What then, is the key to all of this? ‘Sound employee

lPlanty, McCord and Efferson, pp. cit., p. 176.

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relations lie, first of all in the attitudes and actions of
top management. These attitudes and actions must reveal a
sincere conviction that business, like democratic govern-
ment, exists for the good of all concerned. Second, good
human relations depend upon a supervisory staff, from the
highest to the lowest level, that reflects this philosophy
of management in every plan, every command, and every action
that influences employees.7 How is supervisory training
going to help solve this complex problem? [As a foundation
for a full understanding of human relations, the future
supervisor needs an introduction tohuman psychology. He
must know the fundamental drives, both biological and psychical,
that underlie all behavior. The four drives that are necessary
to understand and explain the behavior of employees are:

1. the drive for security

2. for recognition

3. for belonging
l

4. for new experience.

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QAnother phase that is very important is the task of
'breaking down long established notions about human relations.
this future supervisor must be trained to discard his pre—
thdices and superstitions.. Instead he must measure people
111 terms of their actions and their motives rather than their
ITMDe, religion or political affiliation. The future super-
viJBor must learn that logic and reason are not the sole
keys to htman behavior, and realize instead that people,

\

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including himself, often are illogical, irrational and
emotional. Above all else, he training must include teach—
ing the principle that each person is an individual, respond—
ing to situations in terms of his own concept of what he
needs and desires.

Other subjects of importance that should be discussed
with the supervisor are:1

1. handling grievances

2. Counseling employees

3. Principles of disciplining

4. Handling employee suggestions

5. Symptoms of low morale

6. Listening to employee problems

7. Qualities of a good supervisor

I

{TECHNICAL SKILLS. The goals in this case are to

train the supervisor in the necessary technical knowledge

‘1

and skills for successful performance of the job or for ad-

 

vancement to a more important job. This is the most familiar
of the four training objectives. iTechnical skill, in the
sense of proficiency in the operation being supervised, has
long been a primary requirement. Although technical ability
and training are not the most important factors to the suc-
cess of a supervisor, no one would suggest that they lack

value. Careful thought must be given to the technical aspects

1Lundberg, op. cit.,pp. 92-93.

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of supervisor training. Unlike training for leadership
which is basically the same for all leaders, the technical
training of supervisors must be adapted to the work in their
own departments. As a result, programs snow great diversity
in scope and subject matter.

To summarize, it should be kept in mind that the
general function of the supervisor is to promote the integra-
tion of workers, mach nos, material and time so that a given
job can be accomplished efficiently and economically. From
the above discussion of this general function, it was learned
that the supervisor's principle specific function is to ex-
ercise human leadership, and that supervisor training has
two major aims:

l. to develop supervisors who can carrv out the
functions assigned to them with maximum satis-
faction to management, their subordinates, and
themselves, and

2. to insure the vitality and continuity of the
organization by assisting each supervisor in the
discovery and utilization of his potential
abilities. r1

There are also four specific objectives:

1. orientation

2. management skills
3. human relations skills
4

. technical skills

CHAPTER III
A DESCRIPTION OF SELECTED IN-SERVICE TRAINING PROGRIMS

In order to comply with requests from some organiza—
tions submitting information on a semi-confidential basis,
companies will be referred to anonymously as A., h and C.

in this and succeeding sections.

COMPANY.A.

The first organization refers to its program as a
Restaurant-Management-Training Program. Company A. primarily
uses this program to train future managers for their opera-
tions. The program in general endeavors to provide practical
experience for Restaurant Management and Home Economics
graduates. It is set up to aid qualified and selected per-
sonnel to make the transition between theory learned in
college or university and practice. The ultimate end in
this program is to be able to handle and meet the problems
that confront the restaurant manager that come up each day
during the year.

The trainee of Company A. can get a wide variety of
twaining with this organization, as it is composed of the
following services:

1. Cafeteria

2. Ken's Grill

3. Soda Fountain

4. Dining Room (Table Service)

5. Retail Bakery

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24

Naturally in an in-service program the most important
phase is the actual on-the—job training. Company A. has the
trainee work with the regular employee until he has mastered
each job. When this has been accomplished, the apprentice
is left alone and given full responsibility for the job.
Training is also accomplished by observation and conferences.

During the trainee's stay at each station he is
checked daily by the supervisor. At the end of his training
in the department, the supervisor makes out a written ap-
praisal of his work. (See Figure I.)

The trainee's progress is discussed with him every
two weeks by the director of the restaurant with the aid of
the appraisal report. Each month the trainee makes out a
'written report stating what he has learned and an sugges-
‘tions he has to offer pertaining to improving the restaurant
in such ways as services and types of dishes served.

The total length of Company A's program is approxim-
ately eight months. The actual length of time spent in each
department depends on the trainee's ability and capacity to
learn.the job, plus any past experience gained in previous
restaurant work. The actual departments and stations the
aPpr'entice has training in are shown in Figure II.

At the end of the program, Company A. will assist
trainees to find suitable managerial positions either within

its Own.organization or in another of comparable standing.

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TRAINEE APPRAISAL PEP ORT
C OI-‘IPANX A .
DATE _ #
CAI-E
DEPARTITEK T
SUPERV I S OR
ATTITUDE CI.‘O"‘.’.r RD CUSTCI-"ER:
ADAPTABILITY TO WC RE:
I I‘ITEPEST AI‘TD BETTE-EU S I AS -'I :
I III TI AT IVE :
DEPEI-TDABI LI TY AND PUT-3C TUALI TX :

IIEATIESS :
DISCRII-iIITATIOI‘I II? FC OD STAITDARDS :
DI LIGELICE :

C OOPEPATI ON WITH ORGALTI ZATI OII:

LEADERSHIP ABILITY:

LOYALTY TO ORGANIZATION:

RESPONSIBILITY:

ABILITY TO ORGANIZE:

COI-TTRIBUTIOITS TO DEPABTZ-EET:

COOPERATION WITH AITD INTEREST IN FELLOW WORKERS:

ABILITY TO GIVE CRITICISM:

ABILITY TO ACCEPT CRITICISM:

DISCIPLINE:

POTENTIAL SUPERVISIETG ABILITY:
WEAK POINTS:

STRONG- POINTS 3
REQARKS :

25

WEEKS

 

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IIAJTAGEEZTT TRAINING SCE‘EDULE
COI-IPAI‘TY A.

Production:
Kain kitchen - large quantity cooking
- meat cooking, preparing roasts and fowl
Bake Shop
Salad departments
Colonial kitchen - fry and broiler cooking
Cutomer Contact and Salesmanship:
Retail and bakery sales
Soda fountain and fast food sales
Counter and buffet saleswork, including cafeteria
steamtable experience
Storeroom and Receiving:
Grading and storing of produce
Refrigeration and caring for food
iandling of requisitions from production departments
Management Experience:
Purchasing and food cost, working with the dietitians
and managers

Menu making both cafeteria and table service

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FIGURE II

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C CE-IPAIIY B .

The apprentice training program offered by Company B.
was one of the first to employ college-trained people. In
this program only college trained women are accepted. In
general they prefer graduates in Home Economics, majoring
in Institutional Management.

The main objectives of their program are:

1. Teaching Human Relations

2. Teaching Personal Developmen

3. Teaching Company Knowledge

Company B. hopes through their training program to
supply future needs for supervisory personnel in their organ-
ization.

They, like Company A., report that actual practice
in doing the work, conferences and observations are the best
methods in training their future management personnel.

Their operation consists of three cafeterias and one
table service unit. They feel that with this type of opera-
tion the trainee can get wide experience in the field of
food service.

Through daily checks on the work of the apprentice,
careful teaching can be accomplished. As the training is
completed in each department, the supervisors make out a
written report on the progress of each trainee.

The length of Company B's program is eight months, and
at its completion the trainee is given a supervisory job.

An example of their rating chart is shown in Figure III.

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28
Company B's training schedule is shown in Figure III.

COL-EPAIIY C .

The third organization has an on—the-job training
program which they offer to college graduates in Restaurant
and Institutional Management. Company C. also will, on oc-
casion, take a trainee who doesn't have a degree if he was
an exceptional student in high school and has had other food
service experience.

Company 0. like Company A. feels that they provide
in their program the opportunity for theoretical knowledge
to be applied to the day to day problems of a food service
operation. To learn the techniques of handling food in
quantity preparation and service, both young men and women

are needed as store and assistant food production managers,
in this organization. Like Company B. this operation trains
its apprentices for future needs of the organization. Its
’goals are similar to those of the preceeding program in that
they want the trainee to know:

I. The technical skills of each job.

2. Basic human relations skills.

3. Company policies and procedures.

They also hope to deveIOp the individual's potential
to the maximum.

In order to accomplish the above objectives, Company
0. uses the following training aids:

1. Observation

2. Films, when available

T... 2.1.. «L mi

APPRENTICE TRAINEE'S RATI
C OMPANY B .
I. ATTITUDE

(a) What is her interest and
enthusiasm for restaurant

work?
(b) How would you rate loyalty
to -
l. the restaurnat and its
traditions?

2. her associates?
(c) How does she take criticism?
(d) If she is a fault finder,
how would you rate the sug-
gestions that she offers?
(e) How conscientious is she
about being punctual -
l. on duty?
2. for meals?
(f) How well is she able to con-
trol her emotions? (temper,
feelings, tears, etc.)?

II. NEATNESS
How would you rate her -
1. personal appearance?
2. housekeeping?

3. working spaces? (Does she
leave untidy spaces so that
others have to pick up after
her?)

III. INFLUENCE
How is her influence on -
l. subordinates?
2. the organization in general?

IV. ABILITIES
(a) What would you rate her
ability —

l. to work with her hands?

2. to discriminate in food
standards?

3. to produce a good
product?

4. to evaluate details?

5. to appreciate the cost
of things as Opposed to
extravagance and waste
in small ways?

FIGURE III

‘70. II . T
.L‘c 3-4 A um

GOOD

A .2... .A

n?

‘JH

29

POOR

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

h!

"I TTTTPTrc
AI. CU-g-d.

6. t1
7. t.
(

V
'1‘
a.

8.;
1

51) ‘_'
’4

A
f):
V
I {0‘ E4

h) l-"

0/

C) {q r

'U
u

I

’ _—‘

:7,
) I:
f .‘

1
(DH/

IV.

A.

ABILITIES (cont'd)

(b)

(C)

(d)

10. to lead, train and teach?
11. to grow and develop on the

30

GOOD .VERAG

6. to initiate new ideas?

POOR

 

7. to assume responsibility?
(Does she go ahead without
having to be continually
supervised?)

 

8. to get the job done? (Is
she fast enough for the
pace of the business?)

 

9. to offer constructive
criticism?

 

 

job?

 

How accurate is she in dealing
with figures? (Does she mak
mistakes that others have to
look for or that she herself
has to waste time looking for?

 

How well does she get along
with subordinates? (By mainten-
ance of discipline or laxity?)

 

How well is she developing an
ability to plan, organize and
direct work efficiently -

l. for herself?

 

2. for others

 

TRAINIEG SCHEDULE

ACTUAL
TIME
SUGGESTED SPENT

REQUIRED MAXIMUM FOR TO
MINIMUM ARI ACTIVITY DATE D

PLANTING AIvID PURCHASING

Menu Planning -
Food Cost Control 2 weeks 4 weeks

Purchasing -
Storeroom Control 1 week 3 weeks

PRODUCTION

Pantry work 4 weeks 5 weeks
Salads
Short Order werk
Coffee and Tea Making

Range and Steamg; Cooker

work

4 weeks 12 weeks

Meat, Fish, Vegetables,
etc.

FIGURE III

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J

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effice y
(a) ‘30ch
(.0) Use

'5". ‘,.

1.4.3.

P'~:A!O\‘
“$.U\‘

.‘cu

B. PRODUCTION (cont'd)

C.

REQUIRED
MI ITII-ZUI-I

Bakeshop 4 weeks

SELLING 2 weeks

waitress
Counter Girl
Hostess

I-IAI I‘TTEIIAIICE

Dishwashing
Housekeeping in gen-
eral 1 week

ACCOURTING

Checking

Cashiering

Office work including

éa) food costs

b) use of business
machines, etc. 2 weeks

PERSOIII. --

31
SUGGESTED ACTUAL

MAXIMUM FOR TIME SPENT

AEY ACTIVITY TO DATE DATES

10 weeks

3 weeks

2 weeks

4 weeks

FIGURE III

m4. Ct

lug-n.

traiing is c

115 Of on-t':-.e

‘

3 I g r
912.18 8 , file L.

the? a?“ C o

“L ’ c

'l{-dLL b.‘e U km,

1
aEPI‘eI‘tice s
we a

' w. .
”3.1821 chfl‘m.

LO:
Q, ‘
file tne e'bC~
.2: *
\‘Kn? 7‘0 A,
U ‘ v.
#1.“
la“; C
N Balm
s“.
W
«as
‘L
Q;

3. Manuals
4. Conferences

5. On-the-Job training

32

This company consists of several cafeterias Where the

training is carried on under modern conditions. With the

use of on-the-spot conferences by
trainee, he has an opportunity to
they arise, and receive an answer
with the training director are an
apprentice's training.

The actual departments and
broken down in this manner:

Dining Room and Counter

Salad Preparation

Bakeshop

Kitchen

Butchershop

Sanitation

Purchasing Department

Food Cost and'Menu Planning

the supervisor with the
ask questions the moment
Scheduled conferences

important part of the

stations trained in are

1 month

1 month
B-A-months
3-4 months

1 week
1 week
2 weeks

1 week

The total length of the program for assistant food

production managers runs from eight to ten months, as shown

in the above schedule. For store managers, the training in

dining room service is increased from one month to one year,

thus making the program run two to three years in length.

The appraisal report used by Company C. is similar to

the one used by Company B. and is shown in Figure IV.

EXECUTIVE APPREKIICE RATING CHART
COICPAI‘IY C .

 

 

U1
U1

 

 

 

 

Date
flame of Student Name of Restaurant
Date Training Began Date to be Completed
‘PEQSOHAL CHARACTERISTICS GOOD IIAVERAGE POOR

 

I. ATTITUDE OF APPRENTICE
(a) Interest and enthusiasm for
restaurant work

 

(b) Loyalty to:
l. the restaurant
organization

 

2. fellow workers

 

(c) Ability to take:
1. criticism

 

2. suggestions

 

(d) Quality of trainee's sug-
gestions (if any)

 

(e) Punctuality:
l. reporting for work

 

2. production timing

 

(f) Emotional stabilit (anger,
self-control, etc.¥

 

II. NEATNESS OF APPEARANCE
(a) Personal appearance

 

 

ébg General housekeeping
c Tidiness of work area

 

III. INFLUENCE OF APPREHTICE
(a) On subordinates

 

(b) Organization in general

 

IV. ABILITY OF APPRENTICE
(a) To discriminate in food
standards

 

 

 

gb) To meet emergencies
d

c; To adapt to the situation
To appreciate the cost of
things as Opposed to ex-
travagance and waste in
small ways

 

 

5e; To initiate new ideas

-To assume responsibility
without being continually
supervised

 

(g) To work fast enough to
keep up with the pace of
business

 

FIGURE IV

GOOD AVERAGE POOR

(h) To offer constructive
criticism

(1; To lead, train and teach
To grow and develop on
the Job

(k) To evaluate details

(I; To work with hands

 

 

 

 

 

 

 

m To produce a standard
product

(n) To get along with
subordinates

(c) To get along with
superiors

 

(p) To maintain discipline as
contrasted with laxity

(q) To be accurate in working
with figures

(r) To plan, organize and
direct work efficiently:
l. for self
2. for others

 

 

 

 

 

What do you now consider to be the strongest points of the
Executive Apprentice?

What do you consider to be the weakest points of the Executive
Apprentice at this time?

Have you discussed these strong and weak points with the trainee?

 

Do you have any suggestions concerning the trainee?

 

 

Signed by training supervisor

FIGURE IV

C OMPANY D .

One of the most thorough Executive Apprentice Train-

ing Programs included in this study is the one used by
Company D.

The main purposes of their program are to teach
their standards necessary in a chain operation and to train
future management level personnel to run their Operations.
Among the goals mentioned in Company C. they also have as
an objective of their program the production of top quality
food and personnel.

In accepting trainees for their program they prefer
1Young women.with degrees in Home Economics or Hotel Management.
lhen.who have graduated either in Business Administration or
fflatel Administration are also desirable for the program.
Ccnnpany D's training is accomplished much the same as the

Otflaers already discussed with the use of manuals, conferences,

arm: work on the Job. Emphasis is placed on the Training

SLlper'visor and the idea of a well planned program with a
01089 follow through, plus a continuous educational program
f 01‘ all management level personnel.

The training program takes place in one of their many
'térhiLe service type restaurants where the apprentice works with
some of the most modern restaurant equipment in the food
Service industry.

The actual training program is broken down into two

Igélrvts. Company D. has gone a bit further than Company C. on

this idea. In Company D's set-up, they have a managers'

36

program for men that runs from seven to nine months and a

Food Supervisors program for women that runs for six months.

For a schedule of these two programs see Figure V. At the

end of each training period the student food supervisor

makes out a student training report on what she has learned

during that period. Figure VI. After completing his train-

ing in each section, the student manager is rated on an

Executive Appraisal form by his Training Supervisor. See

Figure VII.
COMPANY E.

One of the organizations that is associated with the
National Restaurant Association's training program is Company
E. Their apprenticeship program is offered to both young
men and women who hold degrees in Restaurant leIanagement,
Institutional Management and Business Administration. They
believe that their program is designed to give college
trained people the necessary practical experience in the
f'OCMS. industry to make the best possible managers and food
pPoduction managers.

Company E. feels that not only is the program's main

pur’DOse to fill all its future supervisory needs but to also

help train the many needed managers, for the food industry

a
s a. whole. Their objectives in essence are the same as

t
he previous with special emphasis on high standards of good

f
0061 and how to obtain them.
In accomplishing these objectives this organization

re
9 q q ‘
:L s that tne means of observation, company manuals, personal

‘

37

STUDEKT MANAGER TRAINING COURSE
COMPANY D .

