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THE BIG JOB:

DEVELOPING MANAGERS FOR THE REIAIL FOOD STORES

BY

Ralph Glen Fisk

A THESIS

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

MASTER OF BUSINESS ADMINISTRATION

Department of Marketing and Transportation

1962

PREFACE

It has been observed in the retail food industry that there is a
definite need for qualified responsible men in management. The supply of
capable men to fill the management positions of the retail operation has
been expressed as critical by the leaders in the industry.

It is the feeling of the author that a great deal of the fault for
the shortage of capable management, especially at the store manager level,
is due to the inadequacy of store manager training programs to develop
conceptual and human relations skills as well as technological skills.
“the author believes that the above skills are lacking because of the de-
pendency on present store managers who have risen to their position via
”the route of hard knocks" to administer the training program without any
preparation by higher management. In many cases the ”manager" trainer is
not able to administer the program because he is not trained or capable of
doing the job; he has no incentive to help his subordinates develop be-
cause of a protective attitude that he has for his job. It is the aim of
this paper to substantiate the position expressed above.

I wish to acknowledge the assistance of my wife, Mary Lou, for her
patience and help in typing. The helpful assistance of the members of
the MBA class of 1962 in ”Food Distribution" in giving criticism and sug-
gestions for improving the paper was appreciated. Dr. Slate's and Dr.
Bar-net's consents were welcomed and of considerable value in writing the

paper.

ill

PREFACE

LIST 0?

II. c

APE-’55

325m

TABLE OF CONTENTS
Page
PREFACE O O O O O O O O O O O O O O O O O I O O O O O O O O O O 0 i1‘

LIST OF TABLES O O 0 O O O O O O O O O O O O O O O O O O O O O O V

THE BIG JOB

DEVELOPING MANAGERS FOR RETAIL FOOD STORES

Is IntrOdUCtion a e e e e e e a s o s a e e a e e a s a a s e 1

Problem
Objective
Hypothesis
Methodology

II. Determining the Necessity of Better Trained Managers in
the Ch‘In SEOEG s s a e e a o a e s o e e e s e e s a a o e 4

The Growth of the Grocery Store from 1939 to 1961

A Look at the Change in Structure of the Typical
Chain Store

The Store Manager's Job in the Past and in the Future

III. The Use of Manager Training Programs to Up-Grade the Chain
Store Manager s s a a e a o a a e s e e e e e e e e e a e e 16

Matching the Training to the Job

Environment Necessary for Growth and Development

Essential Elements for Successful Management
Development Programs

Benefits Available from Management Development Programs

IV. A Current Manager Training Program Being Used by Jewel Tea
Company 0 e s a e s s s s e e e s e s s e e a s e s s e a s 28

V- Some Considerations for Improving the Manager Training
PtOSt‘. Of JCU‘A TC‘ Company a a s e a a e e a e e a e a a 30

APPENDIX A s e e a s e e e e o e a a s s e s s e O 0 O 0 0 0 0 0 39

BIBLImWHY O O O O O O O O O O O O O O O O O O O O O O C O 0 Q s 1

iv

LIST OF IABLES

Table Page
1 Characteristics of Retail Trade in U. S. . . . . . . . . . 5

2 How the Super Market Has Changed; A Typical Store
IodlylndhnYelrlAgo............... 7

3 Non-Food Sales in a Typical Super Market, 1958 . . . . . . IO

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I. INTRODUCTION

There have been many articles written in the past few years em-
phasizing the necessity for up-grading the manager's job in the chain
grocery store. These articles point up a number of questions that con-
cern the vitality of the organization in striving for new goals. They are
people questions.

Some of the questions that have arisen are indicated below. Is
management tending to avoid considerations that will leave companies with
static organizations that cease to surge ahead to new heights? Is man-
agement afraid to hire and train men who might disagree or will be a
threat in the future? If this is the tendency in business today, maybe a
good look at the training and development programs will result in re-
designing the programs so that subordinates will be given a chance to

operate in a way that will make them able to recognize problems and handle

them effectively.

Problem:

This paper is concerned with (l) determining the necessity for up-
grading the store manager's job and (2) determining to what extent there
is provision in current manager training programs being used at Jewel Tea
Company for developing human relations and conceptual skills as well as

technical ski lls.

Definitions:

1. Human relation skills: The ability of the individual to moti-

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vate people and maintain a friendly productive environment.

2. Conceptual skills: The ability to relate previously separate
and fragmentary components of thought into new wholes; to
relate observations and practices that have been previously
departmentally or store oriented and apply them to the firm as
a whole. In short, it points up the need for minds that know
how to think in terms of total systems analysis, or to use
psychological jargon, it calls for minds aware of Gestalt.

3. Technical skills: The ability to perform the specific acts

required in tasks of a physical character as outlined in job

descriptions.

Objectives:

The primary purpose of this study is (l) to point up the growing
necessity for men equipped with conceptual skills relevant to the in-
dustry, (2) to show some of the elements for developing a successful
manager training program, (3) to highlight some of the benefits of a
manager training program that provides human relations and conceptual
skill development, (4) to provide some considerations which might serve as

In basis for changes in the program used by Jewel Tea Company in training

future managers.

Hmthesis:
The hypothesis of this study is that existing manager training

programs in the Jewel Tea Company have not provided comprehensive coverage
it: their approach to developing the manager's conceptual and human rela-

tions skills.

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Methodo logy :

The sources from which data has been obtained include trade jour-
nals, newspapers, and textbooks on personnel management. The study is
being done on the basis of historical evidence. The material used may
therefore be subject to criticism due to the limitations inherent in work
based on historical evidence. The sources may be biased, falsely reported,
or the words may possess connotations and overtones which make interpre-
tation difficult. An effort has been made to verify all sources and to
try to interpret correctly the meaning of the words as they were made by
the author. It was necessary to use an indirect method for obtaining data
because of the limitations of time and mney. A direct method such as
individual interviews and mailed questionnaires probably would have given
a more reliable check of what the food industry is doing.

The general approach will be: (i) to outline the growth and de-
ve10pment of the retail food industry, thus showing the necessity for
better trained managers; (2) to explain the type of environment necessary
for an effective training program and how these programs can upgrade the
store manager; (3) to show a manager training program being used currently
at Jewel Tea Company, and (1.) to provide some considerations which might

serve as a basis for changes in the programs used by Jewel Tea Company in

training managers.

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II. DETERMINING THE NECESSITY OF BETTER
TRAINED MANAGERS IN THE CHAIN STORE
The Growth of the Grocerx Store from 1939 to 1961:

In the food business there has been a rapid growth in volume of
business even though the total number of stores has declined in the past
twenty years (Table l).

The retail grocery industry has moved from being represented by
the corner grocery store to the super market and now may be moving into
the discount house operation. With each successive move to a larger scale
of Operation, more and better trained people have been required. The
number of stores decreased in proportion to customers served because the
smaller store found that competition with the new giants in food merchan-
dising was difficult if not impossible. Even though the number of food
stores declined from 560,549 in 1939 to 384,616 in 1954, there has been
an increase in sales from $10 billion to $40 billion. The trend is still
growing in 1960. In 1960, there were only 260,050 food stores doing
$52.6 billion (Table l).

