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A STUDY OF THE EFFECTIVENESS OF ACADEMIC PREPARATION
OF RECENT HOME ECONOMICS GRADUATES AS RELATED
TO MANAGERIAL RESPONSIBILITIES IN THE FOOD

SERVICE INDUSTRY

by

Grace A; Miller

AN ABSTRACT

Submitted to the College of Education
Michigan State University of Agriculture and
Applied Science in partial fulfillment of

the requirements for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1959

Approved v/Wjéj/w’éw

GRACE A. MILLER ABSTRACT
This study was concerned with appraisal of the effec-
tiveness of academic preparation in food service management
training programs currently offered in the College of Home
Economics at Michigan State University as related to educa-
tional needs of managers and dietitians in the industry.
Graduates (1951-1956) from Michigan State University
curricula evaluated their training in relation to the prep-
aration they felt they needed to carry the managerial respon-
sibilities of their Job. Employers representing hospital,
restaurant, college and university, and school lunch food
services expressed opinions regarding the adequacy of college
and university programs in general for meeting the educational
needs of food service managers and dietitians. The mail-
questionnaire technique was used to assemble these data.
Opinions of educators from eight Land Grant colleges
and universities were gathered through personal interview and
written questionnaire. Information compiled concerned their
philosophy and attitudes in respect to the role, responsibi-
lity, and limitations of programs offered and the development
of skills necessary for future success in the industry. Cur-
ricula and methods of course presentation were reviewed.
Survey instruments were designed which were similar in
content but specific for each group surveyed. Major content
of all instruments was based on thirteen skills required for

successful management of any business, as endorsed by the

GRACE A. MILLER ABSTRACT
American Management Association, and technical skills consid-
ered requisite for professional specialization in dietetics.

In interpreting findings of the study percentage group
response of 25.0% or more was designated as significant
representation of graduate or employer opinion. Items
assessed were identical and percentage response was compared.
Responses of educators were evaluated in terms of concensus
of opinion within each institution.

From these data it appeared graduates, employers, and
educators agreed educational needs for success in food service
management include both technical and managerial skills.
Evaluations of all groups reporting reflect unanimity in
respect to inadequacies in the curricula and specific subject
areas which warrant increased coverage and replanning.

Managerial areas in need of additional theory and prac-
tical application are: personnel management, labor regulations,
insurance, government regulations, and factors of operational
control. Technical areas in need of strengthening include:
purchasing of meats, produce, supplies, and equipment; tech—
niques pertaining to hospital tray service and specialized
catering; and factors which affect the preparation and service
of quality food.

These findings suggest that meaningful identification
of composite strengths and weaknesses of programs can be

profitably gained through subjective evaluation of on-the—Job

GRACE A..MILLER ABSTRACT
values of academic instruction. Recommendations are given
for the study of possible revisions in the Michigan State
University training programs.

This investigation represents an initial exploratory
attempt to learn what common ground exists between the prob-
lems of educators and industry and to formulate a logical
approach to problems of curriculum revision. Additional
study of current and projected managerial needs of industry,
employers' concepts of the educators' role and limitations in
training prospective managers and dietitians, employers‘ con-
cepts of industry's responsibility in furthering the profes-
sional development of recent graduates, and opinions of
graduates relative to their own academic inadequacies, needs
to be made before educators can affect major changes in

curricula with an appreciable degree of certainty.

A STUDY OF THE EFFECTIVENESS OF ACADEMIC PREPARATION
OF RECENT HOME ECONOMICS GRADUATES AS RELATED
TO MANAGERIAL RESPONSIBILITIES IN THE FOOD

SERVICE INDUSTRY

by

Grace AI Miller

A THESIS

Submitted to the College of Education

Michi an State University of Agriculture and
ApplIed Science in partial fulfillment of

the requirements for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1959

ACKNOWLEDGMENTS

The writer wishes to express her gratitude and appre-
ciation to Dr. Harold J. Dillon for his encouragement and
guidance during the planning of this study and the prep-
aration of this thesis.

In addition, the author is very grateful for valuable
criticisms and suggestions received from Dr. Pearl J. Aldrich,
Professor of Institution Administration. A special note of
‘thanks is due Dr. William D. Baten, Professor of Statistics,
for assistance in the analysis of the data.

The author wishes to acknowledge her special indebted—
ness to the General Foods Corporation, White Plains, New York,
for granting her a two-year fellowship for study at the
doctoral level and for additional funds which provided support

for this project.

11

TABLE OF CONTENTS

' ACKNOWLEDGMENTS. . . . . . . . . . .

LIST OF
Chapter

I.

II.

III.

TABLES C O O O O O O O O O C

THE PROBLEM . . . . . . . . .

Introduction. . . . .
Statement of the Problem. . .
Background and Need for This Study
Basic Assumptions of This Study ’.
Scope and Limitations of This Study
The Hypotheses . . . . . .
Importance of This Study. . .

REVIEW or LITERATURE . . . . . .

Responsibilities of Higher Education.
Responsibilities of Industry to Education .

The Role of the Faculty . . . .

Basic Principles in Curriculum Development

and Evaluation . . . . .

Evaluative Status of Academic Training

Food Service Management . . .
METHOD OF INVESTIGATION . . . . .

The Instruments of Measurement. .
Part A: Prepared for Graduates
Part B: Prepared for Graduates
Part C: Prepared for Employers
Part D: Prepared for Educators

The Samples .

Part A: Graduates--Initia1 Sample
Part B: Graduates--Second Sample

Part C: Employers . . . .
Part D: Educators . . .

The Procedure for Analysis of the Data

ill

for

Page

ii

Chapter
IV. ANALYSIS OF THE SURVEY DATA . . . . . . .

Part A: Report of the Job Responsibilities
of Graduates. . . . . . . .
The Personal Data Sheet. . . . . .
Predominant Employment Character-
istics of the Group Surveyed . .
Managerial Responsibilities Reported
by Graduates . . . . . . .
Part B: Report of the Graduates . . .
Comments and Suggestions from Foods and
Nutrition Graduates. . .
Comments and Suggestions from Institu—
tion Administration Graduates . . .
Discussion of Graduate Response . . .
Part C: Report of the Employers . . . .
Comments and Suggestions from Employers
in Hospital Food Service . . . . .
Comments and Suggestions from
Restaurant Operators . . . .
Comments and Suggestions from College
and University Food Service Operators.
Comments and Suggestions from School
Lunch Operators . . . . . . .
Discussion of Employer Response . .
Part D: Report of the Educators . . .
Discussion of Educator Response . .

V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS OF THE
STUDY 0 O O O O O O O O O O I O 0

Summary of Graduate Reponse. . . . .
Summary of Employer Response . . . .
Summary of Educator Response . . . .
Conclusions and Implications of the Study

APPENDIX C O O O O O O 0 O O O O C O O O
BIBLIOGRAPM O I O O O O O O O O O O O O 0

iv

Page
53
53
5A
62

66
73

86
88
90
96
10A
107
113
115
116

123
125

139
1A0
142
14/4
148
158

200

LIST OF TABLES

Table Page
1. Part A: Response of Graduates to Questionnaire. 53

2. Per Cent of Participation in Managerial Tasks
as Reported by Graduates . . . . . . . 68

3. Frequency of Managerial Tasks Experienced by
Graduates but Not Covered in the
Questionnaire . . . . . . . . . . . 74

A. Part B: Response of Graduates to Questionnaire. 75

5. Percentage Response of Graduates in Rating the
Effectiveness of Academic Preparation as
Related to Managerial Responsibilities in the
Food Service Industry . . . . . . . . 78

6. Subject Areas Not Covered in the Questionnaire
Which Graduates Wish Had Been Included in the
Academic Program . . . . . . . . . . 83

7. Subject Areas Included in Academic Programs That
are Reported to be of Little Value to
Respondents in Their Professional Positions . 8A

8. Reasons for Graduates Not Being Employed in Food
Service Operation at the Time of the Survey . 85

9. Employment of Graduates in Fields Allied With
the Food Service Industry but Not Specifically
Food Service Operation . . . . . . . . 85

10. Per Cent Graduate Response Revealing Inadequa—
cies in Food Service Management Training
Programs at Michigan State University . . . 93

11, _ Part C: Response of Employers to Questionnaire . 97

12. Percentage Response of Employers in Rating the
Effectiveness of College Academic Programs
for Meeting the Educational Needs of Food
Service Managers and Dietitians for Managerial
Responsibilities in the FOOd Service Industry. 99

V

Table
13.

14.

15.

16.

17.

18.

19.

\

Subject Areas Not Covered in the Questionnaire
Which Employers Reported as Weaknesses in
the College Training Programs. . . . . .

Per Cent Employeeresponse Revealing Inade-
quaciesin Academic Coverage for Prospective
Managers and Dietitians in the Food Service
Industry. . . . . . . . . . . . .

Total Per Cent Graduate Response and Total Per
Cent Employer Response Revealing Inadequacies
in Academic Preparation for Prospective
Managers and Dietitians in the Food Service
Industry. . . . . . . . . . . . .