STORE TRAINING

qr

 

 

A. Work is done under the supervision of manager and
department heads.

B. Special emphasis is put on store Operation needs,
schedules, job description cards.

C. Report is prepared by the student at the end of each
phase of his training, covering his reaction to dif—
ferent details of the work.

D. Manager reads and O.K.'s report before forwarding it
to the Operations Department at the Home Office.

11. With the Assistant Managers: 15% weeks. weeks

1. Maintenance (with the maintenance man or

store equipment engineer) 1
2. Dish Pantries (3 days early, silver - 3 days

closing) 1*
3. Bus Boy Dishes 1
4. Coffee Making %
5. Grill and Butcher 3f
6. Liquor Bars 3"r
7. Receiving l
8. Pantry Food Su ply (l week early, 1 week middle,

1 week closing 3*
9. Kitchen Supply (4 days early, 4 days middle, 4 y

days closing) 2”

B. With the Food Supervisogg: 8% weeks.

iKITCHEN Days

10 . Meats 6

ll . Chickens 3

l2 . Vegetables 4

l 3 . Salads 2

14 . Cake 3 2

15 . Pies 2

16 . Rolls 2

PANTRY
1'? . Steam Table 6
3L53. Sandwiches and Breakfast 6
JLSD. Salads 3
20 . Desserts 3
21 . Frying 3
12322. Cafeteria (if any) 6

FIGURE V

STORE TRAINIHG (cont'd)

GENERAL

23. Follow Day Supervisor 1
24. Follow Night Supervisor 1
25. Follow Head Pantry Supervisor 1

With Manager: 2 weeks.

26. Office - 3 weeks*

a.
b.

Payroll

Invoices
Insurance
Inventories

Food Costs

All other reports

Dining Room Training_- 1 week*

27. with Directress - First 4 Days (This time spent with
Directress on her Job)

3.

Work with Directress while she prepares daily
schedule, and lineup notes for marked menus.
Assist in taking phone calls on absences etc.
Learn to read and handle daily schedule.

Attend at least one luncheon and one dinner line—
up each day - with Directress.

Check housekeeping and set-up of dining rooms
with Directress.

Listen in on any interviews Directress may have -
applicants seeking jobs: spontaneous, disciplinary
interviews, etc. (Unless student's presence would
influence outcome of interview - in this case
Directress will later explain outcome of interview).

Check with Directress on dining room coverage and
operation, waning business, pantry problems, etc.

Learn stations, schedules - learn how dining
room needs are covered.

Attend Girls' Training classes each afternoon.
Attend at least one half-hour lineup during week.
If no training classes are in progress, student
should study Directress Manual, Tips, and Service
Plus during this period in afternoon. Student
should read all quizzes, rating scales, etc. set
for dining room training classes.

FIGURE V

39

STORE TRAIKING :_(cont'd)

h.

During this time with Directress, arrangements
should be made for students to work at least
part of one meal period on each job — usher,
line hostess, Greeter, service hostess. Also
student should spend part of one meal period
with cashier. (Checking in and out, cashier
reports and banks, etc., will be learned during
office training.)

28. With Assistant Directress - 2 Days (This time spent

 

with Assistant on her Job or with Closing Service
Hostess in stores which have no Assistant Classification)

a.

b.

2;.
'1!-
Ir:

Check dinner schedule and coverage with Assistant.

Observe late lunch dining room operation and
service - waning business, pantry problems, etc.
Observe late afternoon business. Check appear-
ance and manner of personnel during this slow
period.

Attend training classes, work on recreational
activities or any other specific Job assistant
is scheduled to do.

Attend at least one dinner line-up with Assistant.
Note procedure of line-up - information given
girls and that received from them - line-up notes,
Special information, etc.

Observe dinner service - if coverage is adequate -
how new girls are getting along - if lines are
handled well - if information on volume is

given to kitchen — if pantry is functioning well -
get to trouble spots with Assistant.

Observe peak and ebb of business. Be alert to
needs - can a dining room be closed early? How
does this affect guests - personnel in D.R.'s -
pantries, boys, etc. Observe late dinner service.
Is dining room adequately covered? Is there
sufficient variety of food to please guests, and
are they satisfied with service of late person-
nel? Check to see that there is no let down in
attitude or service.

Follow closing procedure with Assistant.

ptc’ tlle event that we must lengthen the program, add 1 week
28 he departments marked with the (*). All men are on the
wec—ek program unless otherwise notified.

FIGURE V

STORE TRAINING (qont'd)

E.

Student Managers' Reports

Standardized Student IIanage rs' Report has been desi3ned
to develop the outstanding qualities of a successful
restaurant executive. These qualities are:

l. Organizing ability

2. Cost consciousness

3. Human interest

4. Public relations

5. Knowledge of food
(Preparation, purchasing, quality, quantity)

6. Knowledge of methods, procedure, material, and
equipment.

The report is devised around four main factors that
stimulate interest and thinking in the operating problems
of th store. They are:

. Purpose

. General Comments

. Recommendations

. Job Description and Breakdown

Jt‘UIMI-J

Purpose

A student at no time should be allowed to lose sight
of any particular phase of his training. He must under-
stand the importance that one particular phase plays in
the successful operation of the store. "Purpose" could
be called the "what" and "why" phase of his training.

General Comments

Designed to allow him to comment on any subject he
'believes significant.

Rec ommendat i one

IDesigned to stimulate interest and thinking. If prOperly
Iaandled, self confidence will be developed by making

Inim feel that he is contributing his ideas, and that he
Iplays a definite part in the successful operation of

'the store. Recommendations should be classified into one
CDf the following categories:

. Quality of Food

. Quantity of Food

. Scheduling Hours of Work
. Layout and Equipment

PUMP

FIGURE V

    
      

may: ma "'1‘“,
u

nu .0 ~—..-.ru

 

thirst '
tan}. :1.
to cook.
133% tiff.
Operati

{St-vie

the?

STORE TRAINING (cont'd)

41

5. Methods and Procedures
6. Human Relations
7. Training
8. Miscellaneous

Job Description and Job Breakdown

Designed to develop organizing ability, attention to
technical details, yet enough flexibility in thinking
to coordinate the activities as a whole, develops think-
ing and stimulates interest on all phases of restaurant

operation.

(Student Managers' reports are prepared within one week
after completing a particular phase of training. The
report is submitted to store Manager who reviews the
report, discusses it with the student, and forwards it
to the Home Office with his own appropriate comments

added).

Total weeks

_

his program designed to
be used where a particular
student's previous training

Program as Shown and experience is such that

 

the additional training
would Jpe of benefit to himL

 

 

Asst“ Manager 15% weeks 20% weeks
Food Supervisor 81.1; weeks 83; weeks
Manager 3 weeks 4 weeks
Directress 1 week 2 week

28 weeks 35 weeks
—-__l

 

Egiléggerial Relief Experience -

After a man gets on his feet
in a store - possibly after
he has been on the job about
10 weeks or more, he should
be given the responsibility
of handling some managerial
reliefs on their executive
day off, etc.

FIGURE V

am my“
nut-d a. um-.-
m-

   
   
   
    

WWW 2‘1“? U?"

, 'q
I!‘Od&dgu.§~._
W.

he have a:
l' ‘ x ,
y: hum? :
Q
sane of “L1:

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um: 5 «a ..
at .t‘f.

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5:
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42

STORE TRAIKING (cont'd)

 

SUPPLEEETTARY TRAI ETI NG-

 

Those hours when the student is not actually working on a
job (during split shift free hours), he should be assigned
some of the following aterial for study. Students should
work as many daily hours as other store executives and
should be assigned to help take all inventories.

1. General set-up of Company and store organization;
history and aims.

a. Job Progress Plan, Organizational Chart.
b. Visit executives and departments.

2. Study techniques for getting along with the organization.

a. Employment Procedure, Job Evaluation, etc.

b. J.I.T. and J.R.T. application

c. Library and reference articles, see "Job Aids"
in Manual. '

3. Principles of Company cookery, recipes and standards
(See Standards up for Review; Service Plus; Tips;
Directress Manual for Training Eostesses and Girls;
Executive Reminder Series).

‘4. menus, Food Estimating, and Planning.

5., Purchasing Methods and Standards.

5. Theory of Company Food Standards.

FIGURE V

 

Q’M'
Mimi l
$33.9}; t2}
‘L‘LQE. in 1

find was
112011~
“157:9.“

VJv.-...._.\)

43

STUDENT TRAIYIHG FCR FOOD SUPERVISORS

C OIEIPAI‘TY D .

Time Requirement

 

Part I ------ 14 Weeks
Part II ----- 10 Weeks

Company D's aim is to have fully trained and well-
developed leaders in the Home Economics Staff positions. To
satisfy this aim the student training course has been out—
lined in rather close detail to assist the new member of our
food supervisory staff, and to guide the store supervisors
in following through with a standard plan of training for the

student}

The purposes of this Student Training Course are:

l.
2.

To introduce the new supervisor into the organization.

To give her the opportunity to learn the funda-
mentals of the company's Operations before she

assumes her part actively on the Home Economics
Staff.

To present a thorough and practical understanding
of the Jobs for Which she will have supervisory
responsibilities.

To understand how best to meet the personnel
problems of store operation.

To offer a continuous challenge to all food
supervisors for personal development and profession-
al achievement.

of This training period has only an introductory amount
°}£1ssroom study. It is mainly a practical working course
y Wzfiich.the student food supervisor is given the opportunity

Food

eftrn by participating in the actual operations of the
Production Department .

tabl, As a means of follow-through, a report system is es-

the ifihed Which.provides a means of written contact between

the S1Dudent and Cleveland Department Head. A record of
s1Lation training is kept for each student.

Supe

Any training outline can only direct . . . Much of each

willx'v’lsor's personal happiness and professional progress
Clepend on how best SHE makes use of this basic training.

FIGURE V

STUDENT SUPERVISORY TRAIIIKG PROGRAM
PART I.

44

WERE-313% KIT I-IEI‘I AND GEE-EPAL SUPERVISORY TRAINING

I. Orientation — 4 days - Lessons I, II, III, and IV.

1.

Introduce the student food supervisor to the Company

History and background of the company.

Meet executives and know Home Office organization.

Learn the organization in the individual stores.

Observe operations and layouts of the other stores.

Explain the benefits offered.

Discuss Compan Standards and their value to the

company, as well as the supervisor, through:

lg "Taste Jury"

2 Recipes

Experimental

Books

Card Files

Plate service

Portions

Line-ups
Sample plates

5) Menu system
Office planned
werk sheets
Printed copies

6) Food estimation
Influencing factors
Estimate sheets

7; Cooks' menus

8 Food orders
Order Book

9) Food Purchasing

Purchase Book

Ji‘bl
VV

"Communication Lines"
1) Managers' Bulletin

2 General Directions
3 Key Directions
4 Standards Up for Review

5; Clipping Book
Food Supervisors' Reports and Answer Sheets
7) Services

See the movie "Food for Thought".

FIGURE V

I.

II.

III.

45

Orientatigp (cont'd)

5.

60

Take routine examinations
1) Physical
2) Personnel Selection

Know the functions of the Experimental Kitchen,
and its relationship to other departments of the
company.

Experimental Kitchen - 15 days.

1.

3.

4.
5.

Learn Company D's Quality Food
Taste foods.
Preparation of foods for store operation and resale.

Know Company Recipes
Preparation of all types of food.
Yield checks on all recipes made.

Have a werking Knowledge of Company Equipment
Use all Experimental Kitchen equipment.
werk with equipment in Playhouse Square.
Become familiar with Equipment Manual

Mark Portion Menus daily.

Work one Saturday in each of the other stores,
alternating Pantry and Kitchen assignments.

Supervisory Leadership -A§7days.

1.

2.

Review . . . Company Standards and Quality Food

Know Food Production Department
Standards of Food Supervisor.
Duties and Responsibilities of Food Supervisor
and Assistant.
Relationship and organization of store - kitchen
and pantry.

Cooperation with other departments.

Educational Program.

Discuss Pantry
Operational Needs Chart - Row to make one.
Breakdown of each station - Job Cards.
werk Simplification . . . Example: Sandwich
Station organization.
Responsibilities and Duties of Supervisor.

Explain Store Personnel Responsibilities
Techniques of getting along in store organization.

FIGURE V

~ID-W~flO‘MA-MH‘ ‘ W

'5' 4V

I mec'mri S Qt"
A“. Una u a ‘ - I

‘ "I ’t‘
‘u c...

r‘.fi““hl
‘lL 5”.qu
"1“} F.
'I|_‘q..‘ \

“Man-1
"U - L 'I
fi

“3
5‘ ‘

III.

46

Supervisory Leadership (cont'd)

Techniques of knowing employees.
Principles of J.I.T. and J.R.T.

5. Outline of Pantry Training
Report form.
dark portion menus.

6. General store Operations
Inventory Practice.
Food Control System.

At all times emphasis should be placed on the Pantry, its
organization, relationship and importance to overall operation,
with detailed discussion of the responsibilities of Pantry
Supervisor.

IV.

Pantry Station Training and Pa-try Supervisory Training.

Lgt's Get Acquainted with Store Food Production

3 Days - By training with Head Food Supervisor - 1 day
Night Food Supervisor - 1 day
Pantry Supervisor - 1 day

Student to be welcomed into store organization by
personal introductions, and at meetings.

A tour of the entire store.

Meet the executive staff — Manager.

Line-up introductions - Directress of Service.
Name posted on pantry blackboards when student

is present on the bar.

Daily food tasting with Food Supervisors.
Explanation of Food Control System and Inventories.

Station Training - 6 weeks.

Desserts 3 days

Soda Fountain 3 days

Sandwiches 3 days

Salads and Appetizers 1 week
(Lunch and Dinner)

Steamtable and Short Order Cooking 3 weeks
(Lunch and Dinner)

Supply ' 1 week

Kitchen Supply, early and late - 2 days
Pantry Supply, early and late - 2 days
Receiving'Men, early and late - 2 days

Portion menus should be marked daily for each station
worked.

FIGURE V

47

IV. Pantry Station Training and Pantry Supervisory Training.
‘Tcont1d)

Schedules should allow early and late periods, so
experience in station set-up and breakdown can be had.

Kitchen Office - § days.

Introduction to Responsibilities of Kitchen Office
Routine.

Learn: Technique in Pulling Recipes.
How to Complete Daily Estimate Sheets
Company Purchase System
In-town orders
Out-of-town orders
PurChase Book
Utensil Book
Daily Estimate Sheets
How to complete records on them.
Yield Check Forms
How to complete one after kitchen figures
are obtained.
More time civen to this training in Part II
of program.

Main Office Training - 2 avs.
Pay Rate Ranges for Service Pantry Department.
General Pay Roll Deductions.
Inventories - a general study to learn how they
are extended.

Dininngoom - 1 week. Responsibilities of Hostess.

 

Training to be directed by Directress of Service.

Learn: System of food service to guests.
Routine of handling complaints.
Good public relations.

Pantry Supervision - week. fork with Head Pantry
Supervisor.

 

Learn: Pantry line-ups - How to Conduct Them.
Marking Portion Menus - Their Presentation
at Line-up.

Set-up of Sample Plates - Their Presentation.
Relation to Kitchen and Dining Room.

Training Glasses for Pantry women.

Schedules - Operational Needs Charts -

Job Cards.

FIGURE V

48

Figure V. (cont'd)

At the end of this part of the training, it is advisable

to assign the student supervisor to a position of an assist-
ant pantry supervisor for a period not to exceed six months,
before continuing with PART II of training.

In this way the student supervisor will have the challenge
of leadership, and has the opportunity to develop in super-
visory work as she gains experience in food service.

When the individual has successfully demonstrated her
abilities in this position, and has displayed definite
interest in the continuance of Company supervisory work, then
the full kitchen training and refresher course in the Ex-
perimental Kitchen will be given.

FIGURE V

49

PART II.

I. {itchen Tre inins and Refresher Supervisory Train in

Kitchen Stations - 8 weeks.

 

Salad, Cocktail Cooks Lunch and Dinner -

[.4

week

Dressings, Lettuce, and Tomatoes

Pie Bak
Roll Ba
Heat,

er Lunch 9 d

Cake Baker Lunch a d

ker Lunch and Dinner -
Vegetable Cooks Lunch a d
Fry, Chicken Cooks,

week
week
we ek
week

w HHHH

Meat Chef Lunch and Dinner - weeks

Practical work with morning cooks.

Responsibility of starting production - 6.00 A.M.,
along with actual food prepare tion.

Practical work with evening cooks.

Responsibility of food storage and closing kitchen.
Work with.Meat Chef, complete yield checks, cost
accounting for selected menu items.

Kitchen Of

fice - l weelt. Recipes and FilingL Routine

Office Resppnsiei li

 

Initiation to Employee Relations.
Interviews.

11. Refresher on

Supervisorprespm ibilities - l wees

General Offices and Experimental Kitchen.

Review:

The store staff orealcdown and its responsibilities.
Responsieilities of the different supervisory
positions.

The importance of supervising for Quality.
Operational Needs Charts - Job Cards -
Schedules.

The value of good employee training, and a
review of the principles of correct methods
of training.

The principles of Good Employee Relations.
The importance of Good Public Relations.

With the completion of this work the individual would
be fully prepared to carry any assistant supervisory

position.

FIGURE V

5O

STUDEIIT TMINI NG REPORT
COI—IPANY D .

Student Food Supervisor Date'

 

I. Section of Training Completed Check Period Covering

 

Part I - Experimental Kitchen
and General Supervisory
Training (4 weeks)

 

Pantry Station and Pantry
Supervisory Training (10 wks.)

 

Part II - Kitchen Training
(10 weeks)

 

 

II. Explain how your practical training has been beneficial

in preparing you for future supervisory duties and
responsibilities in:

Knowledge of Quality Food Production

Why is it important for all food supervisors to taste
food daily?