The industry has not grown in number of stores, but in sales and
number of people employed. The trend to the larger store or super market
has been pronounced in the past twenty years. As the size of the store
grew larger, more and better trained personnel have been needed by the
grocery industry. I

There is every indication that the industry will continue to grow

in the future, because of the nature of the business and the projected

 

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population expansion. In 1957, the population of this country was

170 million, and in 1967, the anticipated population will be 200 million.1
Since it is necessary for people to eat, it would be a logical conclusion
to forecast sales growth in the food industry.

To indicate the growth that the industry is experiencing, it might
be well to note that in 1960, the food industry moved ahead on all fronts
continuing their upward sales climb to reach a new sales peak of $52.6 bil-
lion, 4.5 percent ahead of the previous year.2 This volume of business
was done by 260,000 retail food stores employing 1,607,000 employees,
500,000 more employees than in 1954 (Table 1).

In the October, 1961 issue of Progressive Grocer3 a comparison of
a typical super market in 1951 with a typical super market in 1961 indi-
cates what has taken place (Table 2). In this ten year period, the
typical super market has quadrupled in selling area and in sales per
year. The number of full-time employees per super market has more than
quadrupled. The number of transactions per store which took place each
week rose from 3,000 to 15,000. The number of items handled in the
typical super market zoomed from 3,750 to 6,000 with new items being
introduced at the rate of six per week compared to four per week ten
years ago. The super market's overall gross margin on sales has gone up
1.81 but operating expenses have climbed 2.52 so that net operating

profits have declined one-half of one percent.

 

1B. J. Kelly and v. Lazer, Managerial Marketigg: Pars ctives and
View'Points (Homewood, Illinois: Richard D. Irwin, Inc. I958; p. 77.
2

Robert H. Mueller, "Pacts in Grocery Distribution," Progressive
Grocer (April, 1961) p. Fl.

3George B. Kline, "The Super Market Manager - The Growing Power
in Food Retailing," Progressive Grocer (October, 1961). p. 42.

 

 

 

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IABLE 2

"Had THE SUPER MARKET HAS CHANGED;
A TYPICAL STORE TODAY AND TEN YEARS AGO"

 

 

 

 

Characteristics 1951 1961
Dollar Volume $500,000 $2,000,000
Size of Selling Area 3600 sq. ft. 15,000 sq. ft.
Number of Employees 11 65
Sales per Employee 43,000 58,000
Number of Checkouts 2 8
Weekly Transactions 3,000 15,000
Number of Items 3,750 6,000 i
Number of Nev Items per Year 200 300 1
Number of Special Displays per week 10 35
Gross Margin 1 16.8 18.6
Operating Expense 1 13.7 16.2
Net Operating Profit 1 3.1 2.4
Net Profit After Taxes 1.6 1.1

 

Source: Progressive Grocer, "The Super Market Manager - The Growing
Power in Food Retailing," (October, 1961).

These statistics are only averages, but they are representative of
the typical super market experience in the ten year period 1951 to 1961.
These figures dramatically highlight the ever-changing nature of food
retailing and at the same time indicate some of the reasons why the
training of capable personnel has become a problem in the grocery industry.
The growth of the store in size in itself has made the job bigger and more
complex. A

The average grocery store is doing more business today than it ever
did, with management compelled to strive to run each store more effi-
ciently as the net operating margin becomes smaller. It becomes necessary
to have-capable men in the store manager position who will be able to
shoulder the responsibility and at the same time be able to train men for

the future in this rapidly expanding industry.

A Look at the we in Structure of the apical Chain Store:

The structure of the grocery business has changed considerably
since the days of the general store. There was several steps of major
importance in the development of the self-service super market.

The first step was the development of specialized grocery stores
‘which still followed some of the characteristics found in the general
store such as personal clerk service, customer credit, and the exchange
of items much as in barter. The characteristic that distinguished these
stores was the specialization in merchandising food items.

In 1912, a few southern California food retailers were referring
to their stores as "self-service" operations, introducing the second

significant innovation leading to the modern super market.“ At first

 

4Hillard F. Mueller and Leon Garoian, Chggges in the Narket
Structure of Croce Retaili (Madison: University of Hisconsin Press,

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these stores combined self-service and clerk service in the same store,
but as the idea of self-service was accepted by the customer the stores
moved to complete selfu-service.s

The next step that was of significance in the development of the
modern super market was the cotination store. The cofiination store
brought under one roof departments which sold fresh meats, fresh fruits and
vegetables, and dairy products in addition to groceries.

It was in the 1930's that the first of the modern super markets
finally came into being. The essential characteristic of the super market
which made it different from the oozéination store was volume of business
and self-service. The first super markets had to do $250,000 annually to
be classified as a super market. This classification has been changed by
increasing this amount to over $375,000 annually. In 1958, the super
market did 68.2 percent of total grocery sales which was an increase from

48.3 percent in 1953.6

no food business is mch are than just the merchandising of food.
Food is just one of the many lines found in the typical super market. Soft
goods, hard goods, and many other non-food items are finding their way into
the food business. With the development of the discount house, which many
food merchants are developing, the food business is no longer strictly
food merchandising.

The development of discount houses in the grocery industry has done
a lot to influence customers buying habits. The discount house may carry

the idea of one-stop shopping in the consumer's mind even beyond that

 

51bid.

‘1bid.. p. 15.

10

accoqilished by the shopping center. The idea of one-stop shopping has
probably been one of the many reasons why grocery stores are carrying a
larger proportion of non-food merchandise.

In a typical super market in 1958, non-foods made up 5.21 of total
sales (ran. 3). Actually, if non-foods are strictly defined they would
ska up 201 of grocery store sales. Such items as cigarettes, beverages,
soaps and detergents, paper products and household and laundry supplies are
grocery items which have been handled by cost grocery stores for many years.

no items in Table 3 have been con» items only since about World Her 11.7

mm 3
Mil-FOOD SALES IN A TYPICAL SUPER MRKET‘, 1958

 

 

Percent of
gtem Tbtal Sales

health 5 beauty Aids 2.30

housewares .92

Magazines 6 Books .58

Soft Goods .56

Tbys .35

rhonograph Records .30

Stationery .23

All Non-Foods 5.20
Source: Hillard l. Mueller and Leon Garoian, $2593.. in the
Market Structure of Grocer Retaili (Madison: nivarsity

o Nisconsin Press, p. .

The growth in grocery retailing has been one of increasing sales
and increasing the War of items handled. The volume of business done

yearly in the grocery store has risen from $10 billion in 1939 to $52.6

 

7mm. 9. 198.

11

billion in 1960. The average number of items carried in the average super
market has increased from 3,750 items to 6,000 items. more has been an
exciting and dramatic change in the grocery industry in the last twenty
years. than sales are used as the measure of size, grocery retai 11m is
America's largest industry (Table 1). The job of the store manager has be-
come a more demanding job as a result of this growth.