Opinions of Educators, Representing Food
Service Management Training Programs in 8
Colleges and Universities, Concerning the
Level of Responsibility an Employer Can
Expect the Average Graduate (B.S. Degree Only)
to Assume During His First Year of Employment

Part A: Composition of Sample by Year of
Graduation, Department of Major Study, and
Degree Earned . . . . . . . . . . .

Part B: Composition of Sample by Year of
Graduation, Department of Major Study, and
Degree Earned . . . . . . . . . . .

Part C: Geographical Distribution of Sample

Selected from Four Fields of Food Service
Operation . . . . . . . . . . . .

vi

Page

103

118

121

126

198

198

199

CHAPTER I

THE PROBLEM

Introduction

 

During the last thirty years the eating pattern of the
American public has forcibly shifted from one in which nearly
all meals were prepared and eaten in the home to the current
pattern in which a considerable number of the family‘s meals
are consumed in public eating establishments. This sociol-
ogical trend has presented an omnipresent and potent challenge
to leaders in the food service industry. While only moderate
success in meeting this challenge has been demonstrated, this
trend has actuated phenomenal growth and development in the
entire industry.

Concomittant with rapid expansion have come the
inevitable complexities of operation and management exempli—
fied in the demand for an increase in the types of food
services offered; greater diversity in the kinds and sizes of
facilities needed; profitable adaptation of the culinary
skills to large-scale food production and service; the
acquisition of an adequate supply of qualified labor personnel;
and the formidable need to develop managerial leadership and
operational control at various levels of responsibility within
the expanding food service organization.

1

Because they primarily involve the development of
materials and methods of operation, the addition of new types
of food service units and appropriate changes in the estab-
lished types of food services have been relatively easy to
achieve. The attainment of adequate kinds and sizes of
facilities is highly interrelated with the progressive needs
of the types of food services developed. Technological
advances in the industry have contributed heavily to the
successful solution of this problem. Moreover, it has not
been too difficult to convert small-scale food production
techniques into efficient large-scale methods of food prep-
aration and service. Here the art of cooking has been coupled
with the science of cooking to meet the challenge of quality
operation in quantity production and mass feeding which has
come with the changes of our way of life.

The procurement of suitably trained labor personnel has
been measurably complicated by the rapid growth of the
industry. In this area the available supply of skilled
workers has never been commensurate with the demand. The
development of managerial leadership has been and continues
to be another of the major concerns of food service directors.
Operational changes, resulting from expansion in size as well
as increases in the range of services advanced within the
industry, have depleted the supply of trained managerial per-
sonnel faster than new personnel can achieve competency. The

lack of qualified leaders in food service management has

severely hampered the effectiveness of many in-service programs
for the training of labor personnel and the development of
administrative talent.l

Colleges and universities, through their professional
programs for food service management training, are continuing
to play an increasingly important role in dealing with the
problem of identification and development of management poten-
tial for the food service industry. The degree to which the
college and university curricula are effective in preparing
students for careers in food service management is currently
being subjected to nation-wide evaluation by educators and by

leaders in the industry.

Statement of the Problem

 

This thesis is concerned with the evaluation of profes-
sional curricula involving food service management training
currently offered in the College of Home Economics at Michigan
State University.

Recent graduates (1951-1956) from these curricula,
employers in four major areas of food service administration,
and staff members of seven other selected colleges and univer-
sities who are concerned with the direction of professional

food service management training programs were asked to

 

1Within the context of this writing the terms manage and
administer and their respective derivatives are used synon—
ymously to denote txae of responsibility rather than level of
authority.

appraise the applicability of collegiate academic preparation
to job performance requirements in the food service industry.
It was anticipated that a composite consideration of these
three points of view, each stemming from a different frame of
reference, would serve as a valid basis for the determination
of the specialized knowledge and skills requisite to the
achievement of competency in the field. Furthermore, it was
expected that a comparison of these responses would elucidate
the relative strengths and weaknesses of the Michigan State
University curricula.

The opinions of the graduates, employers, and educators
with respect to the effectiveness of food service management
curricula offered at the university level are reported with
implications for curriculum revision which these data would

seem to suggest.

Background and Need for This Study

 

The cardinal objective of educational institutions,
irrespective of the level of academic achievement or specificity
of purpose which they serve, is to provide learning experiences
which will enable the student to understand himself; to under-
stand and relate himself effectively to the immediate, the
national, and the world society in which he lives; and to
assist him in the fullest development of his own potential-
ities.

Michigan State University firmly subscribes to this
over-all objective and offers a wide variety of programs of
study designed to prepare students for the professions and
occupations of life as well as for more effective living in
a modern, changing society.

At the undergraduate level there are certain kinds of
educational experiences which the University believes should
be common possession of all university students regardless
of their vocational goals. These courses are in the broad
areas of communication skills, natural science, social sci-
ence, and humanities. Course work in each of the designated
areas of subject matter extends through three terms and must
be completed in an uninterrupted sequence during the first
two years in college. The purpose of this requirement is to
strengthen and enrich specialized training by supporting it
with a broad foundation of general education. These kinds of
educational experiences add new dimensions to the life of the
technically trained specialist and help him to understand and
appreciate the relationship of his life and work to the needs
of society.

Two principal fields of professional study included in
Michigan State University's instructional offerings are
Institution Administration and Foods and Nutrition. The de-
partments of instruction for these areas are located within
the College of Home Economics and offer curricula leading to

the degrees of Bachelor of Science and Master of Science.

In addition to the required general education courses,
undergraduates who select the College of Home Economics as the
college in which they plan to specialize are required to take
designated courses which are common to all Home Economics
majors. These courses focus upon the phases of learning which
relate to home and family life and include introductory work
in the areas of foods and nutrition, home management and child
development, textiles, clothing, and related art, psychology,
and physical education. This segment of the student's edu—
cation extends over the four years of study with approximately
one-third of the work completed during the freshman and sopho—
more years. Thus, when the student enters his third year of
study he has broadened his foundation of general education
and has acquired an over—view of the component parts of the
professional field of Home Economics.

Under this plan, training in vocational specialization
is concentrated in the third and fourth years of study and the
curricula are supplemented by the student's understanding of
the social, biological, and physical sciences and the humani-
ties--understanding3which are basic to careers in Home Econ—
omics.

Major programs of study which lead to competency in
food service administration are available through the
instructional departments of Foods and Nutrition and Insti-
tution Administration. Selection of a specific area of

concentration depends upon the type of professional

employment which best fits the student‘s interests and objec-
tives. The curricula are planned to train students for
managerial positions in school lunchrooms, college cafeterias
and residence halls, hospitals, restaurants, and industrial
food services. In order to minimize duplication of staff
requirements and laboratory facilities, the instructional
responsibility for the individual courses which comprise the
major programs in food service management within these two
departments is on a reciprocal basis. Instruction in basic
food preparation, meal management, human nutrition, and experi-
mental foods is allocated to the department of Foods and
Nutrition, whereas instruction in the areas of quantity food
preparation and service, organization and management, pur-
chasing procedures, institution equipment and maintenance,
and accounting and cost control are the responsibility of the
department of Institution Administration. Course offerings
in appropriate colleges within the University are utilized to
satisfy the basic requirements of the student in the areas of
chemistry, biochemistry, physiology, microbiology, horticul-
ture, animal husbandry, dairy products, economics, sociology,
and general business procedures.

Graduate students who wish to concentrate in the area
of food service management are enrolled in the department of
Institution Administration. The programs of study at this
level are extremely flexible and are individualized to serve

the needs and interests of the student in relation to his

educational background, previous training, work experience,
and current professional objectives. The graduate student
is strongly encouraged to increase his understandings in
areas of general education as well as to add depth to his
major professional interest.

During the past few years the instructional staff of
the Institution Administration Department has become increas-
ingly cognizant of the urgent need for critical analysis and
realistic evaluation of the total curricula offered in the
food service management training programs. In order for
these programs to serve the best interests of the student and
the industry they must provide educational channels for the
acquisition of both the technical skills AND the managerial
skills which are essential to and compatible with the current
needs of the food service industry.

Successful leaders in the field of administration,
regardless of the milieu of operation, have enumerated the
skills necessary for an effective administrator as follows:

1. Technical skill. This involves specialized knowl-

 

edge and analytical ability within a given
speciality and the ability to use the tools and
techniques of that particular discipline. This
skill is indispensable to efficient operation.

2. Human skill. This is the ability to work with

 

others and to build cooperative effort within the

team in relation to superiors, equals, and

subordinates. Human skill is essential to
effective administration at every level.

3. Conceptual skill. This skill includes the ability

 

to see the enterprise as a whole, to recognize
over-all relationships and the significance of
each part to the whole. It is the vision and
creativity behind the organization and its
unifying and coordinating ingredient. As adminis—
trative responsibility increases conceptual skill
becomes an increasingly important ability.

Departmental inquiries concerning on-the-job performance
of graduates from the food service management training programs
at Michigan State have evoked the following evaluative state—
ment from food service administrators. These employers express
the opinion that the graduates are well-prepared in theoretical
knowledge but are much less effective in dealing with the day—
to-day problems of management. Further discussion with these
operators has revealed the need for educational experiences
which will help students to acquire broader understandings in
and a deeper appreciation for the techniques of working
effectively with people.