Efficient Pantry Service

Organization of the Food Production Department

FIGURE VI

   
 

ngmfi‘m PR: \1- “I“ .
Uni-In. nuJChAI-.>

  

PQ'NAN‘EAO‘,

o ~|¥.h.v._

K?

STUDENT

II.

TFAI NI

$7M
.L\\:

REPORT (cont'd)

st Controls (Food Cost, Labor Cost,

 

Operational Co
Utility Cost, Laundry Costs)

Supervisory Leadership

FIGURE VI

51

52

STUDENT TRAIZIIIIL Eros; (cont'd)
III. Give a brief summary of any competitor food checking
you have done.

 

 

Compare with Company D. operations as to:

Menu Selection

Quality of Food

Efficiency of Service

Prices

 

Student Food Supervisor

lflaod.Supervisor's Comments:

 

Food Supervisor

Lgxnager’s Progress Report

 

Manager

 

Store
FIGURE VI

",‘m‘
.41...”
fl

CECUTIVE APPRAISAL FORM
C OI-IPAIIY D .

53

 

IIM-‘LE: STORE : DATE :
Out- Above Un-
stand- Aver- Aver- satis-

I. PERSOHAL QUALITIE

A. DEPEIIDABILITY

S ing; age age

Proper attitude toward
position and resultant
following through on
assigned duties.

Fair factory

 

B. COOPERATION

Ability to work with
others - subordinates
and executives. Helps

voluntarily.

 

C. INITIATIVE

Originality, resourceful-

ness, ability

to proceed ‘

without explicit directions.

D. JUDGMENT

Ability to comprehend all

elements of a

situation,

sense their relative

values and mak

decisions.

E. DISPOSITION

e wise

Amiability, calmness,
eveness of temper.

F. INDUSTRIOUSNESS
Efficient accomplishment
of work at hand - per-
sistency - thoroughness.

G. INTEGRITY

Sincerity, honesty in
verbal and written

statements.

H. HEALTH

General health condition
as indicated by vitality,

stamina, and energy.

FIGURE VII

”Em-“N DIP-:1.
W

J».fild

v *.'
is an as}. t
' 1‘
w;- 39 .actc‘:
M‘, ' I
1i“ ml, -38
I

q

:9 an 5.

H

71 Q"!

‘5.

51+

EXECU'QVE APPRAISAL rem: (cont'd)

Is there anything in personal life the you know, or feel,
may be factors that affect the quality of job performed?
If so, give suggestions of ways in which individual might
be aided:

 

 

Out- bove Un-
stand- ver- Aver- satis-
II. SUPERVISION 4» ing age age Fair factory

 

A. LEADERSHIP
Authority accepted and res-
pected by large majority
of employees.

 

B. TEACHING ABILITY
Ability to train in Job
mechanics and human
relations.

 

C. TACT-DIPLOMACY
Ability to observe, under-
stand and satisfactorily
deal with situations.

 

 

III. WORK RECORD

A. VOLUI-E OF WORK
Work accomplished in re-
lation to scheduled job
requirements.

B. QUALITY OF WORK
Quality of work compared
with Company D. Standard
for satisfactory work.

C. HANDLING OF DETAILS
Small duties incidental
to accomplishment of

major responsibilities.
W__

—- m“

 

 

FIGURE VII

‘ N'r'fifi‘ hr?

‘;V..L|‘

m, w: “‘
XLX\ “|V.E\ E“

I

1”
\iv;

r
:t‘

 

55

EXECUTIVE APPRAISAL FORE-I (cont'd)

 

 

 

 

 

 

 

Out- Above Un-
stand- Aver- Aver— satis-
III. WORK RECORD ing age age Fair factory
D. ”TEEDAKCE
Attendance on job and at
scheduled meetings.
E . PURC TUALITY
Promptness in reporting
for work, for scheduled
meetings, etc.
IV. GERERAL TYPE
First, check the characteristics which most accurately
describe the individual being rated. Then, double-
check those which are working as a detriment to his
Job success.
I. __Self-centered 8.__ __Obvious interest in
2.__ __Makes little attempt others
to be friendly. 9.__ __Friendly
3.__ __Reserved, restrained, lO;__ __Cheerful, hearty in
calm in manner. manner
4.__ __Passive, unenthusiasticll. Enthusiastic
5.__ __Follower in group 12.__ __Dominant in group
activities situation
6.__ __Ill-at-ease in group 13._____Participate easily
situation in group activities
7.__ __General negative 14.__ __Optimistic
attitude
GIVE SUGGESTIONS OF WAYS IN WHICH TRIS PERSOF MIGHT BE AIDED.
V. PROGRESS

A. In what direction has individual made the greatest
progress?

B. In What direction has individual made the least progress?

FIGURE VII

56

EXECUTIVE APPRAISAL FORM (cont'd)

V. PROGRESS

Signature of Rater

 

Position

 

VI. PERSONAL QUALITIES

I. From your observation, rate the following:

 

Harmful to Harmful to Negligible in
Job Success Person Relation to
Success

 

1. Drinking
2. Moral Conduct

 

Give suggestions of ways in which he might be aided.

i
i 1

VII. CHECK on: or THE STATE‘ZEEIETS BELOW:
In my Opinion he is:
__A. Definitely Manager calibre and should "go places".

__B. Not kanager calibre but nevertheless a Company D.
type person and should deveIOp into a (position)

 

O
if he accomplishes the following:
a.

b.
c.

C. Not a Company D. type person and should be en-
couraged to seek other employment.

Signed
FIGURE VII

57

conferences, and actually doing the work are the best
teachers. Company E. has a 265 seat restaurant, one counter
type cafeteria and a retail food shop which gives the trainee
an increase in the variety of production experience.

The trainee is advanced through each department under
the careful instruction of their well trained employees and
supervisors. An outline of the departments the trainee

proceeds through are as follows:

Counter selling 2 reeks
Dining Room 2 weeks
Office and recipe costing 2 weeks
Meat cookery 2-4 weeks
Vegetable cookery 2-3 weeks
Salads 2 weeks
Bread and rolls 2-4 weeks
Cake and cookies 2-4 weeks
Pies and puddings 2—4 weeks
Store room 1 week
Vegetable preparation 1 week
Dish room 1-2 weeks
Cashiering l-2 weeks
Supervision 2 weeks

Under this Apprentice Training Program the trainee
cOmpletes his work in eight months and either is placed
Within the organization or helped to find a suitable posi-
tion in another comparable food service operation. As the

tPainee completes his training in each department his super-

58

'visor makes out a rating chart on his performance. An

example of this form can be seen in Figure VIII.

COI-‘IPAIIY F.

This program is one that gives a trainee a chance to
try his or her hand at about any type of food operation
now in existence. It includes training for supervision in
cafeteria, table service, drive-in, flight feeding and in-
dustrial feeding.

The main purpose of the program is to develop new
management personnel to meet the present and future needs
of the company. The apprentice in this organization also
finds that the goals of his program are to learn the tech-
nical skills, become aware of the importance of human re-
lations, grow in personal development, and master the com-
pany methods and standards of a food service Operation.
Company F., in choosing its trainees prefers college gradu-
ates with a major in Hotel, Restaurant or General Business.
They will, however, train anyone who has acceptable potential-
ities and is interested in the food industry.

In general the training is accomplished much like
the preceding programs in that the trainee learns through
observation, the use of films, company manuals, special
conferences and actual work on the job. To be a little
more specific, the trainee first has an orientation week at
the main offices and gets acquainted with company policy and

procedures by the classroom method. The heads of each de-

59

EXECUTIVE APPEEKTICE RATIHG CHART

 

 

 

 

 

 

COIZPAI‘IY E.
Date
Name of Student Name of Restaurant
Date Training Began Date to be Completed
fERsosz CEL’XRACTERISTICS GOOD AVEPAGE POOR

 

I. ATTITUDE OF APPRENTICE
a. Interest and enthusiasm for
restaurant work

 

b. Loyalty to:
the restaurant organization

 

fellow workers

 

0. Ability to take:
criticism

 

suggestions

 

d. Quality of trainee's sugges-
tions (if any)

 

e. Punctuality:
reporting for work

 

production timing

 

f. Emotional stabilit (anger,
self-control, etc.§

 

II . rimsmmss or 921313313103
a. Personal appearance

 

b. General housekeeping

 

c. Tidiness of work area

 

III. INFLUENCE OF APPREHTICE
a. On Subordinates

 

b. Organization in general

 

IV. ABILITY or APPFENTICE
a. To discriminate in food
standards

 

b. To meet emergencies

 

c. To adapt to the situation

 

d. To appreciate the cost of
things as opposed to extra-
vagance and waste in small
things

e. To initiate new ideas

 

f. To assume responsibility

 

(without being supervised)
g. To work fast enough to keep up
with the pace of business.

 

FIGURE VIII

6O

FIGUPE VIII (cont'd)

 

IERSONAL CHARACTERIST_CS GOOD AILRAGE POOR

h. To offer constructive criticism
1. To lead, train and teach on the
job
J. To grow and develOp on the job
k. To evaluate details
1. To work with hands
m. To produce a standard product
n. To get along with subordinates
0. To get along with superiors
p. To maintain discipline as con-
trasted with laxity
q. To be accurate in working with
figures
r. To plan, organize and direct work
efficiently:
for self
for others

 

 

 

 

 

 

 

 

 

 

What do you now consider to be the strongest points of the
Executive Apprentice?

'What do you consider to be the weakest points of the Executive
Apprentice at this time?

IHave you discussed these strong and weak points with the trainee?

3Do you have any suggestions concerning the trainee?

 

Signed by training supervisor

FIGURE VIII

61

partment come in and give the trainees short descriptive

,

talks. The orientation program cons sts of the following

topics:
Procurement 4 hours
Manufacturing 4 hours
Personnel 4 hours
Planning 8 hours
Finance 4 hours

The trainee then goes through each station of the
stores operation, first working with the regular personnel
and then actually operating the station by himself or
herself. When the manager and director of training feel that
the apprentice has mastered all phases of the restaurant
Operations he is first placed as night assistant manager.
From this point on he is on his way to being assistant day
manager. The neat promotion is to the job of night manager.
Finally he becomes the day manager of the operation.

The de artments in WAlCh the individual receives
P

Inost of his training are as follows:

Company policy 1 week
Preparation Kitchen 2 weeks
Salad Preparation 1 week
Service Kitchen - short order 1 week
Dining Room 1 week
Soda Fountain 2 days

The preceding cycle is also repeated on the night

v

shift. The total length of the program varies with the

62

background and ca,acity of the individual and the need for
management and personnel. The average college graduate can
complete the training within twelve to fourteen weeks. The
maximum training time is considered to be six months.

The trainee is evaluated by a rating form submitted
by the director of training and each manager he or she
works for. The appren ice also turns in a weekly report on
his progress and takes written examinations over each phase
of work covered. For an example of the trainee rating report,

see Figure IX.

COI-EPANY G .

Another apprentice training program associated with
the National Restaurant Association, is the one used by
Company G. This program is set up to handle both young men
and women either with or wdthout college degrees. Should
the trainee have a degree, the preference of this organiza-
tion is one either in Home Economics or Business Administration.

Again, as in several of the previous programs, the
Inain.purpose of their program is to prepare for the future
Ileeds of the organization and also train capable supervisors
Ifor the food industry as a whole.

The program goals of Company G. are set up to teach
tmechnical skills, human relations and company knowledge.
Tune training is accomplished in much the same method as
Tprescribed in the previous programs. However his organiza—

tion does emphasize the use of text book study.

63

TRAI NEE RATI KG REP CRT

flame Store Date

 

Instructions: Consider each factor and then place a small
check ( ) in the appropriate column.

 

 

QUALITY OF WORK

Prepares food according to Company standards.
Displays good work habits.

Ability to do menu ordering.

Ability to prepare other orders.

Practices good housekeeping.

UT-P'KNI'DH
coco.

 

QUANTITY OF WORK

Speed at working stations.
Coordination in working with.hands.
Ability to produce on all jobs.
Ability to see what needs to be done.

0 O O O

#UI’OH

 

KNOWLEDGE OF JOB

Ability to grasp new work.

General knowledge of restaurant work.
Knowledge of food preparation.

Knowledge of food service.

Knowledge of food costing, cost control,
payrolls, etc.

U1-F'UNH
coco.

 

COOPERATION AND GEEERAL ATTITUDE

Interest and enthusiasm for restaurant work.
Cooperation with management.

Loyalty to the Company.

Cheerfulness toward other employees and in
doing work.

«>me
o o o

 

FIGURE IX

64

TRAINEE RATIHG REPORT (cont'd)

 

 

 

APPEARAKCE AED DEPENDABILITY

Regular attendance and on time.

Personal appearance, neatness and clean—
liness.

Does work without supervision.

Accepts responsibility and performs on
own initiative.

4?“ [OH
O O O

 

ABILITY TO SUPERVISE

Ability to give orders and supervise.
Ability to handle employees and get
work done.

Tactful, understanding and consistent.
Ability to train and instruct
employees.

kw NH
0 o o

 

PERSONAL CHARACTERISTICS

Nature Judgment in making decisions.
Alert, responsive and active.
Personal conduct, habits and moral
vigor.

Honesty, integrity and character.
Ability to control emotional expres-
sion and behavior.

01-? DUDE-4

 

Answer the following questions about this trainee:

1. Do you believe he (she) has the basic qualifications to
become an assistant manager (food production manager)?

 

2. Does he (she) now have sufficient knowledge to assume the
duties of an assistant manager (food production manager)?

 

FIGURE IX

65

TRAINEE RATIITG REPORT (cont'd)

3.

What further training in food do you feel he (she) needs?

 

 

What other training do you feel he (she) needs?

 

 

 

 

 

 

 

 

 

 

 

 

 

5. Does he (she) have the necessary qualifications to develOp
as a manager after a reasonable period of experience as an
assistant manager (food production manager)?

6. If not, why?

7. What type of problems does he (she) have in handling and
dealing with employees?

8. What do you consider his (her) strongest points?

9. What do you consider his (her) weakest points?

10. What further training does he (she) need or what should he

(she) do to improve himself (herself)?

11. Please give any additional comments you feel are applicable.

Date

 

 

Signature

FIGURE IX

66

xperience

(D

The trainee in this program gains his
strictly in a table service type operation. Their program
is designed so that the trainee will be making direct con-
tacts with the customers and thereby gaining experience in
customer relations which they strongly emphasize in their
program. With the use of daily checks with the trainee,
conferences with the training director, periodic reports
made by the trainee on his progress, and written reports by
each departmental supervisor at the end of each phase, the
apprentice is coached through the program with speed and
efficiency. Company G's program runs approximately eight
months. Depending on previous experience and ability, the
program will vary in length of time. See Figures X and XI
for examples of Company G's training schedule and their

apprentice rating chart.

COMPANY H.

The following feod operation has strictly a managers'
'training program for young men with college degrees in
Iflastaurant, Hotel and Business Administration. Another pre-
I“millisite that hasn't been mentioned before, is that the
trainee must have a medical examination by the company doctor
before he can be admitted to the program.

The main purpose of this program is to supply the
13118111995 with future young executives at the management level.
In the case of Company H., the apprentice works under the
dilheetion of the Personnel Officer and is directly responsible

tc’ldim. An interesting feature of this program is the fact

67

APPREHTICE TRAIHING SCHEDULE

COMPANY G.

 

Activity

PLANNING AKD PURCHASING

ienu Planning
Food Cost Control
Purchasing
Storeroem Control

PRODUCTION

Pantry work
Salads
Short Order Wbrk
Coffee and Tea Making
Range/Steamer Cooker Work
Meat
Fish
Vegetables
Bakeshop
Pies and Puddings
Cakes and Cookies
Bread and Rolls

SELLING
waiter or Waitress
Counter Work
Hostess or Host
MAINTENANCE

Dishwashing
General Housekeeping

ACCOUNTING

Checking
Cashiering

Office Work Including Food

Costs and.Use of Business
Machines

PERSONNEL

Required

Minimum

I‘D

weeks

1 week

4 weeks

4 weeks

.p

weeks

2 weeks

1 week

2 weeks

Suggested Time To
Maximpm_ Date

K)!

12

10

weeks

weeks

weeks

weeks

weeks

weeks

weeks

weeks

 

FIGURE X

Date Training Began

fame of Student

‘ ECUTIVE APPREKTICE RATIKG CHART
CQPMX<L

 

68

 

Name of Restaurant

 

,__Date to be Completed

 

 

PERSOIAL CHARACTERISTICS

I.

II.

III.

IV.

ATTITUDE OF APPREKTICE
a. Interest and enthusiasm for
restaurant work
b. Loyalty to:
the restaurant organi ation
fellow workers
c. Ability to take:
criticism
suggestions
d. Quality of trainee's suggestions
(if any)
e. Punctuality:
reporting for work
production timing
f. Emotional stability (anger, self-
control, etc.)

NEATNESS OF APPRENTICE
a. Personal appearance
b. General housekeeping
c. Tidiness of work area

INFL EICE OF APPREHTICE
a. On subordinates
b. Organization in general

ABILITY OF APPREKTICE

a. To discriminate in food standards

b. To meet emergencies

c. To adapt to the situation

d. To appreciate the cost of things
as opposed to extravagance and
waste in small things

e. To initiate new ideas

f. To assume responsibility (without
being continually supervised)

5. To work fast enough to keep up with
the pace of business.

FIGURE XI

AVERAGE

POOR

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

69

momma AEPPEETTIGE RATIIIG 01mm (cont'd)

 

FERSONAL

CHARACTERISTICS GOOD AVERA§§#_ PQQB

 

h.
i.
J.
k.
l.
m.
n.
o.

p.

To
To
To
To
To
To
To
To
T0

with laxity

To

figures

To

offer constructive criticism
lead, train and teach on the job
grow and develop on the job
evaluate details

work with hands

produce a standard product

get along with subordinates

get along with superiors

maintain discipline as contrasted

 

 

 

 

 

 

 

 

 

be accurate in working with

plan, organize and direct work

efficiently:

for self
for others

 

 

 

What do you now consider to be the strongest points of the

Executive Apprentice?