The Store Luger“ gob in the Past and in the future:

As one looks at the store manager of the past in the average super
market, we find that in many cases he was not much more than a clerk who
could add and wrap a package. The manager was primarily responsible for
shelf stacking and not really an administrator of personnel and business.
he manager in the small unit of a chain store had very little authority
in the store. He usually cleared all questions through his iamediate
supervisor before acting.

Typically, the so-called manager was placed in a planned store with
a designated type of layout and operation that was to be followed without
alteration. Even when constition and customer demand created a need for
change, the manager was required by cowany policy to maintain coqany
standards as outlined by top management. The weakness in this type of
management was not recognised until the rapid growth of super markets

started after Ibrld Her 11.

”It was only after florid liar T! when super market con-
struction began to been, that the basic problems facing
modern chain store management began to appear. he very
pace of the industry's expansion program soon caused a
serious drain on trained eqloyees. As a result, rela-
tively inexperienced men frequently emerged, aftersnly
a few years retailing experience, as store managers.'d

 

1George B. Kline, "The Super Market Manager . The Growing Power
in Food Retailing," aggressive Grocer (October, 1961), p. 38.

12

Considering the immaturity of these inexperienced men entering the
food industry as managers, the position of the chain in keeping its cen-
tralized type of control over the store can be understood. The training
of the inexperienced manager so that he ndght act with more freedom was
seldom done consciously by the chains. As the chains store units grew
larger, however, supervision could no longer guide the manager adequately
in the store and therefore it was recognised that a stronger, more capable,
independent type of manager was necessary if the chains were to continue
to grow successfully.

It was then that the idea of decentralization of authority and con-
trol was tried. The idea was to give the manager at the store level more
authority and freedom. He was given authority to hire and discharge
personnel and to schedule his people so that he could meet peak loads. In
some cases, he was allowed to make adjustments in employee wages and be
able to discipline personnel when necessary. The acceptance and placement
of new items in the store was no longer dictated by higher management ex-
clusively. The planning and merchandising of special promotions was the
manager's responsibility with guidance available from.supervision. In all,
the manager no longer was limited by blind obedience to company regulation
as long as his actions were consistent with overall company policies.
rolicies such as meeting standard expense and profit margins and keeping
the store in line with the company image were provided in broad terms.

The decentralization of management did not go as smoothly as antic-
ipated because the manager in some cases was not ready to accept the
responsibility. More often, however, there was a lack of experienced help
of’ammagerial caliber to back up the manager in the stores. This de-

ficiency was usually corrected by the manager staying on the job longer

13

7 rs. Encouraging managers to train a Number 2 man to share the manage-
t responsibilities was usually overlooked by supervision. George E.
K ine, editor of Progressive Grocer, said in his study, "There is seldom
skull-fledged Number 2 man to share management responsibilities with the
stbre manager."2
Some coupanies encouraged their managers to develop good second men
whd would be able to take over responsibility and authority for the store
in the absence of the managers. The conpanies that have done this usually
are thus in a better position to be able to have a ready source of store
manager talent as the need arises.
The need for an established program for training and developing
store managers is more urgent than ever. The effort needed calls for a
conscious effort with concern for this area of development shared by every
echelon of administration. ”A retail store that accounts for several
million, dollars business per year needs a store manager and a staff who
are responsible, experienced retail executives . . . if they are expected
to cowete successfully with the sort of vigorous, free-wheeling food
retailing that is sure to characterise the 1960's."3
The old idea of putting a man in the store as a clerk and telling
him to learn the trade is defeating both the individual's and the com-
pany's goals of success. An individual in the store needs guidance in
proper methods of operating each department. The individual oust be made

aware of the reasons “why” as well as the "how. to do" of each operation.

As the individual learns the "how to do” he should be given the reasons

 

ZIbEdOg Pa “a
31b1do’ 9. ‘So

14

"why" and an opportunity to learn by experience.

The industry today needs ”brains” in the store operation as well as

the ”strong back.”

As was mentioned previously, the chain stores have been tending

toward a policy of decentralization. With a policy of decentralization,

success will be almst in direct proportion to the quality of men who run

the individual super markets.

Some of the basic reasons why today's conditions demand full-

fledged executives are these:

”1.
2.
3.
4.
5.

Coupetition . . . is much more intense;
Stores are bigger, more complicated;
There are more employees to direct;
More items to handle;

Faster decisions and action :ze needed in
merchandising and promtion.

The Progressive Grocer5 took a survey of chain executives, asking

them "Hhat will be the role and stature of the super market manager in

1965 coqaared with today?" and the following are some of the replies

that they received.

"Hith rising costs the 1965 manager will have to be
a better operator to produce the same results. lie
will need to develop a more friendly attitude in

his store. He will need to do a better job in train-
ing his esployees and scheduling their time.”

"1 think that eventually he should become less of an
order taker and more of an administrator--given the
proper training.”

l'Robert it. Mueller, "The New Executive in Chain Store Operation,"

W (March, 1960), p. 48.

5‘1 111.. P0 50s

15

"In 1965 a store manager must be of the same caliber
as a store supervisor of l96l--the growth of super
markets increasing every year to greater and greater
volumewill demand that a manager be not only trained
in operation of store--with its meat, produce, frozen
foods, health and beauty aids, he will have to be a
personnel man beyond the caliber of today's manager
capable of higher decisions--capab1e of handling in-
creased customer counts and trained to promote."

"In recognizing his true role as manager, he will be
devoting more time and effort to planning and or-
ganizing his work force and Operation generally. As
he spends more time getting work done through others
and less trying to do it himself, his status as a
manager will rise accordingly."

"He will become responsible for training young men
and helping them become interested in our business
as a career."

"Nowhere else in store operations does strong man-

ager leadership count as heavily as in moulding a
customer-oriented crew of employees."

”The fundamentals (of good company relations) are
so thoroughly evident to even the casual observer
that new employees almost automatically pick up the
habit from fellow employees and the idea continues

to snowball. The fundamental burden of creating good
customer relations, however, rests with the store

manager."

As we look over the replies of these executives, one item stands
out. The fact that in almost every case there is an expressed need for
capable trained men in the future.

The problem of attaining trained personnel in the food business is
one of the prime responsibilities of management and particularly store

level management.

~ A ,_.____._—_

non-
The

1975

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III. DEVELOPMENT OF PROGRAMS TO BE USED TO UP-GRADE
THE CHAIN STORE MANAGER

Matching the Trainigg to the Job:

A great many of the duties of the store manager are routine, but
the difference between a good manager and a poor manager is basically the
ability to motivate and understand subordinates and the ability to handle
non-routine situations effectively within the company's stated objectives.
The good manager is more of an executive type and should be handled and
developed in much the same manner as an executive.

The word "executive" as defined in The American College Encyclo-
pedia Dictionary means "suited for execution or carrying into effect; of
the kind requisite for practical performance or direction."1 However, the
limited definition given needs to be expanded to make explicit the execu-
tive functions.

The executive might be considered as a man‘with three essential
functions in the organization. These functions might well be thought to
be similar to the three branches of our form of government which are ex-
ecutive, legislative, and judicial.2

The first function may be considered the responsibility of estab-

lishing policy, aims, direction, objectives, programs and schedules. This

might be considered the legislative part of executive action.