The successful transition of a student from a position of
primarily relying on others for direction and guidance to a
position of assuming responsibility for the direction and
guidance of others is, undoubtedly, one of the most difficult

adjustments the graduate is required to make. The establishment

10
and maintenance of good personal relationships between and among
workers and the morale of the group itself are the direct respon-
sibilities of every level of management and are, essentially,
potent determinants of efficient and cooperative productiveness
within the operation as a whole.

Because of the restricting factors of time and appropriate
opportunities within the educational setting, training experiences
in this area are, at best, conducted under limited and somewhat
artificial conditions. The;hdgments of employers would seem to em-
phasize the need for educators to find ways of providing more
meaningful training experiences for students in the area of skill-
ful interpersonal relations.

Furthermore, technological advances of this era, particularly
those which contributed to automation and the changes in the
American employment patterns resulting from these developments,
have necessitated major adjustments in the structuring of opera-
tional methods and administrative control procedures. Progressive
developments in the nature and quantity of available raw food
materials and improvements in the processing and preservation of
food items have required parallel readaptation of the techniques
of food preparation and service for efficient and economical oper-
ation. The extension and development of human talent to support
these changes in production methods and control procedures have
made in-service training programs imperative. The task of teaching
and retraining workers for competency in these new skills of oper-
ation has become an added function of the managerial staff. Thus,
it would seem that the ability to educate others has become an

added requisite for success in the field of management.

11

The abilities required for success in food service
management are admittedly diverse and are daily increasing
in complexity. The modern administrator must not only be
concerned with the technical problems of organization and
of efficiency in production but he must be an artist in
human materials as well. Without this latter skill his
effectiveness is proportionately reduced if not nullified.

The importance of the ability of every level of
management to relate positively with the individual worker
has been extensively discussed in the current literature.
Many writers hold to the view that administration is
essentially a problem in human relations. Other reporters
have felt that this is an inadequate concept when viewed
alone. They hold to the theory that administration is
neither exclusively "human relations" nor is it solely
management technique but rather that these elements are, in
reality, synergetic in nature.

It is recognized that managerial training at the
university level must keep pace with the needs of industry
in order to be effective in preparing students for careers
in food service. This study was undertaken for the purpose
of appraising the programs offered in food service manage-
ment in the College of Home Economics at Michigan State
University in respect to the current administrative needs
of the food service industry. It was hoped that the study

would help to delineate the relative strengths and

12

weaknesses of these professional programs and, in addition,
would reveal positive directions for appropriate revision of

the existing curricula.

Basic Assumptions of This Study

The following assumptions were considered basic to the

plan selected for this evaluative study:

1. that when opinions are desired from persons in
geographically scattered locations the mail—
questionnaire method is moderately reliable as
well as economical.

2. that anonymous responses to printed questionnaires
tend to be more realistic than responses which
require personal identification.

3. that the adequacy of the university food service
management training programs as expressed by
written response to items of the questionnaire,
when considered in point of view of aggregate
number of responses, will provide information
which can be of value for consideration by the
university educator.

A. that the expressed opinions of the majority of
the respondents will be typical rather than atypical.

S. that response to a questionnaire which provides an
opportunity for recent professionally trained grad-

uates to reflect the managerial assignments which

13

they are experiencing on the job can be taken to be
an indicator of the types of administrative respon-
sibility delegated to persons participating in first
level food service management.

that response to a questionnaire which provides an
opportunity for the recent graduate to evaluate his
collegiate training in relation to the background

and training he needs to perform the managerial
responsibilities of his job successfully can be used
to determine relative strengths and weaknesses in

the existing university programs.

that response to a questionnaire which provides an
opportunity for the food service operator to eval-
uate collegiate management training as reflected by
the performance of young and relatively inexperienced
personnel can be taken as a meaningful measurement

of the compatibility of collegiate training with the
managerial needs of the industry.

that personal interviews with directors of other
university food service management programs relative
to the objectives and limitations of their curricula
will provide information which can be of comparative
value in the examination of the Michigan State program.
that response to a written questionnaire which
provides an opportunity for the educator, who is

concerned with the direction of food service

14

management training, to define the level of managerial
responsibility which an employer can expect the
average young graduate to assume can be taken as an
indicator of the extent of managerial competency
which can be realistically developed through a uni—

versity training program.

‘The Scope and Limitations of This Study

This study attempted to essay the adequacy of Michigan
State University‘s curricula for training Home Economics stu-
dents in the specialized area of food service management as
revealed in response to items of a questionnaire. In order
to effect a comprehensive and realistic evaluation, replies
were collected from graduates of the programs, successful
administrators in the industry, and educators responsible for
comparable training programs in other colleges and universities.
Data from the graduates and administrators were obtained by
direct-mail questionnaires, and data from the educators were
obtained by a combination of personal interview and a written
questionnaire.

It was recognized that although the printed questionnaire
technique is an expedient and economical procedure for gathering
facts, opinions, attitudes, and judgments from individuals,
this method is simultaneously vulnerable to the following
limitations:

1. Respondents usually are only a fractional part of

15

the group surveyed and may not represent a true
sample. Non-respondents may represent bias and
there is a strong possibility that their returns,
if they could be obtained, would alter the results.

2. Respondents to a questionnaire may consciously or
unconsciously modify their replies to establish a
favorable relationship with the investigator.

3. The questionnaire method is time consuming for the
respondent and he may be careless, indifferent, and
negligent in answering the questions.

4. The degree of inaccuracy of the data obtained can
not be estimated. Carelessness in reporting and
the difficulty of securing the information requested
favor inaccuracy in replies.

5. Factual questionnaire information is more reliable
than attitudinal or introspective data.

The data in this study are limited to the extent that
the graduates surveyed included only those majoring in the
areas of Foods and Nutrition and of Institution Administration
who were granted either a Bachelor of Science degree or a
Master of Science degree from 1951-1956. The data is further
restricted in respect to the administrators surveyed. This
group was arbitrarily selected from the 1957 membership lists
of the National Restaurant Association, the American School

Food Service Association, the Association of College and

16

University Housing Officers, and from the 1957 list of
Directors of Hospital Internship Programs as approved by the
American Dietetic Association.

Seven colleges and universities were selected for the
third part of this study: Iowa State College, New York State
College of Home Economics at Cornell University, Ohio State
University, Pennsylvania State University, Purdue University,
the University of Illinois at Urbana, and the University of
Wisconsin. This portion of the data is limited to the degree
that all institutions visited are members of the Association
of Land Grant Colleges and Universities; are of comparable
size in reSpect to enrollment; and offer well-established
programs in food service management training leading to the

Bachelor‘s degree or the Master‘s degree.

The Hypotheses

 

In formulating hypotheses for this study the investigator

was motivated by the following considerations:

1. that if the educator has knowledge of the managerial
responsibilities recent graduates are actually
experiencing on the job, he is better prepared to
determine the subject—matter content and training
experiences needed in the curricula.

2. that knowledge of the views of graduates of the
programs and employers in the field regarding the

technical and managerial skills required for success

17

in the food service industry can be meaningful to
the educator concerned with curriculum revision.

3. that conferences with educators who have comparable
goals can broaden the views of Michigan State
University educators and encourage exploration of
alternate methods of program instruction.

The hypotheses are as follows:

1. Although the frame of reference of graduates,
employers, and educators will be distinctly differ-
ent, there will tend to be subject-matter areas and
types of training experiences of common importance
to each group of respondents.

2. In assessing the effectiveness of college and
university academic programs as related to the
educational needs for managerial success in the
industry, each respondent will tend to be influ-
enced by his personal status, his professional
aspirations, and the intrinsic responsibilities,
pressures, and limitations of his present position
in the field.

3. Persons from all groups responding to the question-
naire will be more likely to delineate the weaknesses
than the strengths of the university training program.

4. The evaluations of graduates, employers, and educators,

when comparatively considered, will provide purposeful

18

direction for the revision of the food service
management training programs at Michigan State

University.

Importance of This Study

In planning and directing college and university aca-
demic programs designed to prepare students for future
managerial positions in the food service industry, educators
face the problem of continuously adapting the curricula to
keep pace with the requirements for success in the industry.

A basic requisite for determining suitable changes in curricla
is the need for discriminating evaluation of the relevance

of the current programs to the progressive operational

changes within the industry.

Chief among human resources to help in the study of this
problem are the people involved in the industry and educators
who are groping for solutions to many of the same problems.
Through the use of the questionnaire and personal interviews
the writer has secured information from these sources. This
study reflects some of the opinions of these people; it
attempts an evaluation of what common ground exists between
the problems of the educator and of industry; and it endeavors
to derive implications for possible solutions to the problem
of curriculum revision as indicated by these data.

Though this study may produce only a limited portion of

the desired answers, the writer sees it as of significant

19

value to the Michigan State University educators concerned with
revision of the food service management training programs.
Moreover, since the study explores an area of great interest

to directors of similar programs in other colleges and
universities, it may have value in stimulating further research

in an area that warrants study and attention.