 

What do you consider to be the weakest points of the EXecutive

Apprentice at this time?

Have you discussed these strong and weak points with the trainee?

 

Do you have any suggestions concerning the trainee?

 

Signed by training supervisor

FIGURE XI

70

that the program can be terminated at any time, if it is
felt by the personnel manager, owners and house managers
that the trainee will not come up to managerial standards

at the end of the training period. The trainee must have an
exit interview, stating the reasons for termination. This
doesn't mean that the trainee is barred from working in
another capacity for this organization.

The training is accomplished through actually doing
the work, with a great amount of emphasis on the use of the
company manual and a management handbook. It is made very
clear when the trainee is assigned to a job, tha he is
expected to work a that station, not just observe. He is
also to be used in addition to the regular associate working
the job, and not just a person to fill any vacancy.

At the close of the program the trainee is tested
both by written and oral examinations over the material
covered in the manual and handbook. He is also tested on
the practical experience gained through actually working at

he different stations.

At the completion of all requirements the trainee be-
comes an assistant manager and if not immediately placed in
a vacancy, will Join a pool where he can be called upon to
relieve other assistant managers during vacations, days off,
trips, etc.

See Figure XII for the actual training schedule of

Company H.

MAHAGERS'

CGPMHEL

TRAINING PROGRAM

71

 

 

No. of
Week Specific Job Location Time Day of Week

1 Bussing-tray carrying 648 11-8 ionday
Bussing-tray carrying 648 5-2 Tuesday
Bussing—tray carrying 648 5-2 Wednesday
Bussing-tray carrying

2nd floor or mezz. 648 11-8 hursday

Bussing-2nd fl., mezz. 648 4—12:30 Friday
Bussing-2nd fl., mezz. 648 11-8 Sunday

2 Bussing-breakfast shift 618 5—2 Monday
Bussing-breakfast shift 618 5-2 Tuesday
Escalator Room-dish truck618 12-9:30 wednesday
Bussing-birthday parties 618 11-8 Thursday
Bussing—birthday parties 618 11-8 Friday
Information Desk 7-3:}0 Sunday

3 Dish Machine (feed end) 648 10-650 Monday
Dish Machine (pull) 648 10-6:30 Tuesday
Dish Machine inspect) 648 lO-6:30 Wednesday
Elevator supply 648 lO-6:30 Thursday
Glasses 648 lO-6:30 Friday
Trays and silver (wash) 648 lO-6z30 Sunday

4 Trays and silver (dry) 618 lO-6:30 Monday
Silver Rolling 618 lO-6:30 Tuesday
Sanitation 618 10-2 wednesday
Sanitation 648 2:30-6:30 Wednesday
Store Room 618 3-12 Thursday
Store Room 648 3—12 Friday
Basement Supervisor 618 lO-6:30 Sunday

5 .Vegetable Preparation 618 5:30-2:30 Monday
Vegetable Preparation 618 5:30-2:50 Tuesday
Salad Room 648 5:30-2:30 wednesday
Salad Room 618 5:30-2:30 Thursday
Pantry and Pastry 618 9-5 Friday
Butchering 648 5:30-2:50 Sunday

6 Pan up (kitchen) 618 9—550 Monday
Preparation Cook (roast) 618 9-5:}0 Tuesday
Breakfast Cook 648 3:30-12 wednesday
Evening Cook 648 4-12:30 Thursday
Vegetable Cook 618 7—3:}0 Friday
Fry Cook 618 7-3:30 Sunday

FIGURE XII

Immenas' TRAINING PRC-GP w (cont'd)

 

72

 

 

No. of Day of
week Specific Job Location Time week

7 Dish supply - breakfast 618 Monday
Hot Supply - breakfast 618 Tuesday
Grill-breakfast (order
taking eggs) 618 Wednesday
Vegetable Supply (late) 648 11-8 Thursday
Hot Supply (late) 648 11-8 Friday
Salad Counter (late) 648 ll-7z30 Sunday

8 Entree Station 648 11-8 Monday
Entree Station 648 11-8 Tuesday
Vegetable Station 618 11-8 Wednesday
Roll and Butter Station 618 11-8 Thursday
Dessert Station 648 11-8 Friday
Beverage Station 618 11-8 Sunday

9 Bakery 648 7-3:}0 All week

10 Carving and Grill 618 10-7 Monday
Carving and Grill 618 10-7 Tuesday
Carving and Grill 618 10-7 wednesday
Carving and Grill 648 10-7 Thursday
Carving and Grill 648 10-7 Friday
Carving and Grill 64 10-7 Sunday

11 Cashier and Checker 648 7-3:30 Monday
Cashier and Checker 648 7-3:}0 Tuesday
Cashier and Checker 648 7-3:}0 wednesday
Cashier and Checker 618 lO-7:30 Thursday
Cashier and Checker 618 10-7:30 Friday
Cashier and Checker 618 10-7:3 Sunday

12 Cost Controls (Labor and
Food) Monday
Cost Controls Tuesday
Cost Controls wednesday
Menu Planning and Kitchen ’
Supply Thursday
Menu Planning and Kitchen
Supply Friday
Menu Planning and Kitchen
Supply Sunday

FIGURE XII

73

immesns' TRAINING PROGRAM (cont'd)

 

No. of Day of
week Specific Job Location Time Week
13 Purchasing Monday
Food Supervisor Tuesday
Maintenance and Construction wednesday
Personnel Thursday
Office Friday
14 Job Simplification and research Monday
Expansion Tuesday
Testing wednesday
Counselling
15 Assistant Manager Trainee (two days
and with each
16 house
manager)
17 Available for assignment

FIGURE XII

74

COMPANY J.

The final organization included in this study is one
of considerable size and importance in the food industry
today. Company J. has a number of table service and fast
fountain operations and is continually expanding. There-
fore it is natural to find that this organization has a
training program for managers. In general, the program is
set up for young men only and the company would prefer hav-
ing a graduate in Restaurant, Hotel or General Business. As
in all the previous cases, the chief method of training is
the actual on-the-Job performance at each station in the
Restaurant. They also use, to a degree, observation, train-
ing manuals, and conferences, in their program.

Each trainee is advanced on the basis of his ability
and his promotion is contingent upon his knowledge of each
department in which he has worked. A progress report is
made out by the manager in conjunction with the supervisor
after the trainee has completed work at each station. These
are then returned to the Personnel Department so that a
constant record of progress can be maintained.

When the trainee has completed all the qualifications,
his first Job is usually that of a Relief Assistant. This
‘usually means that he will take over when an assistant
manager is away on vacations or trips or is ill. When an
opening occurs he is placed as an assistant manager and
finally as a manager.

Company J's program consists of training in the follow-

75

ing areas, with the training time spent in each, cortingent
on the trainee's knowledge and skill:

Grill

Fry 0 Later

Steam table

Salad station

Fountain

Receiving

Administrative

An example of Company J's Progress Report and
Appraisal Form were not available at the time this study was

being written.

CHAPTER IV
COMPARISON AND EVALUATION

Through a description of the selected training pro-
grams in the past chapter of this study, it is found that
each'food service operation, although in some respects the
same, has a different approach to training its supervisors.
It will be the purpose of the first half of this chapter,
through the use of three charts, to show and explain the

significant differences in these programs.

CHART I

On the following pages, Chart I shows the comparison
of general factors relevant to each training program.

In comparing the purposes of the training programs,
the chart shows that three of the organizations, besides
training for their own supervisory needs, also help meet
the needs for the food industry as a whole.

The objectives of their training programs, in general,
are the same. Company 3., however, shows some contradiction
in not including the development of technical skills as an
objective, although this method is used. All companies
feel that training in human relations is important. One
establishment doesn't feel that company knowledge is an
objective. Two organizations failed to include personal g
development as an objective of training. ‘

Some interesting differences show up in the comparison

of type of persons trained. First the Chart shows that one

77

of the nine programs trains only women with a degree in
Home Economics. All organizations show that they desire
college graduates, however, five out of the nine will ac-
cept trainees without a college degree. This study shows
that the most pOpular college degrees for persons entering
training are Restaurant Management, Home Economics and
Business Administration. Institutional and Hotel Management,
with Food Technology are also accepted in these programs.

The methods most used in training, in addition to
actually doing the work, appear to be observation and con-
ferences. Textbooks, training supervisors, and a manager's
handbook are reported as used by three different food opera—
tions.

In general, the length of the programs vary greatly.
The Chart does show a grouping around an eight month period.
In the case of both Companies C. and D., each.program is
broken down into two periods of time, one for a manager's
program, and the other for production head training. Company
G's program generally runs for eight months, however, like
two other programs reported, it runs for no set time.

The final comparison made in Chart I deals with the
type of food Operation represented with training programs
in this study. The organizations as shown are predominantly
cafeteria and table service establishments. Company A. re-
ports a men's grill operation, while Company F. has an air-
line catering, industrial catering and drive-in operation

which are exclusive of the rest.

78

CHART I
COMPARISON OF SELECTED TRAIHIKG PROGRAHS

 

~ CCKPANY
GENERAL PROGRAM COMPARISON A B C D E F G H J

 

Purpose of Training Program
Meet Supervisorereeds of Co. X X X X X X X X X
Meet Supervisory Needs of
Food Industry

 

>4
>4

X

 

Objectives of Training Program
Teach Technical Skills
lgach Human Relations
Teach Personal Development
Teach Company Knowledge

 

 

 

>¢x><s:
>4N>4
>4>4N>4
>4>4N>4
x
>4>4VHfl
:fi>flx>4

 

Type of Person Trained

Males

Females

College Graduates
Restaurant Management
Hotel Management
Institutional Management
Home Economics X X
Food Technology_
Business Administration

Non-College Graduates X

 

N>4
>4>4
N>4
>4
N>4
>4
>4

>4N

 

 

>4
>4N
>4

 

 

>4

 

 

 

>4
>4F: >4 >4
N>4>4
>4M
>4
>4

 

Methods Used in Training
Observation X X
Films
Manuals
Conferences
Doing the Work
Text Books
Manager's Hand Book
Training Supervisorsmv_

 

 

 

 

>4N

>4N

N>4fiHx>4
>4N>4VH4
:K>4N >1
>4>4N>4>4
><x><sna

 

:K>4N>4 :4

 

N 73 >4 :4

 

 

 

 

 

 

 

 

>4

L

 

 

 

CHART I (cont'd)

 

——.—.--c—..-- - .— c—oc. “-

COMPANY

GENERAL PROGRAM COMPARISON

D
l

2

E

 

Length of Training Program

4 months

 

 

-6 121033.113. .. --

 

months

 

1.29.9.9 nib. _.

 

8 months.
5.119-99th

“-fi—W --—-

 

 

Mara,

 

Asia air». time.

>4

 

 

Type of Food Operation
Cafeterig.

 

Table Service

.. “cu-”q

 

NW4

N>4

 

Drive-In

 

Airline Catering

 

Indy-atrial.

 

 

Ken'swgggllw
Fountain

>4 :4>4VHN>4

 

Retail

WHfi>4

 

 

 

 

 

 

 

 

 

 

 

 

 

80

CHART II

In the following chart is shown a comparison of the
training skills which each program considers important, with
the periods of time designated for each area trained in,
when applicable. It should be noted that the group titles
are the four objectives of training, and the subjects listed
under each may overlap into another group. This is due to
the individual program set-up. An "X" means that no set
time has been given to that area of training. The X's fol-
lowing the major titles, 1. e. pantry, bake shOp, etc., when
a time period is given, designate the areas in which this
time is broken down.

Since orientation training should come first in any
program, the programs will be compared on that basis first.
Only two companies reported in writing that they have any
type of program set up. The two that do cover this objectiveg
are similar in program content. Note that Company D. again
is broken down in two parts. Column I is for store managers
and Column II for production heads.

The second major objective of training and comparison
to be made from this chart is that of management skills. In
this area of training, definite importance is placed on.menu
making and costing, and food cost control. The period of
training runs from one to four weeks according to the companies
reporting specific times. Purchasing also shows up as being
emphasized in management training. Four out of six com-

panies reporting, show time periods from as short as one

81

day to as long as three weeks for training in this function.

Five of the nine companies report that they have some
type of training in human relations, the third area in which
a comparison is made. In general the period of time is not
definite. The longest period is shown by Company E. with
the training being of a supervisory-leadership nature.

The final area to be compared in this chart is that
of technical training. Looking at the programs in general
it is found that Company A's and J's trainees have no set
time at which they proceed through each phase of training.

Next, in order of definite training periods come
Companies B, C. and G., with the major titles expressing a
certain time limit. Finally, companies D., E., F., and H.
show exactly how much time is spent for each phase of training.

Taking the major title, Production work, which in-
cludes the main Kitchen, haveing to deal with working on
the ranges, with the steamers, frying and broiling, the com-
parison of programs shows that all companies consider this
very important. Depending on the size and type of operation,
the length of time spent in production work, taking those
times reported, runs from five days to a maximum of four
months. The preparation of meats and vegetables is allotted
the greatest training time.

The pantry in each case again shows training varying
in length of time depending on size and type of Operation.
In this section the training varies from five days to a

period of over five weeks as shown in Companies H. and D.

82

respectively. In this area of training the chart shows
that salad preparation, and short order cooking are the most
important.

V It seems that all but one organization has a bake
shOp, all the rest give substantial training in the prepara-
tion of bakery products. The companies stating a specific
period of time spent in this department vary from six days
to the maximum found in Company C. of four months. In this
comparison it is interesting to note that the training periods
for each of the sub—tOpics under this section are for the
same length of time, as shown in Companies D. and E.

Training in dining room techniques as reported, shows!f'
up in only four of the organizations. The time spent on '
this job runs from one week to one month. The soda fountain
and bar, are for the most part, minor parts of the training
included in these programs. The four companies who have
these functions apparently consider them important in the
training schedule.

Selling is of utmost importance and the different
programs vary in their coverage of this skill. The most
pOpular length of time spent in this area appears to be one
to two weeks. The emphasis as shown by the chart is on steam
table and counter selling.

The area of accounting concerns itself mainly with
cashiering and becoming familiar with office machines as
set up by these organizations. The training period runs, on

the average, two weeks in length. Only four companies report

83

training in this area.

Training in the receiving of produce is reported by
three organizations. Company D. on the chart shows a de-
finite period of time for both of its programs, running from
two days for production heads to one week for future managers.

Storeroom training is reported by only two operations.
Company E. sets aside over a week for this type of training.

Another area which the majority of the selected train-
ing programs cover is that of maintenance. Six of the re-
porting Operations give this area of training a period of
about ten days, which includes following the regular main-
tenance man to actually working in the dish room and learn-
ing general sanitation methods and procedures.

he final comparison which will be made in this
chart combines food running, dish running and dish bussing.
Only two companies, D. and H. report training in these
functions. It should be noted, especially in Company D.,
that approximately one fourth of the training program in

spent on these three functions.

COMPARISON 0? SEE

 

gig-113431801: .01? TR 5123110 SKI G " J

Orientation Training

'Management Training

 

Human Relati ns Training

Technical Training

  
  
  
   
   
   
    
  
   

Company PQlin-i__
Perspnnel -
Organivetion
History
Aims.””,- --_Mw .I--_I_li
Procurement __,.,-uc,--
Manufac Luring _
Finance

---.—.-7,.--

_.,. w,

 

“w..- - -

‘ O >~‘Om-‘ 7...--_

Main in‘ ice
Purchasin5_
Menu Wacing end Costi_
Food Cost Control
Invoices
Insurancean
Inventory
Payroll .
Kitchen QIIice

m--‘-“ a-

Job Instruct _on Trainin:

v-0...

Assistant Lanazor Traine

_‘-o-..

 

0*-..-

*o.- ‘ -~————.—o—m .-

o- v .~-,.-_.-.—-~— -—

-.— _._-.—~- un7‘ -V

  
    
  
 
  
 
   
   

-- “.0 . c-“--

 

 

 

Personnel _ m_
JobP - _ations Traini
Supervisory leadergg;

._. “-—

Production Work (Refine
and Steamer)_
Meats

 
  

 
 
  

l- months

  
   
 

.Fr.‘ --m~ or.» .-

 

    

 

 

 

 

 

 

 

 

 

    
 

 

Fish ”' M... -———~ X
Fowl ,,-_i__i
Vegetables m“

Frying -_w“"_,”_

Broiling, _ ......

Butchering,

Pantry fin,” ,iii.
Short Orders -~hmhk_i
Salads “4. ,i.li
Desserts _iiii
Beverage Making ,iw.

 

Experimental_Kitchen

 

CHART }
\
COIIPARISOTI OF 53

P A K Y
COMPARISON OF TRAINIIG SKII G

o» _

  
  
 
   
      
     
     
  
   
 
 
 
 
 
 
 
 
 
 

'1

Technical Training (cont'o)
Bake Shop __.*”_$n
Pies_§nd Puddincshfi_*mhq_
Cakes and Coories__
Bread and Rolls
Dining_Room
Soda Fountain

- -v-c--

   

 

".
G a".

1 C
11v

‘--".m" ”A

 

 

 

 

 

 

 

Bar _4,-Av”_,~i_.,i
Selling _ I" ' '
Steam Table ,,ir
Retail
Counter

 

 

waiter.or wag,
Host or Hostess.
Agoounting»
Cashiering,
Using_Busi essj
Beceiving
Storeroom
Maintenance
EELEQO
a 10
Food Runni
h

Dish Bussing

 

 

 

 
     

       

 

  

 

W.

to.

of the cc
; selected
' ally broi:
character
2 man c
seven out
rating 1‘:
_ Ac
important

4 1‘

 

2 t

are, (1)

appear
133163
apprais
twee

Toms

 

86

CHART III

The purpose of this schedule is to show a comparison
of the contents of the trainee's appraisal form used by the
selected Operations in their programs. This chart is basic-
ally broken down between personal, supervisory and job
characteristics, with a section comparing the general or
summary questions used at the end of the evaluation. As shown,
seven out of nine of the establishments reported use of a
rating form.