 

lClarence L. Bernhart, The American College Encyclgpedia Dictionnry,
(Chicago: Spencer Press, Inc.) 1959.

25amuel L. H. Burk, "Organizational Planning and Management De-
velopment,” Addresses on Industrial Relations, 1958 Series, (Ann Arbor:
Bureau of Industrial Relations, The University of Michigan) p. 5.

16

17

The second function is the execution of plans and schedules. The

performance of these must be constantly and continually improved. The
implementation of plans might be called the "executive” part of executive
action.

The third function can be considered similar to the judicial func-
tion of our governmnt. In this phase, the plans as they are being exe-
cuted are controlled and co-ordinated, evaluated and re-examined in the
light of new and unforeseeable conditions.

Depending on the position an executive is on the executive ladder,
he will function in each of these areas to a greater or lessor degree. The
man near the bottom is almost exclusively concerned with the job of exe-
cution. As the executive moves up to middle management, more asphasis is
put on the judging part of his job. The top executive in an administrative
capacity is concerned mostly with legislating and judging.

This functional definition of "executive” can give more meaning to
executive development programs. By using the above definition, it can be
seen that the store manager does perform in an executive capacity if con-
sidered by functions. The manager performs each of these functions in
varying degrees depending upon the company for which he works.

Dr. Mcmrry, in an SMI study of good and poor managers in the gro-
cery business, has shown that good managers are characterized by the
following: They are (l) experienced; (2) accountable for actions; (3) per-
sewering; (ls) loyal to company and supervisors; (5) industrious; (6) self-
reliamt; (7) able to lead people; (8) desire self-betterment; (9) respected
by fellow-workers; (10) possessed of sound judgment and (11) free from bad

habits. It is noticed that a good manager is really an executive.3 lie is

 

3”Session Airs Store Manager Role,“ Supermarket News, January 15,
1962, 1). 28s

18

more than a foreman; he is using human relation and conceptual skills as
well as technological skills to accomplish his purpose. The big question
is, "Can conceptual and human relations skills be taught?" It is the
opinion of Robert Ln Katz in an article in Harvard Business Review that

they can be developed.

"For years many people have contended that leader-
ship ability is inherent in certain chosen indi-
viduals. He talk of "born leaders," "born execu-
tives,“ ”born salesmen.” It is undoubtedly true
that certain people, naturally or innately,
possess greater aptitude or ability in certain
skills. But research in psychology and physi-
ology would indicate, first, that those having
strong aptitudes and abilities can improve their
skill through practice and training, and secondly,
that even those lacking the natural ability can
improve their performance and effectiveness."

The development of a training program for managers should be more
than a learning of technical skills. Perhaps the best way to incorporate
the human and conceptual aspect of the manager's job in a training program
*would be to treat the training of managers in the same way as a program of

executive development.

Environment Necessarz for Growth and Develomnt of Management Training
Program:

The training of personnel requires the giving of instructions.

 

Often these instructions are disregarded and not followed by the individual
at the risk of losing his job. A company faced with this problem must try
to recognize and find ways to eliminate this attitude. Before training
can begin there must be a proper environmsntfor accepting instruction.

The development of a suitable environment for a training program

:is essentially the duty of the immediate supervisor. The reason that a

 

4Robert L. Katz, ”Skills of an Effective Administrator" Harvard
30““... ”'1", Juum. 1955, Pa 8.

l9

subordinate might be unreceptive to instruction is that there is no desire
to do a good job and to progress. In many cases, the job isn't nearly as
important to the individual as the supervisor might believe. The most im-
portant consideration for the subordinate is his acceptance as a person by
management. The subordinate wants to be regarded as a part of the opera-
tion; that his ideas and feelings are worthy of consideration.

The environment that must prevail to stimulate growth is one that
creates a favorable attitude in the subordinate or trainee toward his job
and the company. The development of a poor attitude-dissatisfaction with
the jobuarises principally from these causes:

"1. Feeling of unimportance;

2. Feeling of insecurity;

3. Dissatisfaction with aspects of the job;
lo. Failure of the company to be successful."5

To eliminate the feeling of dissatisfaction by the individual, it
becomes necessary for management to recognize the subordinate as a valuable
source of ideas. The solicitation of the subordinate's views, whenever
convenient to do so, is one method of encouraging participation and im-
proving attitudes! The important point to remember is to give the indi-
vidual a feeling that he is a part of the organization and that his
Opinions will be solicited and considered in making some decisions. It is
impossible to make all subordinates feel iuportant as they think they are
or wish they were, but every gesture in the proper direction is a valuable
means of improving attitudes.

The environment fora training and development program must be one

 

5Everette B. Wilson, Getti Thi s Done in Business, 1st. ed.,
(New York: McGraw-l-iill) 1937, p. 203.

20

that recognizes the development of subordinates as one of the prime ob-

jectives of the company. The growth and life of the company is recognized

to be dependent on the development of subordinates. Each individual in

the firm should be actively trying to develop his subordinate regardless
of his position in the company. This attitude of growing from within is

the basis for the development of any type of development program.

Essential Elements for Successful Mangement Development Programs:

The first and foremost element for successful training programs is
for the entire organization to be convinced that the program will be
beneficial to them and the organization. Without the active participa-
tion of the members, there can be no planned development! Regardless of
whether manageunnt development is planned or not, a certain amount of
executive talent will be developed in spite of the organization. The
practical requirements of getting work done necessitates not only dele-
gation of authority, but follow-up to see that the subordinate made proper
use of the authority in getting the job done. The subordinate is taught
from necessity to do the job a certain way. The fallacy of this hap-
hazard method of management development is that there is no effort ex-
pended to determine whether the job is being done the best way or most
efficient way. The only concern is that the job is getting done. The
effects of this method of teaching will have a permanent effect on the
individual's performance in a management capacity in the future. Since
correct and efficient methods are not encouraged, this haphazard method
°f Mement development tends to perpetuate the bed.

”A company cannot choose therefore between having 'management de-

v‘l‘flment' and not having it. The decision confronting every organization

21

is whether the development of its managers, present and potential, is to
be haphazard or planned."6

The second important element for success of a management develOp-
ment program is the individual participating. To the company, the value
of the program is in direct relation to the participation of the indi-
viduals in the program. The use of the word "development" rather than
"education“ or ”training" is the key to the reason why individual partici-
pation is essential.

The description for these programs should be more correctly called
"Individual Management Development Programs." The individual person must
have the initiative and motivation to increase his knowledge and informa-
tion. The organization's responsibility is to provide ways and means of
attaining this essential knowledge and information through a planned
development program.

There must be available a clear definition of the hierarchy of job
levels so that there is a basis for establishing promotional channels.
Without a set pattern of promotional channels, an individual might pass
an essential training position on his way to the top which might hinder
his ability at a later date. An effort to give an individual a well-
rounded view of the organization is essential, otherwise, a biased
departmental manager will result who will sacrifice the efficiency of the
company for the adequacy of the store.