MMFERII

REVIEW OF LITERATURE

Responsibilities of Higher Education

 

In a democratic society leaders in education (2, l5, 19)
believe that higher education should encompass both general
and specialized academic experiences. A general education
does not necessarily prepare one to meet the economic demands
of life efficiently, whereas a totally specialized education
fosters a narrow perspective which is incompatible with the
prevailing accepted purposes of education.

The Educational Policies Commission (7) has pointed out
that general and liberal education constitute the essential
core of programs of higher education. General and liberal
education are conceived as enlarged opportunity for those
experiences by which students gain further insights into the
nature of man and his environment. In addition to gaining
the competences required for living in a modern society the
student should grow as an individual, realizing his capacities
to their utmost.

The Commission further advocates that general education
should not be isolated from the whole of education but rather

that a part of each college year be devoted to general

20

21

education extending through the years of graduate or profes-
sional school. By such planning, specialized education may
itself contribute to general education and general education
contribute more effectively to specialized interests.

According to the Educational Policies Commission each suc-
cessive decade has witnessed a significant increase in the number
of occupations which look to higher education for their trained
personnel. The demand for specialized education seems certain
to increase rather than decrease and, in addition, all special-
ists need to be even more firmly grounded in an adequate general
education. Institutions of higher education should reappraise
many of their established specialist programs because changes in
certain occupations have out-dated many programs which once edu-
cated well for them. By recognizing the basic essentials of edu—
cation for specialized occupation, it may be feasible to improve
specialized education and at the same time to provide related
prerequisite general education more adequately. To this end,
it is often desirable for universities to cooperate with indus-
tries in order to transfer some specialist training to the job.

In discussing the increased urgency of a creative edu-
cation Melby and Reeves (13) stated that it is in furthering
creativity that freedom and democracy have their greatest
promise for mankind. When we visualize the meaning and
potentiality of creative education, when we consider the
demands of an automated industry and the challenges of the

international scene, we are forced to take a look at

22

vocational competence. Preparation in skills may (beyond

the purpose of general education) be a waste of time, of

time that is needed for the general education of the individ-
ual in creative directions. Industry will increasingly train
its own workers. However, Industry has a right to expect
that those who have had the benefit of education can think
straight, that their attitudes are socially desirable and
vocationally productive, and that they have originality,

inventiveness, good judgment, and resourcefulness.

Responsibilities of Industry to Education

 

In January 1952 a Special Education Subcommittee, con-
sisting of six industrialists from the Educational Advisory
Committee and six educators from the Educational Advisory
Council of the National Association of Manufacturers, was
appointed to focus attention on areas of agreement between
educators and industrialists which would serve as a basis for
better understanding and more effective cooperation between
these two groups. In "A Statement Concerning Education in
America" (18), which resulted from these deliberations, four
basic responsibilities of Industry to Education are described
as follows:

1. The responsibility of Industry for more active

participation in the preparation of young people
who enter industrial employment has increased each

year. A complex industrial society, a multiplicity

fl

23

of jobs, the increasingly urgent need for intelli-
gent citizenship, leave no alternative. Industry
is a natural co-partner in the education of
tomorrow's full-time adult workers.

Industrial progress results in occupational
changes; individuals differ in their abilities and
desires; and no single laboratory or single training
program will meet the needs of the nation's indus-
trialized society. Since industry and business
ultimately employ large numbers of young people it
is profitable from the standpoint of Industry and
society to equip them with the kind of education
which will prepare them adequately for their careers
and their civic responsibilities. Industrialists
and businessmen can help by cooperating with Edu-
cation in practical arts courses and vocational and
technical courses which are given in the regular
school programs.

Education and Industry must go further than
merely preparing individuals to enter employment.
After people are employed it must be possible for
them to work for promotion and advancement and edu-
cators and industrialists, working together, should
provide opportunities for continuing education.
Industry has an obligation to be intelligently aware

of what educators are doing and trying to do; to

24
have a viewpoint, based on factual information,
regarding the educational goals and practices of
institutions of learning; and to make that viewpoint
known for the benefit and encouragement of everybody
concerned.

An obvious complementary duty is to give educators
better and more attractive opportunities to get ac-
quainted with Industry. The unfamiliarity of edu—
cators with what industrialists are doing and are
trying to do is as great as Industry's unawareness
of Education's problems, objectives, and accomplish—
ments. It is imperative that American industry should
have both the enlightened criticism and confident
moral support of Education. If the appraisal of
Industry by Education is to be based on sound knowl-
edge, actual observation, and shared experience,
Industry must maintain a continuous open house to
Education and make its hospitality evident and secure.

Closely related to the purposeful "looking-in" on
one group by the other, but meeting additional and
different needs, are joint conferences where Edu—
cation and Industry meet on grounds of common
interest. While both educators and industrialists
should take the initiative in these ventures, the
fact remains that there certainly is a responsibility

on the part of Industry to promote conferences where

25

both Industry and Education can gain through mutual
assistance through an exchange of ideas, information,
or opinions.

Industry has responsibility to Education for moral
and spiritual backing against destructive criticism
and unwarranted attack. It is the duty of those in
Industry to take a firm stand for judicial consider-
ation of documented charges against specific individ-
uals. It is also a duty of industrialists to step in
on their own initiative and exert maximum influence
to restore tolerance and common sense whenever

storms appear which consist primarily of sound and
fury.

Industry‘s obligation to Education for the preser—
vation of America's social and economic structure

is in itself economic; it involves financial support.
Industry must face and accept its responsibility
through contributions by individual industrialists

to the current operating funds of a private college,
leadership in assuring adequate tax money from com-
munity or state to maintain good public schools and
public institutions of higher learning, and all the
variations of responsibilities between these two
extremes. Adequate financial support must be
provided to keep public and private schools-—

elementary, secondary, and collegiate-—improving in

26

quality and expanding in size at least as fast as the
population they serve. It is encumbent on Industry
to exercise leadership in finding ways to provide

this support, now and for many years to come.

The Role of the Faculty

 

Much has been written on the role of the faculty in
institutions of higher learning. The Educational Policies Com-
mission (7), in a treatise on higher education, has stated that
no matter what may be its material resources and programs, a
college or university cannot rise above the level of its facul—
ties. A faculty is more than a collection of individuals; it
is composed of specialists, no one of whom is competent to
give students the whole or even any large segment of their
higher education. The educational effectiveness of the faculty
of a college or university rests as much upon harmonization of
all the segments of academic life as upon the individual
specialized fields of knowledge. The faculty member must be
both a specialist in a field of learning and a participant in
the total patterning of the curriculum which provides a setting
for his speciality.

Faculty members share the tasks of teaching and of
research. While relatively few can devote most of their time
to research, all should be able to devote some time to inquiry
and investigation which, in turn, vitalizes the teacher and

.makes him something more than a conduit for routine knowledge.

27

In addition, the faculty member has an obligation to partici-
pate in the cooperative planning of the academic curricula,
the creating of a college environment favorable to learning,
and services as expert beyond his college or university, as
well as direct instruction within a particular field.

In discussing the role of the faculty member Hardee (10)
stated that the rightful role of the faculty member as friend
and confident of the student requires the performance of func-
tions more far—reaching than those of an enrollment officer
and registration clerk. While it is recognized that the
faculty member is not necessarily a trained specialist in
helping individuals to make wise choices or solve personal
problems, he must, to a limited degree, participate in and
contribute to the over-all counseling program of the school.
In this role the faculty member serves as an adult friend of
the student, he aids in the identification of students who
need help of a specialized nature by referring them to the
proper person or office, and he shares information about a
particular.student with professional counselors who are able
to assist the student in resolving a problem.

On the same theme Shepard (l7) believes the role of the
faculty adviser to be that of coordinator of all behavioral

data pertaining to the counselee and his progress.

28

Basic Principles in Curriculum Development
and Evaluation

 

According to Orem (14) a curriculum is a detailed pat-
tern or blueprint for education used to help selected persons
become "something" which they are not, but which they can and
desire to be. Education does not proceed without special,
directed effort on the part of the person who desires the
education, nor does education proceed without help from other
persons. A curriculum details how this help can be given most
effectively. The teacher is a leader, a guide, a demonstrator,
and assistant to the one who learns. A curriculum is a guide
both to the student in learning and to the teacher in teaching.
The writings of Tyler (20), Dressel (6), and Davis (4) lend
unified support to this theory.

Orem further stated that an effective curriculum sets
forth explicitly the areas of learning and defines the extent
and depth of educational achievement within each area. The
learning experiences selected as requisite for and equal to
the student's achievement of the educational results of the
curriculum are the bricks and mortar of the curriculum. The
arrangement of learning experiences in relationship one to
another results in a particular form or pattern. They are
identified and selected in light of the educational results
desired, and arranged according to the nature of the learning
eXperiences of the curriculum and the manner in which learning

takes place within the individual.

29

Tyler (20) has developed a rationale which he believes
is basic to the educator in viewing an instructional program
as a functioning instrument of education. He raises four
fundamental questions which he believes must be answered in
developing any curriculum and plan of instruction.