According to the organizations represented, the most
important personal characteristics are:

l. Cooperation

2. Initiative

3. Punctuality

4. Interest and Enthusiasm

5. Loyalty

6. Appearance
7. Emotional Stability

The characteristics that show up as being least used
are, (l) cheerfulness, (2) health, (3) integrity, (4) judg-
ment and (5) dependability.

Leadership, teaching ability, and responsibility
appear on the chart as being the most significant character—
istics of a supervisory nature, to show up on the selected
appraisal forms. Tact-diplomacy, although appearing but
twice, could be included in leadership in the other company's

forms.

87

The next comparison taken from Chart III is that of
job characteristics. The one characteristic that is pre-
valent in all seven prorrams reporting, is that of quality
of work, with the sub-tepic, neatness of working area being

the most important. Quantity of work shows up as the next
3

I

most important item, with strong emphasis placed on the ;
factor of learning coordination in working with the hands. I
Knowledge of the different jobs, handling details, and being
cost conscious, are also considered important in this select-
ed group of food operations.

The final comparison made in this chart is that of
the questions used at the end of each appraisal form by the
different programs. The all important question seems to be
when surveying the chart, what are the trainee's strongest
and weakest points? With the final question being, do you
have any suggestions concerning the trainee? One last
interesting point in this section comparing the programs, is

that one company asks the appraiser to answer the question,

should the trainee seek other employment?

88

CHART III
COMPARISON OF SELECTED TRAINING PROGRAMS

C O M P A N'Y
FORF COh A B C D E F G H J
s a tandard raisal orm
? s Yes Yes Yes Yes Yes e No No

Rating Factors Most Used
Personal Characteristics

Supervisory Characteristics
a

c
1
Job Characteristics

 

89

EVALUATION

The criteria for evaluating the training programs
selected comes primarily from the second chapter of this
study which described the aims and objectives of a.supervisor's
program, under the following headings:

l. Orientation

2. Management skills

3. Human relations skills

4. Technical skills

ORIENTATION

There are only two companies which reported any type
of program set up to provide proper orientation for the new
trainee, Company D. and Company F. The former handles
orientation quite differently for its two programs. In
their program for store managers, orientation is left up to
the trainee who learns what he can during spare hours and
between shifts. Almost the opposite arrangement is used in
the program of training production heads. Here a week is
set aside near the beginning of the training period to ac-
quaint the trainee with the operation. In the Judgment of
the author, orientation training should be offered at the
very beginning of the training period.

Company F. does start its program with orientation
training. In their case they are, in theory, correct in
giving information on procurement, production, personnel and
finance in a supervisors program. However, their program is

set up for trainees who have never worked in their operation

90

and therefore need the same type of basic orientation train-
ing as a new employee, which was discussed in Chapter II.
Probably the most important point that is missed by both

of these organizations is the fact that this training must

be continually followed up.

lMIAGEH-‘EI‘IT SKILLS

As was shown by Chart II in the comparison, all but
one company reported some training in this area. A majority
of the programs stress the areas of purchasing, menu making,
menu costing and food cost control. These are certainly im-
portant subjects in the food industry and should be given
adequate time in the training schedule.

Time and motion study, job analysis, merit rating and
related matters which the author considers valuable tools
in good management are not mentioned in the training program
material. If these companies are to develOp well rounded,
skilled supervisors, use of these management tools will be
required.

An example of overlapping deveIOps in the case of
sanitation, which probably should be included in management
training as well as the development of technical skills.

HUMAN RELATIONS SKILLS
From the information in Chart II, it appears that
this area of training could be greatly improved. Only five
organizations report any type of training dealing with this

major objective. Some of the training reported appears to

91

be sketchy. All companies maintain that they teach human
relations and that it is one of their primary objectives.
Company D. reports the use of job relations training. How-
ever, in their managers program, it is left to the trainee

to learn the principles during his spare hours and between
shifts. In their Supervisors' Program, it appears that a
specific time is given to the principles of Job Relations
Training. If a problem isn't used for application of Job
Relations Training, the learning of only the principles

might be almost meaningless. Company H. allows four days

for personnel training. The term is used somewhat indefinite-
ly which makes it impossible to know whether their training

is in human relations or not. In general it seems that

either these selected programs are allowing no time for

this area of training or the amount allowed is quite inadequate.
Here then, it seems to the author, is an example of just

what Mr. Whyte meant concerning not only the food industry,
but all industry, when he stated that training in technical

skills had raced ahead of those in human relations.1

TECHNICAL SKILLS
It was found in Chapter II that unlike training in
leadership, which is basically the same for all leaders, the
technical training of supervisors must be adapted to the work
in their surroundings. As a result, programs show great

diversity in scope and subject matter. This last statement

 

Whyte, on. cit., p. 352.

dun

1

92

is especially true in the food service industry. Eyen
though two Operations may be cafeterias, the size, the kind
Of food served, etc. all make it quite impractical to attempt
any kind of a valid evaluation without seeing the Operation
and analyzing the departments. It appears, on what knowledge
is known, that in general these programs are quite complete
in this area of training. It must be remembered that a
majority Of them are set up to train primarily in technical
skills, the assumption being made that the other skills were
learned in college and the trainee would apply these theories
and skills with his technical training. This, in the mind
Of the writer, is faulty thinking on the part Of the organiza-
tion. The basic rules Of the "game" may be the same, but
the specific techniques of each type of business must be
learned in order to perform these skills for the greatest re—
turn tO the organization.

In summary, it was seen through the use Of the charts
to compare these programs, that there were wide variations
in training time spent learning the different Operations in
a food service organization. It was later found through
evaluation that this would be true because of the variance
Of size and type Of Operations in which the training was re-
ceived. It was also found that the orientation training, ex—
cept for two companies which appear to need strengthening,
need to be greatly improved and expanded. Human relations
training is also in this same predicament, with very sketchy

training in several Of the programs reported. Training in

93

Management Skills finds a majority Of the companies per-
forming this task in some fashion, but still not attacking
the problem directly. Again it must be remembered that
these programs are basically set up for technical training.
Finally, it must be remembered that this comparison and
evaluation is based only on the information received from
each Company which may not completely and accurately reflect

actual training procedures.

CHAPTER V
A RECOKHENDED TRAIEIEG PROGRAM

Before discussing the recommended program, it seems

wise to restate the aims and specific objectives of a sup-

ervisors' training progra . With these goals in mind and a

broad outline of objectives, it should be possible to develop

a description of the desired program. To refer to Chapter

II, and the model for supervisory training, it was found

that the following two aims were fundamental to any type of

business or industry and to whatever level of supervision

for which personnel was being trained. They were:

"1.

The
"l.

"2.

"3.

To develop supervisors who can carry out th
functions assigned to them with maximum
satisfaction to management, their subordinates,
and themselves.

To insure the vitality and continuity of the
organization by assisting each supervisor in
the discover and utilization of his potential
abilities."

objectives were:

Orientation — To familiarize the supervisor
with company policies, practices and pro-
cedures that affect his job.directly or in-
directly.

Management Skills - To acquaint the supervisor
with principles and practices of scientific
management and to assure observance of these
principles in his daily work.

Human Relations Skills - To familiarize the
supervisor with the basic principles of human
behavior and to help him to recognize and
utilize these principles in his day—today work.

1Planty, McCord and Efferson, op. cit., p. 171.

95

"4. Technical Skills - To provide the supervisor
with the technical knowledge and skill
necessary for the successful performance of
his job or foI advancement to a more im-
portant one."

The following outline of an in—service training
program for food supervisors is presented as an implementa—

tion of these objectives:

The Dalewood Cafeteria Company

"An In-Service Training Program
for the Food Service Supervisor"

This program is designed to train supervisors in the
Dalewood Cafeteria chain. The Company consists of five
modern cafeterias in a large mid-western city. Each opera-
tion.has a seating capacity of 350.

El. Aims

A. To attract into the industry young men and women who
will become able food service supervisors and adminis-
trators.

B. To develop future supervisors for the Company from
young men and women with acceptable preliminary train-
ing and interest in the business.

C. To provide the food industry as a whole, with well
trained supervisory personnel.

II. Administration

A. This program will be directed by the Personnel De-

partment. The training section will be administered

by the assistant manager of the training store.

 

1Ibid., p. 172.

96

B. The personnel who will administer the program are
l. The Training Director
2. The Department Supervisors
3. Competent employees as designated

C. The trainee will work under the direction of the
training section and will be directly responsible
to the head of this section.

D. While it is recognized that each supervisor has a
responsibility to train and develop his subordinates,
this responsibility takes on a greater significance
in the case of trainees. In order to teach the re-
quired technical skills, it will be necessary that
the training of the candidates in the program be
based upon a planned schedule.v Supervisors must
recognize that the In-Service Supervisory Program
is built, first, for the benefit of the trainee and
the organization as a whole, and, second, for that
of the individual department and supervisor. While
the trainees are to be treated in the same manner as-
-any»manner~as any other new employee, the purpose
of the training requires special attention on the
part of the supervisor.

III. Operation of the Program. (The program includes the
following steps.)

A. The selection of individuals of high potential use-
fulness for future supervisory jobs in the food

industry.

97

B. Determination of short and long-run needs of the

organization.

C. Individual and group training activities.

IV. Recruitment and Selection

A. Recruitment

1.

The training director, each year during the month
of April, will go to certain colleges and universi-
ties to talk to interested student groups about
Dalewood's Training Program.

Applications for the training program will be

sent out during March of each year to certain
colleges and universities that have students in-
terested in the food industry.1
Managers of each store will be constantly on the

lookout for employees with high supervisory poten—

tial.

B. Selection

1.

3.

Initial screening of the candidate will be done
upon receiving the application which Dalewood
must have by May 1, of each year.

The initial screening will be the responsibility
of the Director of Training.

The six candidates selected for final screening
will be invited at the cost of Dalewood's to come
to the store for an interview the second Saturday

in May.

 

1See Appendix G.

4.

98

The manager of the training store and the training

director will each interview the candidates.

5. Upon completion of the interviews the manager

and training director will decide on five candidates,
through interview information and application data.
The training director will notify the six candi-
dates within a week as to whether he or she has

been accepted or rejected.

Qualifications

1.
2.
3.
4.

5.

Age, 20—28.

Male or Female

Married or Single

Education and Experience: In general a college
degree is necessary, with a major in Business Ad-
ministration, Home Economics, Restaurant, Hotel
or Institution Management. Academic class stand-
ing and participation in college activities will
also be a governing factor. Summer or part-time
employment in the food industry will be considered.
Exceptions to the above qualifications will be
considered separately on the basis of experience
and potential of the candidate as determined by
aptitude tests, interviews and work references.
Appearance and Health: A general impression of
neatness, poise, alertness and good health is ex-
pected of the candidate. A medical examination

by the company doctor will be required before final

V.

9 VI.

\0
‘0

acceptance will be made.

6. Personal Qualities: The manager and the training
director will look for evidence of ambition and
initiative, of creative and analytical thinking,
insight, maturity and other leadership qualities.

Areas Included in the Training. (The program will be
divided into seven phases)
A. Phase 1. Orientation, two days. ,

B. Phase Human Relations Skills (A), two days.

2.
C. Phase 3. Hanagement Skills (A), two days.
D. Phase 4. Technical Skills, twenty—two weeks.
E. Phase 5. Human Relations Skills (B), two weeks.
F. Phase 6. Hanagement Skills (B), two weeks.
G. Phase 7. Management Skills (C), two weeks.
In the following calendar, the 29 week training period
is broken down into the above phases and the material to.
be covered in each phase is indicated.
Phase 1. Orientation
A. Training time allowed for this phase - two days.
B. Objectives to be attained in this phase.
1. Welcome the trainee
a. Meet the owners - Mr. Dale and Mr. Wood.
b. Take a tour of the training store and meet the
department supervisors.
2. Getting the trainee acquainted with the company

a. History

b. Organization

100

3. Give general information to the trainee. The

Dalewood Trainee Handbook will be given to each

trainee at this time. This booklet will contain

information dealing with:

f.

{-5.

Absences and tardiness

Regular working hours and overtime
Payment policy

Linen and locker rooms

Bulletin board

Telephone calls

First aid

Explain the general rules and regulations to the

trainee.

3.
.b.
C.

d.

g.

h.

Entering and leaving the store
Change of address

wearing uniform

Smoking

Visitors

Heals

Fire

Safety(specifi hazards)

Point out advantages of working for Dalewood's.

Group insurance
Holidays
Vacations

Social activities

Athletic program

101

6. Provide program info-uation concerning the trainee

d.

Length of program
Trainee reports
Supervisors reports

Conferences

7. Provide an opportunity for the trainee to ask

questions and receive answers concerning:

8-.
b.

C.

Program questions
Personal questions

Open door policy

C. Instructor responsible for this phase of training -

Director of Training.

D. Facilities to be used in Training Store.

1. Location - Conference Training Room

2. Equipment and materials

Blackboard, eraser and chalk
Organization chart
Dalewood Trainee Handbook

Projector and film

E. Procedures to be employed in this phase.

1. Store tour

. Lecture

2
3. Group Discussion
4

. Jovie1

 

1See Appendix B.

102

F. Methods of checking comprehension and effectiveness
of this phase.
1. Trainee participation in group discussion
2. Trainee Evaluation Form submitted by trainee.1
3. Trainee Rating Chart submitted by instructor.2
G. Procedure for additional training in this phase.
1. Restudy material in Dalewood Trainee Handbook
on own time
2. Conference review with Training Director
3. Oral quiz over phase
VII. Phase 2 - Human Relations Skills (A)
A. Time allowed for this phase of training - two days.
B. Objectives to be attained - Job Relations Training.3
1. Teach foundations for good relations.
a. Let each worker know how he is getting along.
1) Figure out what you expect of him.
2) Point out ways the worker can improve.
b. Give credit when due.
1) Look for extra or unusual performance.
2) Tell the worker while "its" hot.
c. Tell people in advance about changes that will
affect them.
1) Tell them why if possible.

2) Get them to accept the change.

 

1See Appendix 0.
2See Appendix D.
3Training Within Industry Service: War Manpower Com-

mission. Job Relations. Washington D. 0.: United States
Government Printing Office, 1944, pp. 37-43.

103

d. Make the best use of each worker's ability.
1) Look for ability not now being used.
2) Never stand in a man's way.
e. Remember finally
1) A supervisor mots results through peeple.
2) People must be treated as individuals.
2. Teach the principles of problem solving.
a. Determine objectives - define the problem.
b. Get the facts.
1) Review the workers record.
2) Find out what rules and company customs
apply.
3) Talk vith individuals concerned.
4) Get opinions and feelings.
5) Be sure to have the whole story.
c. Weigh and decide.
1) Fit the facts together.
2) Consider their bearing on each other.
3) What possible actions are there?
4) Check practices and policies.
5) Consider objective and effect on individual,
group and production.
6) Don't jump to a conclusion.
d. Take action.
1) Are you going to handle this problem?
2) Do you need help in handling it?

3) Should you refer this to your supervisor?

4) Watch the timing of your action.
5) Don't pass the buck.
e. Check results.
1) how soon will you follow up?
2) How often will you need to check?
3) Watch for changes in output, attitudes and
relationships.
4) Did your action help production?
C. Instructor responsible for this phase - Director of
Training.
D. Facilities to be used for this phase
1. Location - Conference Training Room
2. Equipment and materials used.
a. Blackboard, eraser and chalk
b. Charts
c. Summary sheets for trainee notebook
d. Projector and film
e. Dalewood Trainee Handbook
E. Procedures to be employed
1. Lecture
2. Group Discussion
3. Role-playing
4. Summary
F. Methods of checking comprehension and effectiveness
1. Contributions in group discussion and role—playing

2. Trainer rating chart submitted by instructor

105

G. Procedure for additional training in this phase

1.
2.
3.
VIII. Phase

Restudy all course material on own time.
Review course with Training Director.
Retake course with company supervisors.

3 - Kanagement Skills (A)

A. Training tim- allowed for this phase - two days.

B. Objective to be attained - Job Kethods Training.1

1.

Teach the trainee how to break down a job.
a. List all details of job done by present
method.
b. Be sure to include all
1) Material handling
2) Machine work
3) Hand work
Teach him (her) to question every detail.
a. Use these types of questions
1) Why is it necessary?
2) What is its purpose?
3) Where should it be done?
4) When should it be done?)
5) Who is best qualified to do it?
6) How is the "beat way" to do it?
b. Also question the

1) Materials

 

1

Training Within Industry Service: War Manpower Com-

mission. -Job Methods. Washington D. 0.: United States
Government Printing Office, 1943, pp. 13-33.

106
2) Machines
3) Equipment
4) Tools
5) Layout
6) Workplace
7) Safety

8) Housekeeping

3. Teach the trainee how to develop the new method.

a.
b.
c.
d.
e.

f.

4:-

a.

b.

e.

Eliminate unnecessary details.
Combine details when practical.
Rearrange for better sequence.
Simplify all necessary details.
Work out your idea with others.

write up your proposed new method.

Teach the trainee how to apply the new method.

Sell your proposal to the boss.

Sell the new method to the workers.

Get final approval of all concerned on safety,
quality, quantity and cost.

Put the new method to work. Use it until a
better way is developed.

Give credit where credit is due.

C. Instructor responsible for this phase - Training

Director.

a D. Facilities to be used for this phase.