Another element to be considered is the balance between promotable
manpower and the positions open for promotion due to expansion and re-

tirement. It is just as serious for a company to have qualified promotable

 

6David Thomas, "The Case for Planned Development," Personnel,
erhCAprilg 19610 ps9o

22

people in the organization with no positions open for promotion as it is
to have few promotable people and many positions to fill. It is essential
that there be certain intermediate-level positions held open for these
promotable people who have shown ability to develop into top management
personnel. These job positions on the developmental promotional ladder
should be reasonably free from people who have reached a terminal point
in their development. The plugging of these training positions will cause
a build up of capable people at lower levels of management which will
result in either the conpany overpaying these individuals in a low salary
position in order to hold them, or a loss of personnel to competition who
have better opportunities for promotion. In either case, the company is
losing.

There is need for proper balance in the recruiting of personnel
for management between the personnel of the organization and college
graduates. Companies usually tend to concentrate on college people when
thinking of executive talent, but in so doing, they often miss the highly
intelligent people that they already have with as much or more managerial
potential as college graduates. It is difficult to get college people to
start at the bottom of an organization unless they are overpaid for the
job, whereas people in the organization usually have had the practical
experience at the bottom and have progressed on their own merits to a
higher paying position. The positions that can't be fulfilled from'within
the company must be recruited for elsewhere, but a thorough analysis of
the personnel*within‘will often turn up potential management people who
can fulfill lower management positions better than college graduates.

The use of outside training facilities, such as seminars and

graduate courses through universities and professional associations

23

should be considered as an aid to the internal training facilities. The

individual must be exposed to the methods and philosophies of business if

he is to be of any value to the company in the future. ". . . The ob-

jectives of the program must derive from the total organizational picture
and must be in tune with the most general objectives of the organization.
In addition, it met take account of the temper of the times and the
organization's environment, for only in this way can training and develop-

ment be truly productive, solving the problems of the future along with

those of the present."7

It is necessary for the individual to be aware of the world around

him and academic work is one way of achieving this information. It should

be remembered, however, that "an academic background has an insnediste
usefulness in accelerating growth through the organization (all other
things being equal), but it cannot be a substitute for a seasoned variety
of job experiences."8

An effort should be made in designing a management development

program to include only those specific job assignments which will prepare

an outstanding man for a management job with the company. Also, along

this sane line, an individual should be kept on that particular job just
long enough to let him prove his ability to handle the job competently.
An example of what shouldn't happen is the individual who is sent to the

retail chain store on a training program to learn the frozen food opera-

tion and the manager uses him as a carry-out boy. These kinds of inci-

 

7Bernard J. Biervence, "what Kind of Training for Tomorrow?"
Personnel, November, December, 1961, pp. 11-12.

8iii. Joseph Dooher, ed. The Develo nt of Executive Talent,
American Management Assn., Inc. 1953, p. g5.

24

dents are embarrassing to the individual and the company, but they could
be avoided if an effort would have been made to give the personnel in
lower management levels a better understanding of what their responsi-
bility in the management development program is.

The last element to a successful management development program
rests on the type of report which should be submitted annually to the
president. “The report should include the managerial requirements, pres-
ent and future, where the weak and strong points in the program are and
what is being done to improve, and the recomended budget for carrying on
the program."9 This report is especially important because the benefits
of the program cannot be measured in dollars and cents. All too often, a
good program is choked out of an organization because of pressure brought
about by a profit squeeze. It is easy to reduce expenditures for a de-
velopment program when the result of such a reduction does not show up
imediately. A good comprehensive report to the president explaining in
detail the program's operation and giving an evaluation of the program in

terms of people, tend to enforce the need for such a program.

The Benefits of Meme“ Develomnt Programs:

The . . . "benefits of an executive development program tend to be
intangible and long term, while the costs are measurable and immediate.”10
It is often the mistake of manageunnt to expect an immediate return in
"more profit dollars” from a management development program.

The benefits of any management development program are of - value to

 

9John M. Elliot, “A Checklist for Auditing the Management De-
velopment Program“ Personnel, July, August, 1961, p. 81.

10M. J. Dooher, Ed. ”The Development of Executive Talent,"
American Management Association, Inc. p. 29.

25

the individual participating in the program as well as to the company.
Management development programs are a method of training men to be ready
for the future opportunities that might become available to them. The
individual usually receives benefits from the program in a more tangible
form than does the company. As the individual develops his abilities to
handle responsibility, he is usually rewarded with an increase in salary
or promotion.

The company, however, realizes the benefits of management develop-
ment through more indirect means that cannot always be measured in dollars
and cents. When the program for development is well-planned and operating
correctly, it will accomplish several beneficial results for the company.

Robert K. Greenleaf, from the American Telephone and Telegraph
Company, has listed four aims of management development programs. These
aims might also be considered benefits from a development program if the
program is successful. These benefits are:

1. "To (have) managers in required numbers
and with required skills to meet the antic-
ipated future needs of the business;

2. "To have managers who have grown as persons
and in their capacity to handle greater
responsibility;

3. "To have improved performance of managers
at all levels in the jobs they now hold
. . . including their belief in what they
are doing and their ability to develop
subordinates.

4. "To have a sustained good performance of
managers throughout their careers. Some
managers are in their terminal jobs or
their terminal levels. Yet, many years

of good performance should be expected 11
fromrincsntives other than advancement."

 

11Robert K. Greenleaf, P'A Forward Look at Management Development"
Addresses on Industrial Relations, 1958 Series, (Ann Arbor, Michigan:
Bureau 0 ustria e at one, e University of Michigan).

26

Management development programs help to make management people

more effective in their present jobs. These people become more effective

because they have a better understanding of company policy and objectives.
As the program progresses and more people become involved, a reserve supply
of qualified promotable people in management are built up so that replace-
ments are ready and able when a position is vacated because of retirement
or expansion of the enterprise.

Not only are the people in these programs given a chance to improve
their manual skills, but they are encouraged to improve their ability to
work with mph and to shoulder responsibility. The accent is on indi-
vidual development. The company's main job is to provide and make avail-
able sources that can be used to develop the individual.

The development program is especially well oriented to the develop-
ment of subordinates because one of the best measurements of an effective
program is the improvement that subordinates display as they progress with
the company. The reason the development of subordinates is an indication
of success, is that in most programs one of the necessary attributes
participants must show is the ability to train and develop people. The
incentives for the development of subordinates is in the fact that a
person must have a subordinate capable of taking his position before he
can progress.

When a program for management development is well-planned and oper-
ating correctly, it will tend to increase interest of the employee in the
company's objectives. The objectives of the conpany are better understood
by the individual and accepted as his own personal objectives. To the
extent that this process of identification takes place, the company will

benefit by having a more efficient organization. The success of this

 

27

identification of the individual to the company is best accomplished by
the use of incentives. Incentives can take many forms and need not be
always in the form of a promotion. A few incentives which are used are:

1. Bonus stock arrangement

2. Cash bonus

3. Recognition by top management

4. Help in self-development

5. Increased efficiency

Through the use of incentives, other than promotion, management

can salvage many useful years of service from.personne1 in terminal
positions. Management is also able to improve the efficiency and per-
formance of these individuals in a terminal position so that advances in
technology within the industry do not make the individual obsolete and
in need of replacement. Just keeping the individual informed and up-to-

date is a major job of any management development program.