1. What educational purposes should the school seek
to attain?

2. What educational experiences can be provided that
are likely to attain these purposes?

3. How can these educational experiences be effec—
tively organized?

4. How can we determine whether these purposes are
being attained?

Other leaders in the field (6, 9, l4) concur with
Tyler (20) in stating that the educational objectives of the
school are more effectively determined when deliberate con-
sideration is given to the interests and needs of the learner
as viewed by the learner; the everchanging conditions of con—
temporary life outside of the school; the attitudes, capabili-
ties, and capacities of the available instructional staff;
and the limitations inherent in the organizational framework
of the particular institution.

Dressel (6) has pointed out that the components of a
curriculum are essentially three in number. One of these
involves the material of instruction: subject matter or
Content, books, films, and other equipment available for use

by the teacher and student. The second component includes

3O

tflie methods of instruction such as lecture, discussion, labor-
aitory, individual projects, et cetera. The third is composed
cxf the learning activities of the student which may vary from
puassive absorption of impressions from the teacher and text

tn: mental and physical participation in the planning, the
<1arrying out, and the interpreting of projects and experiments.
TPhese interrelated components of the curriculum—-materials,
rnethods, and student activities--make up the educational
(Experiences by means of which we hope to achieve the agreed-
‘Upon educational objectives.

In developing a plan for instructional activities from
the necessarily general statement of objectives for the insti-
tution as a whole, Davis (4) stated that it becomes essential
to divide the task among the units of the institution and
that each college, department, and/or division is responsible
for’formulating its own set of objectives in general conformity
With the institutional statement. The college statements are
rlaturally more specific than the institutional one, and can
be directed toward the particular profession for which the
COllege is preparing youth.

Davis also emphasized that curriculum committees are
most successful when they look beyond the campus to the pro—
fession for which its graduates are being prepared.

In attempting to put objectives into course offerings

Davis strongly recommended that careful examination be made

31

of all course offerings to see that they are designed to con—
tribute to the objectives. It is essential that the depart-
ment be ruthless in deleting courses, or parts of them, which
are of honored tradition, the result of vested interests of
some instructor, or merely copied from some other institutions,
IF they do not make a worthwhile contribution to the attain-
ment of the agreed-upon objectives. It is important also,
Davis continued, that the department be continuously alert

to add courses as special needs arise within the framework of
the objectives, and equally alert to discard them when the
need passes.

In an outline of the implications of the field of
endeavor on curriculum design Orem (14) has emphasized that
in curriculum development it is necessary to select those
experiences for inclusion in the curriculum equal to the
learning experiences essential for the accomplishment of the
desired educational result. The field of endeavor to which
the curriculum is directed influences the selection of
training experiences in two ways. It determines the subject
matter of the learning experiences as well as the stage where
learning about a specific subject is to begin and to end, and
the extent and depth of learning in each stage. The stages
of learning as expressed by Orem include the stage of devel—
oping awareness, the stage of intellectual utilization, and
the stage of utilization of knowledge in problem—solving and

practical action.

32

The need to evaluate as realistically as we can the
effects of educational programs is prominently recorded
throughout the literary contributions of persons dedicated to
the instruction of others.

The process of evaluation, as defined by Tyler (20), and
firmly substantiated by other leaders in the field (4, 6, 14),
is the process of determining to what extent the educational
objectives are actually being realized by the program of cur-
riculum and instruction. Since educational objectives are
essentially changes in human beings, that is, the objectives
aimed at are to produce certain desirable changes in the be—
havior patterns of the student, then evaluation is the process
for determining the degree to which these changes in behavior
are actually taking place.

In support of this conception of evaluation Tyler
stated that an educational evaluation involves at least two
appraisals-done taking place in the early part of the educa-
tional program and the other at some later point so that the
change may be measured. He further suggested that it is not
enough to have only two appraisals in making an educational
evaluation because some of the objectives aimed at may be
temporarily acquired during the program and then be rapidly
dissipated or forgotten. Hence, schools and colleges are
making follow—up studies of their graduates in order to get

further evidence as to the permanence of the learnings which

33

rnay have been acquired during the time these young people were
111 school. The writings of Dressel (6) firmly substantiate
fryler‘s views in respect to techniques of and adequacy in the
zippraisal of educational achievement.

The theory of evaluation guiding the efforts of the
:faculty and students has been most precisely stated by Tyler
(21). He points to six purposes of evaluation. These include:

1. to make a periodic check on the effectiveness of the

program

2. to validate the hypotheses upon which the curriculum

operates

3. to provide information basic to effective guidance

of individual students

4. to provide a certain psychological security to the

staff, the students, and the parents

5. to provide a sound basis for public relations

6. to help both faculty and students clarify their

purposes and see more concretely the directions in

which they are moving.

Evaluative Status of Academic Training
for Fobd Service Management

i

The literature contains reports of relatively few studies

 

111 vvhich the effectiveness of college or university home econ—
Onriczs food service management training curricula as related to

DOESt-graduate professional job requirements and performance

34

has been considered. Although, on the surface, the situation
appears to reflect apathy on the part of educators, further
exploration of the literature reveals the intense and common
concern of educators and food service administrators for the
apparent inability of graduates to make efficient application
of their formal academic training in coping with managerial
problems inherent in food service operation. Educators and
employers have been slow to realize that, in essence, the prob-
lem is one of mutual rather than of independent concern; that
Joint study and evaluation of their respective roles, respon-
Sibilities, and limitations in the professional development
of the young aspirant may lead to increased understanding and
appreciation of the reciprocal needs of Education and of
Industry; and that through cooperative efforts procedures may
emerge which will foster integrated transference of formalized
learning to professional performance and continued growth.

In 1953 Galster (8) studied the relationship between the
education and training of a student majoring in Institution
Management and the actual duties of dietitians. Based on
these findings Galster defined and proposed l6l criteria to
be considered in planning and evaluating the professional or
SpeCialized aspects of institution management curricula. The
CI’1teria developed represent an integration of research

findings, reports of experiences, and opinions of leaders in

the profession.

35

Although these criteria were developed primarily as a
gniide for evaluating some aspects of the professional curric-
Iilum, Galster acknowledged that many qualities desirable or
(essential to the dietitian are developed in that part of the
cnarriculum designed to provide a general education and prep-
erration for homemaking. Galster further stated that, in view
<of the many additions constantly being suggested for the
college curriculum to fortify further the general and profes-
sional preparation of the student, educators must continually
Inake decisions in regard to the relative importance of various
(areas of learning and there must be a definition of objectives
in regard to the general and specialized aspects of the cur-
riculum. In addition, with these criteria for a basis, it
Should be possible to develop further the most appropriate
111stitution management curricula on the undergraduate and post-
graduate levels .

Daza (5) studied the relationship of the instructional
Lnlits in the required courses in Institution Management at
Chornell University to the professional duties of hospital
Ciietitians. The professional work units of nine selected
hoSpitals were analyzed and compared with the University
1ralstructional units. From these findings Daza concluded that
1339’ academic instructional units were inadequate in the areas

of? nnenu.planning; food purchasing; the supervisory functions

of. 1?ood production involving the instruction of employees,

36

human relations, and personnel management; personnel adminis-
tration; methods of effective teaching; record keeping;
production cost and control;and public relations.

Augustine, et a1. (1) reported that a review of recom-
mendations for the development of institution management cur-
ricula revealed the need for a broad general education combined
with specialized education, including the areas of physical
and biological sciences, education, foods and nutrition, and
institution management.

Recognition of the need for evaluation of home economics
curricula in higher education has been evidenced by the Ameri-
can Home Economics Association, the American Dietetic Associa-
tion, and individual institutions.

The American Home Economics Association has developed
material which is being used in colleges and universities to
evaluate the curricula in home economics with particular
emphasis on the core curricula (2). In this publication it
is recognized that the technical and scientific education and
training stressed in the past is still important, but that
increased attention should be given to the problems of working
with people and the discharging of one's responsibilities as
a professional person.

In 1943-44 a committee of the Professional Education
Section of the American Dietetic Association studied the con-

tent of many college courses offered for the preparation of

37

students for careers in dietetics and developed objectives to
be used as standards for judging courses in institution manage—
ment. These objectives were used at a workshop at the 1944
Annual Meeting of the Association for discussion of desirable
class experiences and evaluation methods of presenting these
experiences. These objectives were subsequently reported in
a 1944 Journal of the Association (3). In 1951-52 a progress
report of an on-going study of the curricula of the dietetic
internships was published (16). Within the last ten years,
further evidence of the concerns of the membership of the
American Dietetic Association related to the study of the edu—
cational needs of prospective dietitians may be found in nearly
every issue of the Association‘s Journal. For the most part,
these publications contain segmentary reports of a continuous
study related to the evaluation of students' and dietetic
interns' educational needs.