1. Location a conference training room.

2. Equipment and materials used.

107

a. Blackboard, eraser and chalk
b. Charts
c. Dalewood Trainee Handbook
d. Projector and film
e. Summary sheets for trainee notebook
E. Procedures to be employed.
1. Lecture
2. Group discussion
3. Role-playing
4. Movie
F. Methods of checking comprehension and effectiveness.
1. Contributions in group discussions and role-playing.
2. Trainee rating chart submitted by instructor.
G. Procedure for additional training.
1. Restudy all material covering course on own time.
2. Review course material with Training Director.
3. Retake course with company supervisors.
IX. Phase 4A - Technical Skills
A. Time allowed for this phase of training - two weeks.
B. Objective to be attained in this phase — skill in pre-
preparation.
1. Cleaning and cutting up
a. Vegetables
b . Fowl
0. Fish
2. Butchering meat

3. Other related procedures

108

C. Instructors responsible for this phase of training
1. Vegetable preparation forelady
2. Meatcutter
D. Facilities to be used for this phase
1. Location
a. Vegetable preparation department
b. heat cutting department
2. Equipment
a. Meat block
b. Knives
0. Meat cleaver
d. Colander
e. Pans
3. Materials
a. Vegetables
b. Fish
0. Fowl
d. Meats
E. Procedure to be employed by trainee
1. Work with pre-preparation department personnel.
2. DevelOp job breakdown sheets.
3. Study work involved to develop methods of job
instruction for workers.
F. Methods of checking comprehension and effectiveness
1. Observation by instructors.
2. Review of job breakdown sheets.

3. Trainee Rating Chart submitted by instructor.

109

4. Review of job instruction recommendations submitted

by trainee.

5. Trainee evaluation form submitted by trainee.

G. Procedure for additional training in this phase —

repeat phase at end of training cycle.

X. Phase 4B - Technical Skills

A. Time allowed for this phase of training - four weeks.

B. Objectives to be attained in this phase -

kitchen production.

1.

Range and steamer cookery

a. Meat

b. Fish

c. Fowl

d. Vegetables

Grill, broiler and fryer cookery
a. heat

b. Fish

0. Fowl

Steam jacketed kettles cookery

0. Vegetables

skill in

Instructor responsible for this phase of training

1.

2.

Facilities to be used for this phase

1.

Chef

Fry Cook

Location - kitchen

110

2. Equipment
a. Ranges, steamers, grill, broiler, deep fat
fryer and steam jacketed kettles
3. Materials
a. Meat, fish, fowl and vegetables
b. Other supplies such as flour, salt, pepper, etc.
E. Procedure to be employed by trainee
1. work with kitchen production personnel
2. DeveIOp job breakdown sheets
3. Study work involved to develop methods of job
instruction for workers.
F. Methods of checking comprehension and effectiveness
1. Observation by instructors.
2. Review of job breakdown sheets.
3. Trainee Rating hart submitted by instructors.
4. ReView of job instruction recommendations sub-
mitted by trainee.
5. Trainee Evaluation Form submitted by trainee.
G. Procedure for additional training in this phase -
repeat phase at end of training program.
XI. Phase 4B-2. Technical Skills.
A. Time allowed for this phase of training - two weeks.
B. Objective to be attained in this phase - skill in
bakeshOp production.
1. Pies and puddings
2. Cakes and cookies
3. Bread and rolls
C. Instructor responsible for this phase of training -

Head Baker.

111

D. Facilities to be used for this phase

1.
2.

3.

Location - bakeshop

Equipment - mixers, ovens, proofbox, scales,
sifters, dough divider, pans, utensils, etc.
Materials — flour, baking powder, yeasts, dehydrat-
ed and frozen products, milk, syrup, water, fats,

sugars, spices, extracts and nuts.

E. Procedure to be employed by trainee

l.
2.
3.

work with bakeshop production personnel
Develop job breakdown sheets
Study work involved to develop methods of job

instruction for workers.

F. Methods of checking comprehension and effectiveness.

1.
2.
3.
4.

5.

Observation by instructor.

Review of job breakdown sheets.

Trainee Rating Chart submitted by instructor.
Review of job instruction recommendation submitted
by trainee.

Trainee Evaluation Form submitted by trainee.

G. Procedure for additional training in this phase -

repeat the phase at the end of the training program.

XII. Phase 4B-3. Technical Skills.

A. Time allowed for this phase of training - two weeks.

B. Objectives to be attained in this phase - skill in

pantry production.

1.
2.

Salads

Sandwiches

112

3. Beverages

Instructor responsible for this phase of training -
Pantry Supervisor.

Facilities to be used for this phas

1. Location - pantry

 

2. Equipment — mixers, scales, pans, utensils,
grinders, squeezers, colander, griddle, toaster,
waffle iron, egg boiler, etc.

3. Materials - fresh and canned fruits and vegetables, RJ

 

salad dressing, condiments, eggs, meats, pre-
pared mixes, bread, cheese, coffee, tea, ice,
juices, orangeade, grape and lemonade.

Procedure to be employed by trainee.

1. Work with pantry production personnel.

2. Deve10p job breakdownsheets.

3. tudy work involved to develop methods of job
instruction for workers.

Methods of checking comprehension and effectiveness.

1. Observation by instructor.

2. Review of job breakdown sheets.

3. Trainee Rating Chart submitted by instructor.

4. Review of job instruction recommendations sub-
mitted by trainee.

5. Trainee Evaluation Form submitted by trainee.

Procedure for additional training in this phase -

repeat phase at the end of the training program.

113

XIII. Phase 4C — Technical Skills

A.
B.

Time allowed for this phase of training - two weeks.
Objectives to be attained in this phase - skill in
the following phases of dining room service.
1. Host (Hostess)
2. Bus boy (girl)
3. Checker
4. Cashier
Instructors responsible for this phase of training
1. Dining room supervisor
2. Host
3. Cashier
Facilities to be used for this phase
1. Location
a. Dining room
b. Service bar in kitchen
c. Dish scraping station
2. Equipment used includes
a. All dining room equipment and trays, wet and
dry bus cloths, broom, sweeper, dust pan,
etc.
b. Table, stool, adding machine, cash register,
spindles, etc.
3. Materials used includes
a. All dining room materials, water, vinegar,
salt, pepper, sugar, etc.

b. Adding machine paper, ink, coin and currency,

114

cash register paper, pen, ink, etc.

E. Procedure to be employed by trainee.

l.
20
3.

Work with dining room service personnel.

Deve10p job breakdown sheets.
Study work involved to develop methods of job

instruction for workers.

F. Methods of checking comprehension and effectiveness.

1.
2.
3.
4.

5.

Observation by instructor.

Review of job breakdown sheets.

Trainee Rating Chart submitted by instructor.
Review of job instruction recommendations sub-
mitted by trainee.

Trainee Evaluation Form submitted by trainee.

G. Procedure for additional training - repeat phase at

the end of the training cycle.

XIV. Phase 40-2. Technical Skills

A. Time allowed for this phase of training - three weeks.

B. Objectives to be attained in this phase - skill in

counter service including

1.

Salad serving

Entree serving

Soup serving

Vegetable serving
Carving meats

Bread and roll serving
Dessert serving

Beverage serving

115

9. Dish Running

10. Food Running

C. Instructors responsible for this phase

1. Dining room supervisor

2. Carver

3. Serving station employees

D. Facilities to be used for this phase

1. Location

a.

b.

Serving counter
Area between kitchen, dish room and serving

counter (food and dish running)

2. Equipment used by

8-.

Salad station - various sizes of china and
wood bowls, salad plates, serving spoons,
tongs, pitchers for dressing, damp bus cloths,
etc.

Entree station - warm dinner plates, pancake
turner, tongs, carving fork, serving spoons

and damp bus cloths, etc.

Soup station - soup spoons, small china plates,
tongs, warm soup bowls, ladles, damp bus cloths,
etc.

Vegetable station - warm vegetable dishes,
dipper, carving fork, serving spoons (perforat-
ed and solid), damp bus cloths, etc.

Carving station - carving fork and knife,

'french' knife, large stainless serving spoon,

 

 

5.

J.

ll6

wood carving board, carving pan, damp bus
cloths, warm entree plates, etc.

Bread station - small warm plates, tongs,

cake turner, damp bus cloths, etc.

Dessert station - cold ice cream dishes, damp
bus cloths, one ounce jugs, ice cream dippers,
cake turners, pie divider, knives, dessert
plates, etc.

Beverage station — coffee urn, bottle opener,
cups, saucers, tea pots, various sized glasses,
cream dispenser, damp bus cloths, milk machine,
teaspoons, ice tea spoons, etc.

Food running - 4-wheeled cart, trays, steam
table pans, soup pots, damp bus cloths, hot
pan holder, etc.

Dish running - 4-wheeled cart, wet and dry

. bus cloths, etc.

3. Materials used by

8.

Salad station - various salads and dressings,
ice, etc.

Entree station - non-carving meats, meat sub-
stitutes, etc.

Soup station - all soups, crackers. etc.
Vegetable station - all types of vegetables,
gravy, etc.

Carving station - all carving meats, pan gravy,

etc.

117

f. Bread station - all kinds of rolls, biscuits,
muffins, butter, jams, jellies, etc.

g. Dessert station - various kinds of piss, cakes,
cookies, ice cream, puddings, whipped cream,
syrups, ice, etc.

h. Beverage station - coffee, tea, milk, cream,
ice, straws, orange, lemonade, grape, water,
etc.

1. Food running - all food supplies for serving
counter.

j. Dish running - all sizes of china and wood
dishes, silver, glassware, utensils, trays for
serving counter.

\ E. Procedure to be employed by trainee
1. work with counter service personnel.
2. Develop job breakdown sheets
3. Study work involved to deve10p methods of job
instruction for the workers.
F. Method of checking comprehension and effectiveness.
1. Observation by instructor.
2. Review of job breakdown sheets.
3. Trainee Rating Chart submitted by instructor.
4. Review of job instruction recommendations sub-
mitted by trainee.
5. Trainee Evaluation Form submitted by trainee.
G. Procedure for additional training — repeat phase at
the end of training cycle.

XV. Phase 4C-3. Technical Skills

118

A. Time allowed for this phase of training - four weeks.
B. Objectives to be attained in this phase - skill in
performing receiving and storeroom functions.
C. Instructors responsible for this phase
1. Receiving supervisor
2. Storeroom supervisor
D. Facilities to be used for this phase
1. Locations
a. Receiving dock
b. Storeroom
2. Equipment used

a. Receiving - two wheeled hand cart, 4-wheeled
skid, hooks, gloves, scales, etc.

b. Storeroom - walk—ins, bins, cardboard box
cutter, mop, pail and wringer, locks, broom,
etc.

3. iaterials used by

a. Receiving - receiving forms, pencils, all
supplies needed for production.

b. Storeroom - mop heads, paper bags, twine,
.soap, all supplies needed for production,
requisition forms, etc.

E. Procedure to be employed.by trainee.
1. work with receiving and storeroom personnel.
2. Develop job breakdown sheets
3. Study work involved to develop methods of job

instruction for the workers.

“ ‘— __ ‘Di! _4 (.I».

119

F. Methods of checking comprehension and effectiveness.
l. Observation by instructor.

Trainee Rating Chart submitted by instructor

Trainee Evaluation Form submitted by trainee.

bum

Review of job breakdown sheets.

U1
0

Review of job instruction recommendations sub-
mitted by trainee.
G. Procedure for additional training - repeat phase at
the end of training cycle.
XVI. Phase 4D—l. Technical Skills.
A. Time allowed for his phase of training - two weeks.
B. Objectives to be attained in this phase - a knowledge
of cleaning procedures necessary for proper sanita-
tion.
1. Dishroom
a. China
b. Silver
c. Glassware
d. Pots and pans, etc.
2. Night sanitation
a. Ranges, fryers, etc.
b. Meat block
c. Walk-ins
d. Floors
e. warmers

f. Trash disposal, etc.

120

C. Instructor responsible for this phase
1. Dishroom supervisor
2. Night sanitation supervisor
D. Facilities to be used for this phase
1. Location
a. Dishroom
b. Dining, serving, production and receiving areas.
2. Equipment used by

a. Dishroom — dish machine, trays, hose, garbage
grinder, soak pans, racks, garbage cans,
brooms, mops, pails and wringers, etc.

b. Night sanitation - brooms, mops, pails and
wringers, vacuum cleaner, etc.

3. Materials used by

a. Dishroom - soap, detergent, water, brushes,
scouring pads, silver polish, steel wool,
rams, etc.

b. Night sanitation — soap, polish, wax, water,
brushes, rags, steel wool, detergents, in-
secticides, etc.

1E. Procedure to be employed by trainee.
1. work with dishroom and night sanitation personnel.
2. Deve10p Job breakdown sheets.
3. Study work involved to develop methods of Job
instruction for the workers.
F. Methods of checking comprehension and effectiveness.

1. Observation by instructor.

drum“ 'unth .{zr’w .1. a

 

vrx'

G.

121

2. Trainee Rating Chart submitted by instructors.

3. Trainee Evaluation Form submitted by trainee.

4. Review of Job breakdown sheets.

5. Review of job instruction recommendations sub-
mitted by trainee.

Procedure for additional training — repeat phase at

end of the training cycle.

XVII. Phase 4D-2. Technical Skills

A.

3.

Time allowed for this phase of training - one week.
Objectives to be attained in this phase - general
maintenance knowledge covering
1. Electrical service and equipment
2. Heat and air conditioning equipment and service
3. Refrigeration service and equipment
4. Water service and equipment
5. Gas service and equipment
Instructor responsible for this phase - Store Engineer.
Facilities to be used for this phase
1. Equipment used
a. All types of equipment, meters, switch boxes,
blue-prints of utility system, etc.
b. Any tools necessary for simple repairs —
screw drivers, hammer, pliers, etc.
2. Materials used - any supplies needed for making
repairs - tape, fuses, light bulbs, oil, grease,

spare parts, etc.

E.

Procedure to be employed by trainee.

1. work with maintenance department personnel.
2. Develop Job breakdown sheets.

3. Study work involved to develop methods of job

instruction for the workers.

F. Methods of checking comprehension and effectiveness.

1. Observation by instructor.

2. Review of job breakdown sheets.

3. Trainee rating chart submitted by instructor.

4. Review of Job instruction recommendations sub-
mitted by trainee.

5. Trainee Evaluation Form submitted by trainee.

G. Procedure for additional training — repeat phase at

end of the training cycle.

XVIII. Phase 5 - Human Relations Skills (B)

A.

B.

Time allowed for this phase of training - two weeks.

Objectives to be attained in this phase

1. Developing skill in handling grievances.

a. Recognizing the symptoms that lead to grievances.
l) Uncommon work habits by a worker.

2) Uncommon action by the worker.

3) Uncommon expressions by a worker.

0. Developing a procedure for handling grievances -
follow outline discussed in Phase 2, "How to
Handle a Problem".

2. Developing a desirable method of controlling dis-

cipline.

a.

123

Maintaining discipline
1) Actions which require discipline
2) Methods of disciplining workers
3) Requirements for maintaining discipline
Individual discipline - the reprimand
1) Points to be avoided
2) Understanding problem types of workers
A procedure for reprimanding a worker
1) Cool off (but don't forget it)
2) Take worker where you can be alone
3) Ask why - be sure it is deserved
4) Talk straight - don't mince words
5) Build worker up
a) Encourage to do better

b) Leave individual anxious to improve

3. Developing leadership skill

a.

The fundamental drives that underlie all
behavior.

1) The drive for security

2) The drive for recognition

3) The drive for belonging

4) The drive for new experience

Points for better understanding in human
relations.

1) Measure the worker in terms of actions

rather than race or religion.

l

2)

3)

4)

124

Judge the worker in terms of motives
rather than political affiliation.
Learn that people are often illogical,
irrational and emotional.

Learn that logic and reason are not the

sole keys to human behavior.

4. Teaching supervisory skill based upon

a. The effective supervisor:L

1)
2)

3)

4)

5)

The weak supervisor

1)
2)

3)

Thinks in terms of people

Sees the organization in terms of human
relations

Tries to look at people objectively,
unemotionally and without passing moral
Judgments.

Tries to look upon himself objectively

as part of the whole organizational picture.
Is confident of his ability, yet recognizes
the limitations of his knowledge.

2

Thinks primarily in terms of things.

Sees human relations problems simply as
personality problems.

Is blinded by his own ethical ideas, so
that he is unable to deal with reality

Whyte, William F., Human Relations in the Restaurant

 

 

Industry. New York: McGraw—Hill Book Company, Inc., 1948,“?

pp 0 353‘
2

355.
Ibid.

4)

5)

125

Is insensitive to the thoughts and
feelings of those around him.

Feels he knows all the answers in supervision.

5. Teaching the principles of giving orders

a. Types of orders

1)
2)
3)

4)

Command — "Do this!"

Request - "John, will you do this?"
Suggestion - "How would you do this Job,
Paul?"

Volunteer - "This is an especially difficult

job. Will someone volunteer?"

b. Classifying the type of worker or Job

1)
2)
3)
4)

The unsafe, careless, lazy, etc.
The reliable, new, timid, etc.
The ambitious, aggressive, etc.

The hazardous, undesirable, etc.

c. When and where to use the different orders

1)
2)
3)
4)

Command - bl. of above
Request - b2.of above
Suggestion - b3. of above

Volunteer - b4. of above

d. Factors to be considered in issuing orders

1)
2)

3)

Make sure the order is necessary.

Be sure you and the worker understand the
order.

Be sure you have authority to give the

order.

5)
6)

7)

126

Be brief and specific.

Speak slowly and distinctly.

Give sufficient time for the order to be
carried out.

Follow up to see that the order has been

complied with.

6. Developing skill in counseling employees

a. How employee counseling got started

1)
2)

Hawthorne Plant experiment

Industrial eXpansion of World War II

b. Types of problems handled

1)
2)

Organizational

Personal

c. The counselors position in the organization

d. How counseling benefits management

e. Two methods of counseling

1)
2)

Person—centered

Problem-centered

f. A procedure for employee counseling

1)
2)
3)
4)

5)
6)
7)

Let the worker do the talking.

Never appear to be too busy to listen.
Be patient.

Treat all workers with same amount of
respect.

handle small problems promptly.

Don't make promises you cannot keep.

Get all the facts.