IV. A CURRENT MANAGER TRAINING PROGRAM
_§§I§G USED AT JEHELgTEA COMPANY

Appendix A is a complete program as used by Jewel Tea Company to
develop and train potential store managers. As is stated in the program,
the purpose of the program is to provide an opportunity for the individual
to perform each activity essential to a complete store experience.

The program is scheduled over a three year period and the time can
be either extended or shortened depending on the individual and the cir-
cumstances prevailing at the time. The particular phases and the time
considered normal for adequate training are:

Phase I - Dry Groceries, Frozen Food and Perishables -

13 months

Phase II - Produce Backup Man and Produce Manager -
12 months ‘

Phase III - Front End and Store Management Orientation -
2 months

Phase IV - Assistant Manager - 9 months
Upon the completion of successfully serving in each of these areas, an
individual is supposed to be qualified for consideration as a store
manager.

nn each of the phases of operation, the trainee will be given the
opportunity to acquire the technical skills essential for the operation
of a store as is indicated in Appendix A. The training will take place
in the store under the supervision of the store manager. The trainee is
given the opportunity to work in stores of varying sizes and under
various managers in an effort to expose the individual to the many types

of store operation that exist.

28 I

29

An opportunity is provided for the individual to request counselling
and advice. Also, a written report is requested every three months from
the individual for the purpose of:

1. Reviewing the individual's activities;

2. Commenting on opportunities for learning;

3. Offering operation suggestions;

6. Exhibiting writing ability.

The trainee is evaluated every six months by the manager of the
store in which he is training. This evaluation is to be used to help the
trainee concentrate effort on those activities which are not up to

8tmd‘rde

V. SOME CONSIDERATIONS FOR IMPROVING THE
MANAGER TRAINING PROGRAM OF
JEWEL TEA COMPANY

The training program is basically good as far as it goes. However,

there are certain assumptions in the program that might be considered

iHVCIIde

l.

2.

3.

4.

5.

It is assumed that:

The manager’s job is purely mechanical, utilizing
technical skills;

All the managers presently in the stores are capable
of training new personnel for the store manager
position;

Managers are willing to spend the time and money
developing new people when the cost of training is
charged to the store rather than the general office;
The manager is capable and qualified to give an ob-
jective evaluation of the trainees' performance;

The trainee is able to evaluate his own performance,
progress, and the store's operation without previous

knowledge of what is expected.

The assumptions that are made result in an inefficient and ineq-

uitable type of training. Usually the manager of the store is not trained

in conceptual and human relation skills because in the past there were no

great demands for these types of skill, however, it has been shown in

Section III that the development of conceptual and human relation skills

are necessary for the successful operation of a chain grocery store with

30

31

a policy of less centralization1 of authority and responsibility.

All too often, the individual responsible for implementing a
training and development program has very little training or background
in advising and teaching people. In the Jewel Tea Company, the instruc-
tion of manager trainees is done almost exclusively by present managers.
Even though an effort is made to place these trainees with the better
managers in the chain, the trainee is limited in what progress he can make
because of the way the program is organized.

Probably the most important factor is the limited ability of the
present managers to instruct the trainee. The present manager is limited
in his ability because he has never had any formal instruction and he is
not encouraged to try to obtain additional information and knowledge
about the company, human relations, or related subjects. The present
manager has arrived at his position via "the route of hard knocks" with
very little guidance from management. The opinion fostered by these
individuals is, ”what was good enough for me is good enough for them."
The manager has no incentive to develop himself and even less to develop
his subordinates.

Another reason the trainee is limited by the job rotation type of
training program is that the expense of training is charged to the store
where the trainee is located. A.manager who is given such an individual

to train is very likely to use the man where he can get the most produc-

 

1The use of less centralization rather than decentralization is
used to define the policy of giving store managers more responsibility
and freedom of action because decentralisation as used in literature
usually means complete automony of operation. In a chain, complete
decentralization is possible, but not probable, because the chain by
its very nature will want to maintain some control over each individual
unit in order to keep its chain image.

32

tion, rather than bothering to try and instruct the individual.

Training of people for management requires a program that allows
the trainee to put what he knows into practice. The Jewel self-develop-
ment program does put the individual in the working environment, however,
the incentives given to the training managers to help develop a superior
trainee are limited. The individual trainee is placed in the store to
learn a job. The manager is judged not on the progress of the trainee,
but on production and is charged with the cost of having a trainee. The
result is a trainee that is encouraged to meet minimum production stand-
ards rather than learn the best way of operating. The charging of the
total cost of training to the store tends to defeat the training program
since the manager of the store will be motivated to use the trainee where
he can get the most production. Top management has provided few incentives
to encourage a manager to spend time training people.

The trainee is also limited because the supervisor does not receive
any training on how to supervise. Dr. McMurry pointed out in his study
that "no company had given supervisors any training."2 The supervisor
is promoted because he is usually the best operator in the chain at the
time. This type of promotion usually results in poor supervision and ‘
consequently a degeneration of attitudes of store managers that result
in a poor environment for effective training.

In a study cited by Donald C. Peltz,3 it was shown that employee-

centered supervisors are higher producers than production-centered super-

¥

2"Session Airs Store Manager Role," Su rmarket News, January l5,
1962’ P. 280

3Donald C. Pelz, "Influence; A Key to Effective Leadership in' the
First-Line Supervision," Studies in Per nnel and Industrial Pa cholo ,
Ed. team a. Fleishman, (Homewood, 111.. m Dorsey Press 19 1. p. 42-

  

33

visors. The supervisor that is aware of his employees' needs and wants,
and tends to bring about conditions to satisfy these needs and wants has

a better production record than the supervisor that is constantly ”cracking
the whip" for more production. The friendly and supportive supervisor

that not only trains people to do their present job well, but tends to
train them for the next higher job, tends to achieve higher production.

The punitive and threatening production oriented supervisor tends to be
concerned with immediate production and accomplishes little training.

It would seem that a more equitable division of training cost be-
tween general office and store, and more emphasis on training and helping
the trainee, would do more to accomplish the company objective of maximum
production.

In the self-development program, the manager mat rate the trainee
on his progress every six months. It has been the author's experience
that most managers dread the job of rating and tend to put very little
thought or effort in making an evaluation. The manager tends to make the
evaluation on the basis of the trainee's production. If the trainee is
a hard worker and hustles, he is almost certain to get a good rating even
though he has not been able to learn any of the essential tasks that he
was assigned to the store to learn.

The manager is not qualified to make the type of evaluation neces-

“1'7 for the proper rating of a trainee for several reasons. First, the
m‘ser is only vaguely aware of the training program and does not under-
stand just what his part is in the training program. He is not aware of
the objectives of the program and usually is given'an individual with. the
“mi-"He statement from a supervisor such as, "More is a man that. needs

Produce training, so let him work on produce-when you need an extra man

34

in that department." The result is the trainee is used almost everywhere
in.the store accomplishing numerous physical tasks which will increase
store production. The trainee gets his produce training during the rush
periods when lettuce needs to be trimmed, etc. The individual never learns
the complete operation until he is given management of a produce depart-
ment, and then if he is lucky, he will survive.