In a more current communication Hunscher (12) presented
a concise summary of the status of the Association's efforts
in studying this issue. In this regard Hunscher commented
that much time and effort have been expended by members of the
American Dietetic Association in the evaluation of the student‘s
and intern's educational needs and that itseemedtmmt.this must
be a continuous process in order to keep abreast with develop-
ments and current trends. She further indicated that a com-

Inittee of the Association is continuing the study of the

38

breadth of responsibilities involved in the dietetic profes-
sion and the academic needs as they relate to these respon-
sibilities. This committee, in reviewing college and univer-
sity catalogues, noted a wide latitude in the prescribed
courses for specific majors within educational institutions
and many courses for differences in degree requirements and
prerequisites in the various colleges and universities. As

a result, Hunscher stated that it is desirable to look for a
common Set of principles, as well as variations, which are in
practice for courses comprising the majors and meeting college
and university graduation requirements. Such a study is
currently in progress.

The literature reflects little in the way of curriculum
studies within the colleges and universities. However, per-
sonal interviews conducted by this reporter at seven Land
Grant colleges and universities revealed that such studies
are in progress at each of the institutions visited. Staff
members at each institution are deeply concerned with the
applicability of their course offerings to current educational
needs for managerial success in the food industry and they are
diligently searching for guidance in and methods for effecting
improvements in their respective curricula.

In attempting to find a meaningful approach to the~
study of strengthening a course in hospital food service

management that would in turn prepare students better to meet

39

the requirements for dietetic internship Hartt (ll) gathered
opinions and suggestions from head dietitians of hospitals
offering approved dietetic internships and dietitians in
charge of approwaiadministrativeinternships. The suggestions
for curricula improvement offered by the respondents covered
a broad scope and appeared to fall in two general classifi—
cations: management practices and professional requirements
for management. Under the first classification were included
records and accounting; scientific management methods; person-
nel management; quantity cookery; selection, care, and repair
of equipment; and food purchasing. The second classification
included suggestions for emphasizing professional attitudes;
need for preparation in educational methods; personal appear-
ance and grooming; individual personality differences; and
pre—graduation experience.

Leaders in the field of general business and industry
as well as professional administrators in all areas of food
service operation have contributed liberally to the litera-
ture in the area of organization and management. These con—
tributions, however, primarily describe, analyze, and empha—
size the inadequacies of managerial methods, materials, and
personnel within the food service industry as they are
affected by the rapid growth of the industry, technological
advances in food production and service, and the shortage of

qualified managerial leadership. Although the inadequacies

no

cited by industry appear to provide implications for educators
who are charged with the responsibility of curriculum improve-
ment at the college or university level, the discussions which
are reported in the literature are chiefly directed toward the

problems and needs of in—service training programs.

CHAPTER III

METHOD OF INVESTIGATION

The Instruments of Measurement

 

In determining the effectiveness of food service manage-
ment training programs offered in the College of Home Economics
at Michigan State University, as related to the educational
needs for managerial success in the food service industry,
the first problem was that of developing a suitable instrument
of measurement. It was considered desirable to evaluate aca-
demic preparation from three different but complementary view-
points-—that of the graduate, that of the food service admin—
istrator, and that of the educator.

Because of the broad geographical distribution of the
members of the graduate and administrative groups, the logical
and economical method of securing the information was through
the direct—mail questionnaire. Although the educators were
interviewed personally by the investigator, for the purpose
of expediency, part of the data from this group was also
obtained by means of a written questionnaire.

The development of a single instrument for these three
frames of reference was considered neither feasible nor appro-
priate. As a result, it was necessary to design several
instruments which were similar in content but specific for

41

42

the group surveyed. The major content of all instruments was
based on thirteen skills required for the successful manage-
ment of any business, as endorsed by the American Management
Association,1 and the technical skills considered requisite
for professional specialization in the field of dietetics. It
was the judgment of the instructional staff in the Institution
Administration Department that, in order for this investigation
to be meaningful, the academic curricula must be evaluated in
terms of both the technical and the managerial skills. The
elements in each category, as listed below, were accepted as
appropriate criteria for the purposes of this study.
Skills of Management
1. Forecasting

a. Interpreting data
b. Evaluating information and sources

 

2. Planning
a. Setting objectives, procedures, and responsi-
bilities

3. Organizing
a. Determining, dividing, assigning responsibi-
lities and authority
b. Establishing chain of command
c. Determining span of control
d. Other guiding principles

4. Selecting staff

5. Selecting equipment, materials, facilities

 

 

1L. A. Appley, Lectures on Management Unit No. 1 (New
York: American Management Association, I954), p. 92.

IO.
11.
12.

13.

43
Establishing and maintaining controls

Reviewing and appraising
a. Appraising individuals
b. Appraising operatibns

Establishing rewards and incentives

Communicating

a. Expressing oneself orally and in writing
b. Conducting interviews

c. Conducting conferences and meetings

d. Teaching

e. Securing participation

Organizing one's own work

Mental facility

Making decisions

Commanding

a. Supervising and developing others
b. Coordinating and integrating

c. Morale building
d. Disciplining

Technical Skills of Food Service Operation

 

Menu planning

Purchasing

a. Food

b. Supplies
0. Equipment

Food preparation

a. Small quantity

b. Large quantity

0. Factors affecting quality

Types of food service
Maintenance

a. Physical plant
b. Equipment

In the construction of the questionnaire items a con-

certed effort was made to select phraseology which would relate

44

the broad implications of the skills of management to specific

application in the food service industry. The technical skills

required for specialization in the field of dietetics needed no
adaptation. The larger portion of the items in the instruments
designed for the graduate and the administrative groups assumed
the form of a check list, whereas the remaining items required
free-responses. These open-form items were used to elicit
certain types of information which could not be easily secured
through the check list system. Since the personal interview

technique provided an additional means of acquiring related

information from the educators, the closed-form questionnaire

was considered adequate for the type of data requested from
this group. Inasmuch as the requested responses from all
.greups were attitudinal in nature, a rating scale was included
vwith each questionnaire to induce the respondent to reply in
txirms of degree of effectiveness rather than by dichotomous
aSSessment.

The plan of investigation was divided into four sections
anti, within the context of this report, will hereafter be
Pefflerred to as Parts A, B, C, and D of the study. The partic-
ulElr’objective(s) of the questionnaire(s) involved in each

pa1*t of the investigation are stated below.

Part A: Prepared for Graduates
This questionnaire was-directed to the 1951-1956 grad-

uates and was designed to acquire data concerning the managerial

45

responsibilities which these graduates were actually experi-
encing on the job. Graduates who were not employed in the
food service industry at the time of the survey were asked to
respond with reference to their last food service position.

A personal data sheet was also included in this mailing.
The information requested concerned the type and operational
pattern of the food service organization in which the graduate
was employed, the title of the position held, the length of
employment in this position, the size of the food service
administrative staff, and an enumeration of previous food
service positions held since receiving the Bachelor's degree.
In addition, the respondent was aSKed to give a general opinion
(of how useful his college training and experience had been in
IIreparing him for the performarce of the managerial and tech-
Ilical aspects of his job, and to indicate his personal satis-

faction with the position.

Part B: Prepared for Graduates

Graduates who had exhibited interest in Part A of the
Stiudy were sent a follow-up questionnaire. In this inquiry
tdle respondent was asked to consider his over-all academic
Pneogram at Michigan State University and to rate an extensive
list of subject areas according to the way in which he believed
Study in these areas fulfilled his needs for assuming the re-
SDonsibilities of his position. The subject areas presented
fOrconsideration were developed from the broad categories of

c>13erational methods and practices, skills of communication,

46

and technical skills. Open-response questions gave opportunity
for the graduate to indicate other subject areas which he wished
had been included in his program of study as well as areas

which were part of his university program but have proved of
little value to him in his work. The instrument was constructed
to encourage the evaluation of total knowledge acquired rather
than specific course coverage.

Respondents not currently employed in the food service
industry were asked to indicate the reason(s) for leaving the
field. Persons who were employed in a field allied with the
food service industry, but not specifically food service oper-
ation, were asked to designate the area in which they were

employed.

Part C: Prepared for Employers

This inquiry was addressed to administrators in the areas
of hospital food service, college and university food service,
school lunch operation, and restaurant operation. These respond-
ents were asked to assess the effectiveness of college and
university academic programs in meeting the educational needs
of food service managers and dietitians for managerial respon-
sibilities in the food service industry. It was hoped that the
responses might reveal areas in which the course content is
over-emphasized as well as areas which are not adequately

covered or have been omitted entirely.

47

The closed—response questionnaire items presented tothis
group were identical with those used for the graduate group in
Part B of this investigation. The open-response items encouraged
the administrator to include further comments or suggestions
concerning the content of the curricula and to list any areas

which, in his opinion, had been omitted from the questionnaire.

Part D: Prepared for Educators

The writer visited seven Land Grant colleges and univer-
sities to secure information for this segment of the study.
At each of these institutions interviews were conducted with
instructional staff concerned with the development and direc— .
tion of food service management training programs. Through
these contacts the interviewer attempted to familiarize,herself
with the philosophy and the attitudes of each institution con-
cerning (l) the role, the responsibility, and the limitations
of the academic program in preparing students for careers in
food service management; (2) the degree of development of the
skills and practices necessary for future success in the indus-
try; (3) the curricula offered in food service management; and
(4) methods and materials conducive to effective course presen—
tation at the college and university level.