127

8) Be sincere in discussing the problem.
9) Be certain the worker understands the
1 reason for the answer.
10) Invite workers to ask for further informa-
tion, counsel or help at any time.
7. Developing skill in securing worker cooperation
a. Definition of cooperation.
b. General characteristics of cooperation.
c. Traits that result without cooperation.
d. Factors that result through absence of coopera-
tion.
e. What workers and supervisors expect of each
other.
8. Teaching methods of handling absenteeism
a. The causes of absenteeism
l) Illness - personal or family
2) Transportation problem
3) Indifference, etc.
b. The effects of absenteeism
l) Lowered morale
2) Increased cost in production
3) Grievances increase, etc.
0. Methods of reducing absenteeism
l) Reward system
2) Punishment system
C. Instructor responsible for this phase of training -

Director of Training.

128

D. Facilities to be used for this phase
1. Location - conference training room
2. Equipment and materials
a. Blackboard, eraser and chalk
b. Charts
c. Summary sheets for Trainee Notebook
d. Projector and films
e. Dalewood Trainee Handbook
E. Procedure to be employed

1. Lecture

f0

Group discussion

. Role-playing

#‘KN

. Movies
F. Methods of checking comprehension and effectiveness
1. Contributions in group discussion and role-playing
2. Objective quiz over the phase1
3. Trainee Rating Chart submitted by the instructor
G. Procedure for additional training in this phase
1. Restudy all course material on own time
2. Review training phase with training director
3. Retake phase training with company supervisors.
Phase 6 - Management Skills (B)
A. Training time allowed - two weeks.
B. Objectives to be attained

1. Teach the trainee organization methods and pro-

cedures.

 

1See Appendix E.

129

a. Principles of
b. Form of
0. Maintenance of structure
d. Supervisor and the organization
2. Teach safety training to the trainee
a. The need for a safety program
b. The causes of accidents
1) Unsafe acts
2) Unsafe conditions
0. How to prevent accidents
3. Instruct the trainee in public relations
a. History
b. Factors used in deveIOping the program
c. Techniques used in the program
4. Teach fire prevention methods to the trainee
a. What to do in case of fire
b. How to use fire protection equipment
c. The causes of fires
d. How to train the employee
5. Develop skill in job evaluation procedure
a. The analysis of Jobs
b. The selection of factors common to all Jobs
c. Selection of plan to evaluate jobs
d. The actual evaluation process
e. Formulation of policies relative to wage and
salary adjustment.

6. Instruct the trainee in menu planning

130

a. Principles of
b. Avoiding monotony
c. Merchandising methods
d. Balance of
7. Develop skill in purchasing procedures
a. Principles of
b. Dalewood's policy
0. Raw food
d. Equipment
e. Supplies
8. Instruct the trainee in cost controls
a. Raw Food
b. Payroll
0. Rent
d. Other
9. Teach the trainee the correct job instruction
method.1
a. How to get ready to instruct
1) Have a time table
2) Break down the Job
3) Have everything ready
4) Have the working place properly arranged
b. How to instruct
1) Prepare the worker to receive the instruction

a) Put him at ease

lTraining Within Industry Service: War Manpower Com-
gissionm Job Instruction. Washington 25, D. 0.: Government
rinting Office, 1944, pp. 13-14, 20-21.

 

2)

3)

4)

b)

C)
d)

131

Find out what he already knows about
this Job
Gain his interest

Put him in the right position

Present the operation

a)
b)
o)
d)
6)

Tell him, show him, illustrate for him
Give only a few inatructions at one time
Make the key points clear

Be patient and proceed slowly

Repeat the job and the explanation if

necessary

Try out the performance

a)

b)

e)
d)

9)

Have the worker do the Job under observation
Have the worker do it again, eXplaining

what he is doing and why

Have the worker explain the key points
Correct errors

Continue correcting until you know the

worker knows

Follow-up

a)
b)
e)
d)

e)

Put the worker on his own

Tell him to whom to go if help is needed
Check his work frequently in the beginning
Get worker to look for key points as he
progresses

Taper off extra coaching so worker can

do Job under normal supervision.

132

C. Instructor responsible for this phase
1. Training Director
2. Head Dietitian
D. Facilities to be used in this phase
1. Location
a. Conference training room
b. Local markets

2. Equipment and materials

 

 

a. Balckboard, eraser and chalk
b. Charts
0. Dalewood Trainee Handbook

d. Projector and film

 

E. Procedures to be employed in this phase

Lecture

 

l.

2. Group Discussion

3. Role—playing

4. {ovies
5. Tour

F. Methods of checking comprehension and effectiveness
1. Trainee participation in group discussion

2. Objective quiz over training phase1
3. Trainee Rating Chart submitted by instructor

G. Procedure for additional training in this phase
1. Restudy material in Dalewood Trainee Handbook and

lecture notes on own time.

2. Review material with Training Director

1See Appendix F.

133

3. Retake phase training with company supervisors.

XX. Phase 7 - Manag ment Skills (C)

A.
B.
C.
D.

Training time allowed for this phase - two weeks.

Objectives to be attained - Assistant Manager training.

Instructors responsible for this phase - Store Kanagers.

Facilities to be used

1. Locations - three days in each store

2. Equipment and materials - all equipment and materials
necessary to carry on the duties as an assistant
manager.

Procedures to be employed

1. Job breakdown sheets

2. Job Instruction Training

3. Observation

4. Conferences

.Methods of checking comprehension and effectiveness

1. Observation of the supervisors in each store.

2. Trainee Rating Chart submitted by each store
manager.

Procedure for additional training - retake phase

training at training store.

The success of the training program as it has been

outlined depends, not only upon the inclusion of all the

necessary items and the excellence with which they are

taught and learned, but also upon the degree to which all

the parts of the program are integrated in order to produce

134

a cohesive, meaningful, whole, which is correlated with
other activities of the-company and its trainees. In the
words of Planty, McCord and Efferson -
"The ultimate aim of all training is to build con-
tinuously and systematically, to the maximum degree
and in the proper proportion, that knowledge and
those skills and attitudes which contribu e to the
welfare of the company and the employee."

The implementation of the philosophy expressed will
depend largely upon a firm belief in the value of the train-
ing program on the part of both the company and its trainees.
This belief is reflected through interest, cooperation and
enthusiasm. The above mentioned authors also feel that in
order to have a sound, well integrated, training program, it

needs to be carried out on four levels.

"1. The training program must be integrated within
itself.

2. The training program must be integrated with other
services that contribute to the full development
of all company personnel, whether those services
are given within the company or by external agencies.

3. Training must be integrated with the needs of the
individual employee.

4. The training program must be integrated with company
needs."2

What then is meant by these four levels? In the
first proposal, the integrated program is as important to
tOp management as it is to custodians, in the development
of technical skills, attitudes and knowledge. Their second

H.,-v—Orv-0 mu..—

lPlanty, McCord and Efferson, 2p. cit., p. 261.

 

2Planty, McCord and Efferson, op cit., pp. 261-264.

—.L—.

135

preposal brings out the important use of the Company
Magazine and Newspapers. Through their pages the employees
can be acquainted with changes in plans and policies and
learn about other departments and how they fit into the
whole organization. The external agencies used would in-
clude local schools and colleges. There is no point in
the training department duplicating courses taught in these
institutions. The third proposal implies that the employee
is ever changing, and that the well integrated program will
change also to meet the demand of the employee. It must not
only meet his (her) job needs but continually change, to
help the employee at home and in the community. The final
proposal concerns the entire program. It affects the train-
ing director in that he should know in advance about any
changes in product, organization, policy and other major
factors for which preventive training would be necessari.
Integration in itself is a big problem and there is
no easy, quick method. It takes time, patience and hard
work. There are several prerequisites which will get the
training program off to a good start. First, there should
be one person or department in charge of all training.
Second, the department or person responsible should have the
authority and position to know what is going on in the busi-
ness and the profession generally. Third, depending on the
Size of the organization, an advisory committee should be
appointed to help the training director in formulation of

training plans for the different departments. Finally, a

file should be kept on each employee, made up of merit-
rating reports, test results, etc. Through this information,
training can be given to the employee to promote his (her)
Optimum growth.

From the material studied, original investigations
and personal experience, the author believes that the train-
ing program as outlined in this chapter, if undertaken with
enthusiasm and successfully maintained to its conclusion,
would result in:

l. The development of well trained supervisors for

the organization.

2. Development of better supervision throughout the

food service industry.

3. The development Of better trained workers, due to

more able supervision.

 

BIBLIOGRAPHY

Ahern, E. Ha-dbook _q§ Personnel Forms and Records. New
Eorr: Amer can.Kanager ent Association, 1949, 227 pp.

American Dietetic Association. A Guide to the Selection and
Training of Food Service Employees. Kinneapolis:
Burgess Publishing Company, 1948, 47 pp.

 

 

 

Beckman, R. 0. How to Train Supervisors: hanual a.nd Cut-
lines for Determinese Discuss ions. I:ew York and
London: Harper and Brothers, 1944, 329 pp.

 

 

 

Benge, E. J. Postwar Supervision: Public Relations. Iew
York: ’ ational Poremen s Institute, 1945, 39 pp.

 

Dean, A. C. Food Service Training ProLrams in Six Department

Stores. Unpublished h. S. thesis, Iiichig an State
College, 1952,135 pp.

 

 

Department of the Army. Handling Behavior Probl er . Washing-
ton: United States Government Printing Office,
(Civilian Personnel Pamphlet, No. 4l-B-33). 1954,

28 pp.

 

Dooker, J. M. and V} Marquis. Rating Exployee and S aper-
visopy Performance. New York: American Ma ag ement
Association, 1950, 192 pp.

 

Dunning, F. Standards for Cafeteria Service. Minneapolis:
Burgess Publisl ling Compan‘, 1941, 67 pp.

Feigenbaum, A. V. Lanagement Apprenticeship: An Executive
Deve10pment Pros ram. Persgpnel. 26(S eptember 1949),
DD 77- 85.

Fitzgerald, T. A. Organization Standards and Practices.
New York: National Industrial Conference Board, (Studies
in Business Policy, No. 18), 1946, 33 pp.

Gardner, K. H. A Comparative Study 9; ing Economig Egg 23g-
fessional Status of Food Service hanagers With and
Without Apprentice Training. Unpublished h. S. thesis,
Michigan State College, 1949, 94 pp.

 

(General Motors Corporation. Orientation and ngelqpment
Program for College Graduate_§;ainees. General
Motors Corporation, 1954, 10 pp.

{S'YF
by
g

‘I'.\ m r: aura-urmtnmw .Rtn

Va.“

138

Harad, C. F. Fundamer ntals of Supervision. Albany, New
York: Delmar Publishers, Inc., 1951, 215 pp.

Kegler, C. L., and R. O.Kueh1. §.§y§§em 9: Employee Train-
ing for Restaurants. Chicago: National Restaurant
Association, 1954, 68 pp.

 

Knowles, A. S. and R. D. Thompson. Industrial Lapsvemert

“now

New York: The MacMillian Company, 1944,” 791 pp.

Lundberg, D. E. Person“ 1 Layg ent in Hotels and Restaurants.

 

 

T . -

a
was»

Markstein, D. Seven Ways In Which To Prevent Fires. Res-
3§prant Mgpggement. 74 (February 1954), pp. 48-49.

 

Metropolitan Life Insurance Company: Policyholders Service é
Bureau. Orienting the New Worker. New York: Metro- Si
politan Life Insurance Company, 1949, 54 pp. 3

Michigan State College. Graduate Trainee Program: Division
pi figfigl, Restaurant, and General Institutional
Management. Michigan State College, 1954,13 pp.

 

National Restaurant Association. Executive Apprenticeship
for College Men and 1omen. Chicago: National
Restaurant Association, 1954, 29 pp.

 

National Restaurant Association. HOV! 29 Put Your Ideas
Across To Restaurant Workers. Chicago: National
Restaurant Association, 1955, 11 pp.

 

 

National Restaurant Association. Leadership With Supervision
for Restaurant Bfficienoy. Chicago: National

National Restaurant Association. A Restaurant 1anaLer Re
discovers the Impprtance of People. Chicago:
National Restaurant Association, 1955, 11 pp.

 

Planty, E. G. and T. T. Freeston. Developing Management
Ability. New York: The Ronald Press Company, 1954,
447 pp.

Planty, E. G.,'W. S. McCord and C. A. Efferson. Epaining
Employees and Managers. New York: The Ronald Press
Company, 1948, 278 pp.

 

Training Within Industry Service: War Manpower Commission.
ggpllpgtrpgtipp, Washington 25, D. 0.: United
States Government Printing Office, 1944, 76 pp.

139

Training Within Industry Service: war Manpower Commission.
gob Eethofis. Weshinrton 25, D. C.: United States
Government Printing Office, 1943, 80 pp.

'Iraining W thin Industry Service: War Lsnpower Commission.
gob fieiptiopg. Washington 25, D. C.: Unites States
Government Printing Office, 1944, 124 pp.

‘Wryte, W. F. Lung Re1°tions In The Per taurant Inoustrx.
New Y011:: oCrsw Hill Bool: Company, 1978, 378 pp.

 

 

QUESTIOIN.IRE

Food Service Training Program for Supervisors

Name of Firm

---—‘ m——~

Firm Representative

.--- ‘ *m‘v-a ~——..-~.—.-—A-- 7k".— ’“mfir __

Date

Instructions: Circle the letter(s) left of the word(s) that
best fit your operation(s) or fill in the
empty spaces.

I. What is the main purpose of your training program?
A. Future supervisory needs for your organization
B. Future supervisory needs for the food industry
C. Other-purpose___

 

tum -—¢. _—--¢— —— n-‘vflb-g-

 

II. What are the objectives or goals of the program?

 

 

 

 

 

A. Teach technical skills
B. Teach human relations
C. Teach personal development
D. Teach company knowledge
E. Other objectives or goals
III. Whom do you train?
A. Males
B. Females
0. College graduates
D. Those without college degrees
E. If rraduates, in what field(s)
I.
2. _T __
3. _ _ _# ___
IV. In what departments and for how long are persons trained?
.Dept. Time Dept. Time
A. F.
B. G.
C. H.
D. I.
E. J.

Total lenrth of training programz_*-‘___fl_~
V. How is the training accomplished?

. Observation

. Films

. Manuals

. Conferences

UOUHD'

APPENDIX A

van-an..- nmnflfififl. .II~‘ _. veg. -'~". ' .
. _-_ 1

I." ..

‘

 

“”1

VI.

VII.

VIII.

141

E. _Doing the work
F. Other methods___

 

I” .—.—--——-—-.—-—--— .-

How do you evaluate the trainee in your program?

Note: If you have a type of rating chart form, would
you please attach it to the questionnaire. If
not, would you give a description of your method.

T I v .

 

What traits of the trainee do you evaluate?
Wote: If you include a rating chart form for the above
question, you reed not answer this question.

I‘m-NJ
.Jh—____

.'~.~ A“; ," 1'. .._r .
\~ ,.

A. Judgment E. Appearance I.
B. Personality F. J.
C. Interest G. K.
D. Dependability H. L.

What type of food service operation do you have?
Please give a brief description.

A. Cafeteria C. Drive-in E.

B. Table service D. F.

Additional comments about your program.

APPENDIX A

SUGGESTED TRAINING FILMS

Human Relations Skills
1. By Jupiter. 30 minutes, sound, 16 mm., black and white.
(Obtain by purchase only from the Wilding Pictures Productions,
Inc., 1345 west Argyle Street, Chicago 40.)

"Courtesy is Contagious" is the theme. The film is
accompanied by a manual with a tie-in talk showing how to
make every day a "By Jupiter" day.

2. Supervising Relationships. Three films, 9 minutes for
each film, slide, sound (record). 35 mm., black and white.
(Available through Vocofilm Corporation, 424 Madison Avenue,
New York)

The titles of the separate units are:

1. Let's Talk Things Over (maintaining close contact

with workers)

2. A Stitch in Time (qualities of leadership)

3. The Right Medicine (administering the reprimand)

Management Skills

1. On-the-Job Instruction. Six films, 10 minutes for each
film, slide, sound (records), 35 mm., black and white.
(Available through Vocofilm Corporation, 424 Madison Avenue,
New Yo rk)

The titles of the separate units are:

1. How to Get Ready to Instruct

2. How to Instruct (silent - no record)

3. Off to the Right Start

APPENDIX B

rf‘d.‘ v‘ - .'.’~ "fl
i
I
o

”raise-(45.3 I M. .Y“
I
I
——'~—.
i

x; .-

143

4. Let's Face the Facts

5. The Man Behind the Machine

6. Do the Job Right

Teachers' discussion manuals are included.
2. Romance in Meat. 30 minutes, sound, 16 mm., black and
white. (Loaned free of charge by Castle Film Company, 135
S. LaSalle Street, Chicago) This film presents the correct

purchasing procedure for meat and the methods of cooking it.

 

It also teaches the function of food. Ev *

 

Technical Skills
1. Cooking Meat By Dry Heat. 25 minutes (approximately),
slide film (52 frames), color. (Loaned free of charge by
the Society for Visual Education, 100 E. Ohio Street, Chicago)
This film shows a step by step method of cookery, roasting,
'broiling and pan broiling. The use of low temperature is
emphasized.
:2. Hashslingin' to Foodhandling (1945). 20 minutes, sound,
16 nmn, color. (Texas State Department of Health, Austin,
Cmaxas) Sanitary and unsanitary methods of handling food

axui utensils are demonstrated.

3. Dishwashing Dividends (1946). 20 minutes, sound, 16 mm.,
colxxr. (Economics Laboratory, Inc., Guardian Building,
st.,IPaul, Minnesota) This film shows the different opera-

ticuna required in order to produce clean tableware by machine

di shwashing me thods .

APPEITDIX B

144

SUGGESTED TRAINEE EVALUATION FORM

Name of trainee

 

Date

 

Phase title and number

 

Instructions: Please fill out this form to the best of your
ability. All information will be kept con-
fidential. A conference will be held with

the training director to determine definite

5g
5
3‘.
p

conclusions for action purposes.
I. Explain how this phase of training has been beneficial
in preparing you for future management level duties and

responsibilities.

__ww

II. Did you think too much information was presented in
this phase?__ If so, why?

 

 

APPENDIX C

 

145

III. Do you feel that the instruction received in this

phase was on the level you would desire in your own organization?