Second, the manager has had no training in evaluation and training
techniques. He is not aware of the necessary things to look for in making
an evaluation. The manager is production oriented and as long as produc-
tion is met, the individual is rated favorably. The individual's ability
to solve problems, work with people, lead and organize people, etc. are
often overlooked.

Third, the trainee is usually moved rapidly from one store to
another during this time and no one manager has the trainee for any sub-
stantial length of time. Therefore, the managers who are charged with
the rating of an individual often have seen the man for only a very short
time.

It would be beneficial for the program if the supervisor or some »
individual that could follow the trainee through the total program would
do the rating of the trainees. In this way, attention could be given to
overall performance and not be biased by the heavy emphasis that is placed
on production at the store level of management.

The individual trainee when being put into a new training situa-
tion, without any previous orientation to the job, immediately is forced
into a defensive position in order to protect himself. Any action which
the trainee might take must be/ vigorously defended to protect his ego.

This type of action tends to destroy the learning situation and puts the

35

trainee in a bad light when viewed by upper management.

The limiting factor is the lack of incentives that are offered to
a store manager to motivate him to train an individual to the best of his
ability. All too often, the trainee is much on his own in the learning
process and often finds himself in the position of trying to learn the
job without actually experiencing the job situation.

A definite improvement in the training program could be brought
about by making the training of personnel an objective of the company equal
to that of production. The job of training would be supervised by a single
individual or department so that ratings and progress could be evaluated
cooperatively thus eliminating some of the strong biases that might be
experienced by allowing the store manager to make the evaluation alone.

An individual or department working in this training capacity would
be interested in training the trainer also by the use of seminars, outside
agencies such as Campbell Soup's one week course of "Training the Trainer,"
and a concentrated effort toward improving the attitudes toward training.
Training material that could be used to broaden the knowledge of the indi-
viduals about company policy, the functions of related departments within
the company, and the inter-relationships of these departments would be
made available to the trainees for their own consumption. Scheduled
courses in human relations would be made available to trainees also so
that they could enjoy a better understanding of human psychology and what

makes people act like they do.

Sun-nag ;

There is a definite need for the executive type of manager in the

chain stores. The stores are'becoming bigger and more complex each year

36

with were people to supervise. The manager of today and the future

managers of tomorrow must be given an opportunity to be exposed to a type
of training that will prepare them not only with technical skills of
managing a store but with human relation and conceptual skills as well.

As the chain moves into the "discount store" type of operation,
there will be even more pressure on the chains to secure the well-rounded
mobile type of individual that will be capable of managing this huge one-
stop shopping center.

The time to get individuals for future managerships is now, and

the training that is made available to them to help them develop will

greatly effect the success of the chain in the future. A constructive

well-rounded development program should be prepared to give individuals a
chance to have access to material and planned courses so as to develop
their human relation and conceptual skills as well as technical skills.
Upon the completion of this type of program the trainee should be an asset
to the chain and capable of working in an executive capacity.

The fallacy of the self-development program now being used to de-
velop managers is that it is limiting the individual to the use of technical
skills and is developing an individual that would have difficulty in the
cOmplex situation which is found in the larger stores and at positions in
middle management. The other deficiency in the program is the tendency to
Perpetuate the bad as well as the good in the training process, thus
limiting the forward progress of the individual after reaching the manager
level,

The process of training employees is a full-time job and should be

” it"Polr’tani; to the. company as is production. Since on the surface these

an Objectives seem contrary to each other, it is often hard to justify

37

expenditures for training. However, in the long run, time and effort
spent on training will usually bring about increased production through

more efficient and better trained employees with a stronger identifica-

tion with company objectives.

APPENDIX "A"

JEWEL TEA COMPANY, INC. SELF DEVELOPMENT PROGRAM

595 mums moans

SELF DEVELOPMENT PROGRAM

FOR

 

41

JEHEL TEA COMPANY. INC.
TRAINING SCHEDULE
MEN ON SELF-DEVELOPMENT PROGRAM
STORES OPERATING

 

 

 

muss
muons _ murmur;
urnsuncz mm smss assmmnr

 

 

PURPOSE OF TRAINING SCHEDULE
The purpose of this on-the-job training schedule is twofold:

i. To provide a specific schedule for each trainee's develop-
ment in Jewel up to and through an assistant manager's
”.1 tione

2. To give all those interested in the trainee's development a
"track to run on" to be sure he is exposed to each store
operation and that he has an opportunity to actually perform
each activity essential to a complete store experience.

NEAT JEUEL EXPECTS OP TRAINEE

Under this on-the-job training program, Jewel expects that the trainee
will give his full working time to the Jewel job and that he will devote
his best interests to learning the complete store operation. Jewel also
expects good application of effort in the spirit of "wanting to serve"
Jewel customers in accordance with Jewel's Ten Commandments. This means
that above average job performance is expected on every assignment.

‘HHAT THE TRAINEE MAY EXPECT’OF JEWEL

The trainee may expect that Jewel will do its best to provide the oppor-
tunity to learn and develop. This opportunity will be provided in an
atmosphere of personal helpfulness and guidance, having always in mind
Jewel's twin objectives; namely,

A BETTER PLACE TD TRADE
A BETTER PLACE TO HORN

FOUR PHASES or mums

m

SRmIel's experience has show that the basic training required for store
management can be classified into four phases outlined as follows:

PHASE I

. Dry Groceries
. Frozen Foods
. Perishables

42
PREPARED F OR 8 DATE :

SELF-DEVELOPMENT PROGRAM

 

 

 

 

 

 

 

 

NORMAL EST.
TIME FOR ACTUAL
TRAINING TIME IN
BASIC TRAINING NEEDED NEEDED TRAINING
PHASE I
Dry Groceries, Frozen
FoodsI and Perishables 13 mos.
PHASE II
Produce Backup Man and
Produce Manager 12 mos.
PHASE III
Front End and Store
Mggggement Orientation 2 mos.
PHASE IV
Assistant Mangger 9 mos.___
DUE DATES FOR DATES PROGRESS DUE DATES MANAGERS
PROGRESS REPORTS MANAGERS RATINGS
REPORTS SUBMITTED REVIEHS ON TRAINEE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Note: If actual time in training for any one phase exceeds normal
estimated time, explain reasons for it on reverse side of
this sheet.

PHASE II

PHASE III
0

PHASE IV

43

Produce backup man
Produce manager

Front end and store management orientation

Assistant manager

DETAIL OP TRAINING

PHASE I

PHASE II

PHASE III

Parcelling

Carry out service

Backroom standards

Receiving

Stocking (Including instructions in tray packing)
Stamping

Displaying

Checking codes

Inventory control

Ordering (Use of Grocery Order Guide)
Handling frozen foods

Handling bakery products

Handling dairy products

Handling cookies and cakes

Maintenance of Jewel standards and image

Receiving

Trimming

Protection

Customer handling

Suggestive selling

Displaying

Handling sub-standard merchandise
Inventory control

Ordering (Use of Produce Order Guide)

Checking (Turn-in sheet, coupons, etc.)
Register security

Cashing checks

Customer courtesy

Cash reports

 

 

44

Payroll voucher

Listing sheet

Supervision

Manager's paper work

Scheduling hours

Employment of part time help

Training and supervision of part time help

Store supervision

Report to manager and assistant manager (in-store

communications)

PHASE IV

In this phase the trainee has his first opportunity to put
to work all of his training and to begin testing his
management skills.