An outline was developed for use by the‘interviewer in
order to facilitate orderly collection of the data for com-
parison between institutions. In addition, a printed question-

naire was prepared for the educators in which they were

48

requested to designate the level of managerial responsibility
an employer could expect the average graduate of their four-
year program to assume during the first year of employment.
The items listed in this instrument duplicated those presented
to the graduates in Part A of the study.

The initial form of each instrument and the accompanying
cover letter were subject to evaluation by the chairman of the
investigator's doctoral committee and by the head and one addi-
tional faculty member of the Institution Administration Depart-
ment. These reviewers were asked to examine these materials in
respect to appropriateness of content, clarity of statement,
and general structure. Changes were made in the instruments
on the basis of these criticisms. Each revised instrument had
the approval of these valuators before it was used in the
survey.

For Parts A, B, and C each mailing envelope included the
questionnaire, a cover letter explaining the intent of the
enclosed questionnaire, and a stamped, addressed return—
envelope. Approximately four weeks after the initial mailing
a follow-up letter, duplicate questionnaire, and stamped,
addressed return-envelope were sent to all non—respondents.

The questionnaire used in Part D was personally distri-
buted to the educators by the investigator. These replies

were returned by mail at the convenience of the educator.

49

Reproductions of the instruments, cover letters, and
follow-up letters used in this study are presented in the

Appendix pages 161 through 197.

The Samples

 

Part A: Graduates-—Initia1 Sample

All students who completed their major work in the De-
partment of Foods and Nutrition or in the Department of
Institution Administration and who were granted either the
degree of Bachelor of Science or Master of Science in Home
Economics during the period of 1951-1956 were selected for
this portion of the study. The total number of graduates in
this sample was 193. A detailed description of the composi-
tion of the group surveyed in respect to department of major
study, degree earned, and year of graduation is presented in

Table 17, the Appendix page 198.

Part B: Graduates-~Second Sample
The sample for this portion of the investigation included
all graduates who had expressed interest in the study by re—
sponding to the questionnaire used in Part A. The sample con-
sisted of 118 persons and the composition of this group is

reported in Table 18, the Appendix page 198.

Part C: Employers
For this part of the study the sample was arbitrarily

selected.fixmnmembershipilists of professional organizations

50

which reflect a common interest in food service operation.
The persons selected represented four major fields of food
service-—hospital food service, restaurant operation, college
and university food service, and school lunch operation.
Selection was made on the basis of the relative number
of persons professionally employed in each field and, in addi-
tion, a concerted effort was made to secure nation-wide repre-
sentation within each field. The sample included 83 hospital
food service operators, 108 restaurant operators, 38 college
and university food service operators, and 38 school lunch
operators. The total number of persons surveyed was 267. The
geographical distribution of the sample selected from each

field is summarized in Table 19, the Appendix page 199.

Part D: Educators

Seven Land Grant colleges and universities, with total
enrollments comparable to that of Michigan State University
(l5,000 to 20,000) and offering well-established food service
management curricula, were selected for this portion of the
study. This selection was further limited by the travel time
and funds available to the investigator. The institutions
visited were: Iowa State College, the New York State College
Of Home Economics at Cornell University, Ohio State University,
.Pennsylvania State University, Purdue University, the Univer-

Sity of Illinois at Urbana, and the University of Wisconsin.

51

The number of interviews conducted was limited to the
size and availability of the instructional staff involved in

food service management training at each institution.

The Procedure for Analysis of the Data

 

Compositively considered, data gathered for this study
included facts, opinions, attitudes, and judgments of individ—
uals relative to the same general question but viewed from
-three distinctly different points of view. After careful con-
sideration of various types of statistical designs available
for analysis of research data, a statistical consultant veri-
fied the conclusion of the investigator that no single type of
analysis seemed applicable to all segments of the study. As
a result, each part of the study was evaluated separately and,
where appropriate, findings from various sections were com-
paratively considered.

In Part A responses for items which appeared on the
personal data sheet were tabulated in respect to major area
of study, total, and per cent of total for the graduates
reporting. Responses which denoted the degree to which each
item was an actual function of the graduate's job were
recorded in terms of per cent group participation for each of
the five categories presented for consideration.

In Part B and Part C responses were tabulated in respect
to percentage group response of graduates and of employers,

reSpectively, for each of the six categories presented for

52

consideration. Percentage group response of 25.0% or more was
designated as significant representation of graduate or of
employer opinion. Because the items presented for assessment
in Part B and in Part C were identical, itemized percentage
comparison of these data was made.

In Part ‘D the information compiled through the personal
interviews and the written questionnaire was evaluated in
terms of the concensus of opinion‘of educators within each

institution.

Part A:

CHAPTER IV

ANALYSIS OF THE SURVEY DATA

Report of the Job Responsibilities

 

of Graduates

 

One hundred and ninety-three questionnaires were mailed

to the 1951—1956 graduates of the departments of Foods and

Nutrition and of Institution Administration.

A detailed

description of the composition of the sample selected for

this part of the study, in respect to year of graduation,

degree earned, and major area of study is shown in Table 17,

page 198, the Appendix.

The percentage of participation obtained from each de-

partment of major study and for the group as a whole is

indicated in the following table.

 

 

 

 

TABLE 1
PART A: RESPONSE OF GRADUATES TO QUESTIONNAIRE
Completed Returned No
Depggtment Initial Riturns Not Answered Response
Major Study Mailing No.' %2 No. % No. %
Foods and
Nutrition 128 73 57.0 34 26.6 21 16.4
Institution
Administra-
tion 65 45 69.2 8 12.3 12 18.5
Total 193 118 61.1 42 21.8 33 17.1

‘—

1Number of questionnaires.

53

2Per cent of initial mailing.

54

In the cover letter for this mailing persons not cur-
rently employed in the food service industry were asked to
respond with reference to their last food service position.

Of those persons who returned unanswered questionnaires a

few indicated that because of marriage they had never worked
professionally but the majority offered no reason for their
non-participation. Whether the refusal of graduates to parti-
cipate in the study may be attributed to unfavorable bias
and/or indifference remains a matter of conjecture.

The total number of persons reportingin Part A of this
study was 118 or 61.1% of the group contacted. Of this number
73 persons (61.9%) had selected the Department of Foods and
Nutrition for their major area of study and 45 persons (38.1%)
had completed their major work in the Department of Institution

Administration.

The Personal Data Sheet

Food service management programs at the university level
are designed to prepare the graduate for a wide choice of
positions within the food service industry. Knowledge of the
composition of the group reporting in respect to types of food
service operation represented, general operational patterns of
these organizations, titles of positions held by graduates,
length of employment in the position reported, total profes-

sional work experience, and general attitudes pertaining to

55

personal ability and job satisfaction was secured through
the personal data sheet.

Responses to each questionnaire item, tabulated in
respect to area of major study,1 total, and per cent of
total, are presented belOw and appear in the same sequence
used in the instrument, page 162, the Appendix.

A summarization of the predominant employment charac-
teristics of the group participating in this phase of the

study appears on page 62.

l. TYPES OF FOOD SERVICE OPERATION REPRESENTED

 

96
Type of Operation F a N I.A. Total Total
Hospital 47 10 57 46.3
College Residence Hall 10 11 21 17.1
Restaurant 0 9 9 7-3
Commercial Cafeteria 2 5 7 5.7
School Lunch (Public) 4 3 7 5.7
Private Club 1 4 5 4.1
College Union 1 2 3 2.4
Armed Services 0 2 2 1.6
Industrial (in-plant

feeding) O 2 2 1.6
Department Store 1 l 2 1.6
Soda Fountain and Grill 1 1 2 1.6
Private School 1 O l 0.8
No Response 5 O 5 4.1
TOTAL 73 50 123a 99.9

a
Some persons reported responsibility for more than a

single type of food service; hence the number of food
services represented exceeds the number of respondents.

 

1The abbreviations F & N and I.A. are used to designate
the major areas of Foods and Nutrition and of Institution
Administration, respectively.

 

56

22. DAYS PER WEEK OPERATION IS OPEN FOR SERVICE

 

 

 

95
Days Open F & N 115' Total Total

Less than 5 0 0 O 0.0
5 7 4 11 9.3

6 2 l2 14 11.9

7 63 29 92 78.0

No Response 1 0 l 0.8
TOTAL 73 45 118 100.0

3a. TYPES OF MEALS OFFERED IN OPERATION
%,Involved
Types F & N I.A. Total. in SerVice

Breakfast 58 35 93 78.8
Coffee Breaks 24 14 38 32.2
Luncheon 66 43 109 92.4
Dinner 62 37 99 83.9
Mid-evening Snacks 27 9 36 30.5
Continuous Service 5 5 10 8.5
Special Catering 32 18 40 33.9
Tea Service 1 l 2 1.7
Night Meals 2 3 5 4.2

 

 

 

57

 

 

 

 

 

 

3b. FREQUENCY OF MEAL SERVICE
Type of Service ,Patterns of
1 2 4 5 7 9 10 11 l2 13 14
Breakfast x x x x x x x x x x x
Coffee Breaks x x x x x
Luncheon x x x x x x x x x x x
Dinner x x x x x x x x x x x
Mid-evening
Snacks x x x
Continuous
Service x x
Special Catering x x x x
Tea Service x
Night Meals x
FREQUENCY
REPORTED
F & N -- 70* 16 5 5 1 0 0 6 0 2 6 8
I.A. -- 45 8 9 3 2 1 1 3 1 l 2 1
TOTAL 115 24 14 8 3 l l 9 l 3 8 9
* No response = 3

58

PATTERNS AS REPORTED BY GRADUATES

 

 

Meal Service

 

 

 

15 16 17 18 19 2o 21 22 23 24 25 26 27 28 29 3o
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X X X
XX XX
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1000111120021110
1111111151241222

 

4.