If not, why?

 

 

 

"u I— -u

 

IV. What other subjects do you feel Dalewoods' should have

covered in this phase?

 

 

V. Do you feel that there are University or College
courses that could be given that would help you master this

phase of training faster? Please list.

 

VI. Do you have any general criticism over this phase of

training?

 

 

—-— u—uu—u-u‘

 

VII. Do you have any suggestions that would improve this

hase of training for future trainees?

’r

- 4-“...m-.. - - - M .u— - -.~r.-.n

 

fl

Reviewed by

H ‘5.- 0.-...—

 

Conference date with trainee

Conclusions_~

p..-‘ $.«- 1 5 --.¢- —o r-re- — ‘-- «- -- —

 

00".» .- —._-.~.—-’ .‘1 ——- .—

APPENDIX C

‘Fv- A.,: imam-M .\ 'QB'
.

[IOHlfllb-wv- nit ‘ \l III/L

146
SUGGES ED TRAINEE RATING CHART

General directions for using the rating form:

1. Be fair, rating this trainee is serious business.
Hurried and unjustified ratings are likely to jeopardize
this trainee's future. Take enough time to arrive at con-
idered judgments and thereby be fair to yourself and your
responsibilities as well as to the trainee.

2. Be objective. Ratings should be done in a purely ob-
jective, factual, impersonal, manner. Let your judgments,
supported by facts and observations, not your feelings be
the basis of your ratings. Personal considerations have
no place in judging another. Be independent of any influ—
ence in making your judgments.

3. Keep a small notebook to record unusual occurrences.
This will help refresh your memory when the time comes to
rate. Consider each trainee average until you feel justified

in rating hir her or lower. Clieck the notebook for this pur-

*d

ose.
4. Human beings are ever changing; they do not "stay put".
C

on nse o uently, do not ceiisult former ratings. Rate each

quality separately during each rating period.

Name of trainee _ Date

-, --.—-o '- 5*.

Training hase

 

‘ “~Q—w' ___ ___—7

Instrugtions:
1, Per each category (judgment, personality, etc.) on.the

forth determine into which of the major subdivisions th

APPENDIX D

. wag-'3 _ val- m
h
,Mkj

 

147

trainee's performance places him.

2. Draw a circle around the letter which, in your opinion,

is the level of the individual's performance githin this
category.

3. If you have insufficient information to rate a category,
please put "not known" in the remarks section.

4. Legend: A. Improvement Necessary B. Improvement Desired

C. Acceptable D. Exceptional

__ _— -7-“ —— “‘1..- - "a.

 

I. Personaliesaliiiss

_.¢,

 

A. Cooperativeness A B C D
Remarks:
Consider his (her)attitude towards the
job, and co-workers, and how they re-
act toward him (her). Is he (she) a
flood team—workerzg

 

 

B. Jpflgggpt, Common_§ense. A B C D
Remarks:
Consider his (her) ability to analyze
a situation and make sound decisions;
ability to use common sense and make
sound decisions in emergencies and
,ggnder_pressure.

 

A B C D
C. Personality Remarks:

‘9'-

”§*—-

Consider his (her) ability to create
good impressions among the employees;

to enjoy greeting the guests; gives
leadgrghgpwtp the spirit of hospitality.

 

A B C D
D. Initiating Remarks:
Consider his (her) ability to proceed
with the job without being told every
detail; to make suggestions, to solve
problems and to be generally resource-
ful.

APPENDIX D

5""

 

W;

148

Per; 0 13.1. -9 usliiis icont'di
E. Interest A B C D

Consider his (her) working to learn,
not just to dispose of an assign-
ment. Works with diligence, and
more than regular hours. Asks the
whatL_the how and the why of a Job.

F. Dependability A B C D
Remark :

 

Consider his (her) willingness to
follow instructions, reliability in
the execution of assigned tasks, and
always on the job andmpgpctual.

 

G. .Apnearance A B C D
Remarks:

 

Consider his (her) personal care and
dress; keeps clean and well groomed
personalli.

H Shyness: A B C D
Remarks:
Consider his (her) kindness and
honesty in dealings with co-workers
and guests. Shows pride in being of
high characterA

I. Personal Conduct A B C D
Remarks:

 

Consider how he (she) manages per-
sonal finances; conduct outside of
cafeteria, relationship with em-
ployees; conduct in keeping with
management standards.

Supervisory Qualities

 

 

 

A. Leadership A B C D
Remarhs:
Consider his (her) mastery of lead-
ing a group; getting a Job done; ob-
taining respect £39m co-workers.
B. Teaching_Ability A B C D

 

Remarks:
Consider his (her) patience required
to instruct; knowledge of methods of
instruction; procedure to follow to
instruct.

APPEI‘IDIX D

 

 

II. Supervisory_Qualities (cont'd)

149

 

 

 

 

 

 

 

 

C. Espt - Diplomaqy » A B C D
Remarks:
Consider his (her) ability to ob-
serve, understand and satisfactori-
p_ly_dealflsith_pspple and_situations.
D. Learning Apilipy A B C D
Remarks:
Consider whether he (she) is quick
to learn a job or subject and retain
it; doesn't have to he told the same
thing repeatedly.
III. Technical Qualities
A. gpslity of Work A B C D

 

Remarks:
Consider his (her personal care in
being thorough; his (her) vision
towards perfection in food and
service; andpneatness of work area.

 

Quantity of Work A
I3

Consider his (her) coordination in
working with hands; speed at working
serving stations; meeting production
schedules.

Cost Consciousness A B C D
Remarks:

Consider his (her) care in handling

company property and equipment; care

in using expendable supplies, includ—

ingfoodl

Eschanical Adeptness A B C D

Consider his (her) recognition of im-
portance in repairing mechanical de-
vices during initial trouble; interest
in repairing minor troubles; recogni-
tion of importance to have all equip-
ment working properly.

”a. ~M'

 

IV. Please answer the following questions about this trainee:

A.

points?

What did you consider to be this trainee's strongest

 

 

 

EETDIX D

,l

‘j .
“we.

q

rhwgm‘maurvuififiij; J ‘ fl
I l

150

B. What did you consider to be this trainee's weakest
points?_

--,.,.,._._-..-....__ ___ __ ~

”0M1- h-‘v-¢-— -.---——~ - . —-_-__ - -- - .9 —~-—-—.‘-.--

C. Did this trainee have any problems in dealing with

co—workers during your phase of training? If so, what

were they?

 

D. Does this trainee need further training in this
phase? If so, in what?__

.-—-—-——-_.I—-‘-- ~ -»---~ 0.“ -.- ‘ -.. . _.._.._ .. _-.-- ___

 

o-——- _--- “- . - -- My-“nv‘ '-

-~—-- ”M

E. Do you believe this trainee has the basic qualifica-
tions to become a supervisor for Dalewood's? _”m__ If not,
why?

- vw-_—~--—v*“-~ “C.:- -—

 

.———— w”

—-..-—. —-------—_-—-.—..—~ goo—aur—

 

~’-“D - -

 

*~ ~.‘ .“F” -‘r ..—. -ti.

 

_-

F. In your opinion, do you think this trainee should
seek other employment? If so, why?

 

'— --—'.—

 

G. Please dive any additional comments you feel are
applicable about this trainee.__

-—~-.—.—--——--u ‘ v-— s. — 0-.

 

 

a..- --_

 

'— ~—~..--——.---

—-.-*~--.- Wm- ‘ '- “o ”a :— —----.—- “v- - v. fl‘ -'——

Rated by: . Date

 

Reviewed by: I Date

-—-— --.--. -‘fi W .C..- —

 

 

Conference date with trainee:

 

Trainee reactions:

«ya—- n- «in» ._. . ; v.

 

”-myr- ‘— -5 —--—-~v-v — ww'_.-—— ~ —‘r’v-'-_~——--—

APPEN DIX D

 

151
PHASE 5 - SUGGESTED QUIZ WITH ANSWPTS

Pazi.l. nstructions: Draw a circle around the letter T if
~ the statement is true or around the
lstter F if it_is false.

 

‘T F‘ 1. Most workers, if Riven the chance, will help the
supervisor in making a just decision in grievance
cases.

T 1; 2. It is sometimes good practice to delay a decision

on a rrievance.

Ia
"Ii
\N

The average worker is sincere about his grievance,

 

and will feel better if Riven the chance to discuss
it.
T .E 4. It is a wise procedure to ignonegrievances sub-

mitted by chronic complainers.

g F‘ 5. A conscientious worker is often made inefficient
by being given an order in the wrong manner.

g F 6. People differ in their reaction to various types
of orders.

2 F .7. Executives are often chosen because of their
ability to get cooperation.

T ‘E 8. Some industries do not need worker cooperation.

T .E 9. A supervisor should not be expected to cooperate

with his workers.

ha
'11

10. The larger the industry the less opportunity the
executives have for personal contact with workers.

T F 11. Absenteeism decreases the need for workers.

APP N DIX E

li-3
*1]

12. Absenteeism often upsets planned schedules.
T ‘F 13. A worker is more likely to do well if he is

punished than if he is rewarded.

T F 14. Too much ready cash often causes absenteeism.

T F 15. The purpose of counseling has been stated as a
service to assist workers in solving their own {rm
problems. g

T ‘E 16. The type of counseling used most now is the .
trained supervisor, where problems can be readily g
taken care of at the supervisory level. :3
T E 17. It is very important for the counselor to do all

he talking during a counseling period with a

worker.

T F 18. The counselor should remember not to make promis-
es to a worker that he cannot keep.
The effective supervisor always:

T .E 19. Thinks in terms of things.

T ‘E 20. Sees human relations as personality problems.

T F 21. Feels he knows all the answers in supervision.

T F 22. Looks at people objectively and unemotionally.

 

Part II. Instructions: Complete the following questions
by filling in the blanks.

What are the four fundamental drives that underlie all

 

 

 

 

behavior?
23. (fiecurity) 25. Belongipg)
24. (Recognition) 26. Pew Experienpe)____.

APPENDIX E

‘153
Part II. (cont'd)

Name four methods of discipl_nins workers.
27. (Suspend privileres)

28. (Esp_d__'t,_-j._em homo formthe 3,3,3; of t.1_.1.e_..di?fli

_.-—-—-—_—-.—.I_§_. - _l-

 

29. (Reduppion in rank)_

 

 

 

 

 

30. .(Lay off) _- i_.___._.__i._i_.___.
Idst four of th "problem types" of workers. 7
31. llazy) __ é

a
32- i§h¥i §§

33. (Nervous)

34._(301die

 

Part III. Instructions: 'In the space at the left of each
question, put the letter of the
correct answer. (Multiple choice
- one answer)

 

(b) 35. Bob Pitts is on the production line for the first
time. He doesn't know exactly what to do. Which
type of order should be given?
(a) Command (b) Request (c) Suggestion (d) Volunteer
(c) 36. Marvin Johnson is a very willing worker, has plenty
of ability, but doesn't know what to do when work
slackens. What order would work the best?

(a) Command (b) Request (c) Suggestion (d) Volunteer

-un-

APPENDIX E

154

PHASE 6 - SUGGESTED QUIZ WITH AKSWERS

;_struct_9ns: Draw a circle around the letter T if the

statement is true, around the letter F if
__wthe statement is_§alse.

 

ha

ha

ha

ha

h—a

P11

I'IZI

P11

Deaths from accidents in the United States since
Pearl Harbor are double our war deaths for the
same period.

here are two main causes of accidents: those
that are caused by unsafe people and those caused
by unsafe conditions.

The greater number of accidents are caused by
material failure rather than human failure.

Strict supervision and enforcement of safety

rules by supervisors are essentia factors in the
program.

In the "get ready step" to instruct it is essential
to break down the job.

The sole purpose of Job evaluation is to divide up
any given payroll so that all jobs are paid for
according to their relative difficulties.

The job description sets forth in story form the
work which was done by the employee on his previous
Job.

A job specification classifies information accord-
ing to skills, responsibilities, types of effort

and working conditions.

APPEI? DIX F

 

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film“

r- -
V.

A M: rir‘aj
x

k3

Ia

II—3

ha

ha

la

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I’ll

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10.

11.

12.

13.

15.

16.

155

The systems used to translate job specifications
into wage and salary figures are three in nature:
(1) Job classification; (2) Factor comparison;
and (3) Merit rating.

It was found in our study of purchasing that
there are four major objectives to be followed.
In the course on menu planning, color, variety,
quality and contrast of food were found to be some
of the basic principles.

In general, the larger the selection, the harder
it is to secure balance on a menu.

The entrees are the most difficult part of the
menu to balance.

It is sound merchandising to arrange your meals
according to price by putting the lowest priced
items first, then the higher next and finally the
highest last.

Company organizations generally can be grouped
into two broad types: line-and-staff and
committee.

It was found that most authorities believe direct
control over subordinate line executives by one
man should not be more than six.

In the study of public relations, it was found
that the first step in the prosram is good em—

ployee relations.

APPENDIX F

V

.a_—.n_‘n:m gun-m.w: Im‘u..n Z‘b‘. "q
, .. . .

w;

P
‘—’~u

156

It was found tiat advertising media was of no
use in a public relations program.

In the course on fire prevention, it was found
that matches - smoking is the largest single

cause of fire

(0

Three common fire hazards found in a kitchen of
a restaurant are: excess grease on stoves;
accumulation of prease in vents; and defective
arrangement of stoves.

In general, fires are designated under four
classifications.

The carbon dioxide extinguisher (CO2) is most

effectively used against electrical fires.

 

T E 18.
T F 19.
E F 20.
T E 21.
Part II. I struc

In our study of the organization, seven principles were dis-

cussed. Li

23. Lihthiesiivelm
21+. _(Dafiaiiionlmm
25. Easel
26. jfisslsxlduthqzillli
27 . £116:an

One of the

is the written analysis of sroups the orgaiization comes in

—-.—- -fl—o-u—fl-~*-~o- .~‘-‘—.-

 

 

“_Jtiong: Complete the followina questions
by filling in the blank

at any figs of them.

 

.- 4- p..-

 

alizat;_n1

* - ._..cq.-..

 

 

asi‘oilitii,

__‘_‘__ _. _—

 

factors in deveIOping a public re_ations prorram

contact with. List any six of the eirht groups niven.

28 . 13132101895)..- ___.

—-—.—-.M._ _.,- — *-_—.__ «_-

APPEIDIX F

“R..-

“.8 tI‘ 3.

'~. _ l! 2.1."?

Suit—1.;

V“

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157

29 . Binary: 530.1792)- . .-

 

.— -—ar-‘.--~ _...

30 . 19.0.3.5; mere 1-- - -_ -

___..q, - - .v—‘- Q- —-*__-~

31. (Dealers)

 

32 . fisp9.r:al.. £33131-.. .

'-~_ n - n..- -—-—

33. _(Stosli-mlders) -
What are the four steps that were learned in this phase
that are essential to instructing a new worker?

34 . .(BZQBEISQ--12319..-.":’0.£‘_1§§11-’GQ _rs salve $112-13 atrucfiiqniww

.—
- -

 

3.5 . 1131?? seat .ths-.o.ne.12at1.911),--. _-..,

 

m—‘m- - I-‘ - -- - ann-- i

36. £111? out. _p_erfsrasnc_e)_ ’ _ -

.¢.-_ _~,--..--~¢. ~ ‘—--~—-m

37 . mum-121.132.)...-1-...__.--.-.-.-.- --- A

The four main methods of buying for Dalewood's are:

 

 

38. Eisnchaoina fax: a Si sqified future Dori-069i..-

.cfi—m-u ~a“.¢-- O .o—r.

 

39 . _Qiisrkstgurchasi- ”

 

 

 

 

APPENDIX F

158

Dalewood Cafeteria Company
Application Place 2%x3"
For Photograph Here

In—Service Supervisory Training

 

 

; «Os-—

aitsg felons =

1. Read Procedures for Application in the Dalewood Brochure
for Trainees.

2. Complete the following application as accurately as
possible and be sure to include or do the following.

a. Secure a 2%x3" photograph of yourself and attach
it in the upper right hand corner of this page.

b. Following the method prescribed in Procedures for
Application, obtain three letters of reference and
have them mailed directly to Dalewoods'.

0. Secure and attach to this application an official
transcript of your undergraduate work up until this
date.

d. Unless otherwise stated, please print in ink or type

the information requested.

 

_‘—_ .- - -”——— -— —--rw- “—

 

 

 

 

 

 

 

 

 

 

Name#_ , Dat3_lm

Present Address 4 Telephone_'

Permanent Addressfi, - Telephone

College or University Attending, A

Date graduating__ , ‘_ Degree granted_“_5*__
Major field

Date of birth Sex

 

 

APPEZ‘E DIX G

_opena H-‘ n”- -v-vr m—wuh—M'-- 4—.—

 

 

wu-

159

Social Security Number

Marital status: Married

 

Number of dependents

 

 

 

 

Height Weight
Color of eyes Color of hair
Do you have any physical disabilities? Explainh_

 

 

 

 

Have you had any major illnesses within the last five years?

If so, explain

 

Are you a citizen of the United States?
Will you be available for training in June?
Will you be willing to remain on the job for the entire

training period of approximately seven months?

 

Person to notify in case of emergency:
Name A Telephone
Address

Part II. Please give the information requested, for the
last three places of full or part time employment,
listing the most recent first.

1. Name and address of employer

 

Dates of employment

APPENDIX G

 

Nature of work

Name of Supervisor

 

Description of duties

 

 

Reason for leaving

m~u fl..-” ”~—

 

2. Name and address of

Dates of employment
Hature of work

Name of supervi sor

- “~n—w-

 

employer

 

Description of duties
Reason for leaving _

3. Name and address of

---—-- "n..-

 

 

employer

 

Dates of employment
Nature of work

Name of supervisor

 

Description of duties

Reason for leaving

 

Part III. Instructions:

 

In the following space, in your

own handwriting and words give a
brief sketch of your personal
background (approximately 250 words).

APPENDIX G

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ROOM USE ONLY

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err—$1361 E

 

 

 

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