PLACE OF TRAINING

Experience has shown that trainees learn best "bz'doing" under experienced
managemnt. For this reason, Jewel's trainees are trained 22 the. 192'
This training is usually given in two or three stores to provide the ex-
perience of working under different managers in stores of varying size.
New and then as a supplement to the on-the-job store training, the
trainees get together for conference and inspection trips. They meet with
home office personnel and visit other Jewel areas of distribution, were-
housing and manufacturing. Time is also provided for question and answer
sessions. Trainees are also given the privilege of requesting individual
conferences with division and personnel management for advice and counsel.
Store contacts by members of management provide an additional avenue for

learning.
TRAINING TIME

The time in.training on any one phase of the program will in all proba-
b1l‘ty vary with the trainee. Here again, however, experience has shown
what is generally considered as ”normal” for the average trainee. The
P3082811! provides this normal time to learn the business. The trainee can
’9‘“1 Up the total time required if by his performance he convinces
"‘n‘scment he has learned each phase well in less than the time allotted.

FOLLow-UP on TRAINING SCHEDULE AND osvzmmmr

EV'rY training schedule, to be effective, needs follow-up. To help
PrOVide this follow-up, trainees are requested to write a progress repgrt
:0 their division manager each three months. These reports serve as a
wo "Y comnication in the trainee’s continued development. The re-
m“. Provide the trainee with the opportunity to:

. Review his activities to date
Comment upon his opportunities for learning

45

. Offer suggestions designed to contribute to a more
efficient and successful store operation

. Present to Management his ability to communicate on
paper 0

An additional follow-up on each trainee's development is provided by the
training manager. Each six months he will sit down with the trainee for
an individual personnel review. The results of these conferences are re-
corded on a form for review by the division manager and personnel office.
A.c0py of the review form currently in use is attached. The factors
listed on the form help the trainee to concentrate on those activities in
job performance which carry a high priority rating in personal development
and progress.

In addition, each time a trainee is transferred from one store to another,
the transferring store manager will submit a personnel review on the
trainee.

TRAINING CHECK LIST

Attached are four sheets (A, B, c a D) for use by the trainee and the
training managers. Copies of these sheets have been given to the training
manager, the division manager, the personnel office, and others.‘ It is
suggested that each trainee keep his copy posted up to date to show'how

he is doing currently.

(A) This sheet shows the normal estimated time for training
needed, and it also provides a column for "Actual Time in
Training."w The figures posted in this column will largely
reflect the trainee's ability to digest the training re-
ceived and his ability to put his training to work.

This sheet further shows the due dates for the trainee's
progress reports, due dates.for the manager's personnel
reviews, dates of accomplishment and ratings earned.

(B-C-D) These three sheets will serve as check lists for training on
Phases 1, II and III. The training manager and others will
review these sheets with the trainee and as each activity
has been satisfactorily completed, the training manager will
insert the completion dates. As and when all training on
each phase has been completed, the manager and trainee will
sign and mail the respective sheets to the division manager
for review and filing in the trainee's personnel file.

The trainee may also wish to post his copies of sheets (B)
(C) and (D) currently as a check on his individual progress.

No check list has been provided for Phase IV of this program. Phase IV
” “‘n'sement training, hence, as such, the trainee actually performs and
'“Pervises all activities learned in Phases 1, II and 111. His pro-
ficiency in this phase of his training will be judged on how'vtll he 18

46

able to motivate others to do the right things.
Please remember that good training is always a two way street. He will do
our best to help you grow and deve10p in Jewel. He will, of course, need

your help. It has often been said that the man who makes the best trainee
is the one who is most coachable.

Division Manager

lew

(. ”Ah—e “‘45 [in-— .‘k. .—n‘ :l ._'_n.‘. --.—-—..:

 

47

 

 

 

(B)
TRAINEE: DATE:
SELF-DEVELOPMENT PROGRAM TRAINING CHECK LIST
PHASE I
TO: STORE MANAGER STORE

 

 

'

Please check off (show dates) each area of training covered in this phase
of the self-development program when you feel the trainee has demonstrated
a proficiency in each area. When all training for this phase has been
completed, this sheet should be signed by training manager and trainee

and sent to the division manager for his review and filing in the trainee's
personnel file.

DATE PHASE I

. Parcelling

 

. Carry out service

 

. Backroom standards

 

. Receiving

 

. Stocking (Including instructions in tray pecking)

 

e Stamping

 

. Displaying

 

. Checking codes

 

. Inventory control

 

. Ordering (Use of Grocery Order Guide)

 

. handling frozen foods

 

. Handling bakery products

 

. Handling dairy products

 

. Handling cookies and cakes

 

. Maintenance of Jewel standards and image

 

5 1614808 SIGNED:
STERE MANAGER RATE TRAINEE BATE

48

 

 

(C)
TRAINEE: _~ _g DATE:
SELF-DEVELOPMENT PROGRAM TRAINING CHECK LIST
PHASE II
TO: . STORE MANAGER STORE

 

 

Please check off (show dates) each area of training covered in this phase
of the self-development program when you feel the trainee has demon-
strated a proficiency in each area. when all training for this phase has
been completed, this sheet should be signed by training manager and
trainee and sent to the division manager for his review and filing in
the trainee's personnel file.

DATE PHASE II

. Receiving

 

. Trimming

. Protection

 

. Customer handling

 

. Suggestive selling

 

0 Di CPI‘YIns

 

. Handling sub-standard merchandise

 

. Inventory control

 

. Ordering (Use of Produce Order Guide)

 

 

SIGNED: SIGNED:

STORE NANAGER BATE TRAINEE DATE

 

49

 

 

 

 

(o)
mamas: mm:
SEE-DEVELOPMENT PROGRAM MINING cases L_I§_I_
mass III
TO: ‘ A smaa NANAGERA smut

 

 

Please check off (show dates) each area of training covered in this phase
of the self-development program when you feel the trainee has demonstrated
a proficiency in each area. When all training for this phase has been
completed, this sheet should be signed by training manager and trainee

and sent to the division manager for his review and filing in the trainee's
personnel file.

DATE PHASE III

. Checking (Turn-in sheet, coupons, etc.)

 

. Register security

 

. Cashing checks

. Customer courtesy

 

. Cash reports

 

. Payroll voucher

 

. Listing sheet

 

. Supervision

 

. Manager's paper work

 

. Scheduling hours

. Employment of part time help

 

. Training and supervision of part time help

 

. Store supervision

 

. Report to manager and assistant manager

 

OOHDEQVTS:

S IGNED : S IGNED
_ STORE NANAEER DATE , TRAINEE DATE

 

 

 

 

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