TITLE OF POSITION HELD BY GRADUATE

Title

 

Therapeutic Dietitian

Food Supervisor

Dietetic Intern

Assistant Dietitian

Cafeteria Manager

Dietitian

Administrative Assistant
Dietitian

Assistant Manager

Staff Dietitian

Dietitian in Charge

Food Service Manager

Pantry Supervisor

Director of Residence
and Food Service

Ward Dietitian

Service Dietitian

Administrative Dietitian

Dietitian Manager

Food Service Officer

Assistant Lunchroom
Manager

Production Manager

Home Service Advisor

Night Dietitian

Contact Dietitian

Assistant Chief Dietitian

Kitchen Supervisor

Kitchen Manager

Catering Manager

Assistant Catering Manager

Director of Nutrition and
Dietary Services

Dietitian and Chief of
Food Service Branch

Assistant Executive
Director

Assistant Food Editor

Laboratory Technician

TOTAL

59

F & N

 

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5. LENGTH OF EMPLOYMENT IN THIS POSITION

 

 

 

 

 

 

 

 

 

 

. %
Employment F & N I.A. Total Total
Less than 6 months 8 5 13 11.0
More than 6 months but
less than 2 years 54 18 72 61.0
2 to 3 years 6 12 18 15.3
More than 3 years 4 10 14 11.9
No Response 1 0 1 0.8
TOTAL 73 45 118 100.0
6. POSITION REPORTED IS FIRST FOOD SERVICE POSITION %
Response F & N I.A. Total Total
Yes 45 20 65 55.1
No 26 25 51 43.2
NO Response 2 0 2 1.7
TOTAL 73 45 118 100.0
7. NUMBER OF FOOD SERVICE POSITIONS HELD SINCE RECEIVING
BACHELOR DEGREE %
No.of Positions F & N I.A. Total Total
1 45 2O 65 55.1
2 18 8 26 22.0
3 7 6 13 11.0
4 l 7 8 6.8
6 0 3 3 2.5
9 O 1 1 0.8
No Response 2 0 2 1.7
TOTAL 73 45 118 99.9
8. NUMBER OF OTHER PROFESSIONALLY TRAINED FOOD SERVICE
PERSONNEL IN THE DEPARTMENT
‘Zé
No. of Persons F & N I;A:_ Total ‘Total
None 10 8 18 15.3
1 6 6 12 10.2
2 to 4 l9 12 31 26.3
5 or more 37 19 56 47.5
No Response 1 0 1 0.8

TOTAL 73 45 118 100.1

61

9. TYPE OF SHIFT WORKED

 

 

 

%
Shift F & N I.A. Total Total
Straight 51 30 81 68.6
Split 3 1 4 3.4
Some of each 18 14 32 27.1
No Response 1 0 1 0.8
TOTAL 73 45 118 99.9
10. NUMBER OF WORK HOURS PER WEEK
%
Hours F & N I.A. Total Total
Less than 40 l 1 2 1.7
40 51 2O 71 60.2
41 to 48 17 13 30 25.4
Over 48 3 11 14 11.9
NO Response 1 0 l 0.8
TOTAL 73 45 118 100.0
11. ADEQUACY OF DEFINITION OF MANAGERIAL RESPONSIBILITIES
OF POSITION BY EMPLOYER %
F & N I.A. Total Total
very well 27 19 46 39.0
Fairly well 34 19 53 44.9
Poorly 8 4 12 10.2
Not at all 3 3 6 5.1
No Response 1 O 1 0.8
TOTAL 73 45 118 100.0
12. DEGREE OF QUALIFICATION FELT BY RESPONDENT FOR HANDLING

 

 

MANAGERIAL ASPECTS OF POSITION

very well

Well enough
Often uncertain
Feel inadequate
No Response

TOTAL

F & N

 

15
43
14
O
1

73

I.A.

17
22

6
O
O

45

 

Total

 

32
65
20
0
l

118

%

Total

 

27.1
55.1
17.0
0.0
0.8

100.0

62

13. DEGREE OF QUALIFICATION FELT BY RESPONDENT FOR PERFORMING
TECHNICAL SKILLS 0F POSITION

 

96
F & N I.A. Total Total

Very well 35 21 56 47.5
Well enough 31 2O 51 43.2
Often uncertain 7 4 11 9.3
Feel inadequate 0 0 0 0.0
TOTAL 73 45 118 100.0

14. PERSONAL SATISFACTION WITH POSITION

 

 

 

95

F & N I.A. Total Total

Like it very much 38 21 59 50.0
Like it moderately

well 30 21 51 43.2

Just another job 4 l 5 4.2

Dislike it 1 2 3 2.5

Dislike it very much 0 O O 0.0

TOTAL 73 45 118 99.9

 

Predominant Employment Characteristics of the Group Surveyed

The total number of graduates participating in Part A
Of the study was 118. Of this group approximately two-thirds
were graduates of the Department of Foods and Nutrition and
one—third were graduates of the Department Of Institution
Administration.

Although the greatest total representation was in the
area of hospital food service, examination of employment fre-
quency in respect to major field of study revealed that Foods
and Nutrition graduates were predominately employed in
hospital food service whereas Institution Administration grad—

uate representation encompassed a greater diversity of food

63

services with nearly equal representation in the areas of
hospital, college residence hall, and restaurant food services.
Since the number of types of food service reported exceeded

the number of persons reporting it should be noted that some
persons were responsible for more than a single type of food
service within the organization.

Seventy-eight per cent of the respondents were employed
in organizations which operate seven days per week while 11.9%
and 9.3% were employed in businesses which operate six and
five days per week, respectively.

In respect to the types of meals served within the
organization thirty different patterns of meal service were
represented. Within the limitations of these data it is
evident that the meal service pattern of breakfast, luncheon,
and dinner was the most prevalent. Other meal patterns with
relatively high frequency for this group Offered additional
service in special catering, mid-evening snacks, or coffee
breaks or some combination of these.

A variety Of thirty-three titles of positions were re-
ported. The degree of managerial responsibility denoted by
title is not clearly ascertained because Of the absence of
standardization of titles within the industry. These data
merely enumerate some of the job possibilities open to grad-

uates of food service management training programs.

64

In respect to length of employment in the position
reported the major portion (61.0%) of the graduates may be
described as having held positionsnmnmathan 6 months but less
than 2 years. The next highest percentage of respondent~
(15.3%) indicated employment Of 2 to 3 years. Only 11.9%
reported employment of more than 3 years.

It is recognized that length Of employment may be
affected by two leading factors. Women comprise the major
portion of the enrollment in the departments of Foods and
Nutrition and of Institution Administration within the College
Of Home Economics at Michigan State University. -Many work a
year or two after graduation but soon marry and leave the
field. Although some persons return to professional positions
when their children have reached school age, the sample selected
for this study was not extensive enough to include those re-
turning to the field. In addition, students who complete
graduate study in food service management do not often return
to their former positions. Thus, length Of employment must be
established on a new basis.

3 The range of number of food service positions held by
the‘graduate since receiving the Bachelor degree extends from
1 to 9. Over half (55.1%) of the respondents indicated that
this was their first food service position; 22.0% stated that
this was their second food service position; and the remaining

21.1% reported experience in 3 to 9 positions.

65

These data further reveal that size of professional food
service staff varied between organizations. The largest per-
centage of graduates reporting (47.5%) worked in departments
employing 5 or more dietitians; 26.3% in departments of 2 to
4 dietitians; 10.2% worked with only one other dietitian; and
15.3% worked alone.

In respect to the type of shift worked, the majority of
respondents reported straight shift assignments while 27.1%
reported work assignments entailing a combination of straight
and split shifts. A very few persons (3.4%) reported assign-
ments which were entirely of the split shift plan.

A high proportion of the graduates felt that their
managerial responsibilities had been well-defined by their
employers whereas 10.2% of the respondents felt that their job
responsibilities had been poorly delineated. Six persons
(5.1%) reported that their managerial responsibilities had
never been outlined by their employers.

Attitudes of respondents in respect to feelings of per—
sonal adequacy for performing the managerial and technical
aspects of their positions showed that most of the graduates
felt either very well or well enough qualified to handle their
responsibilities. Of those who reported feelings of uncer-
tainty 17.0% felt deficient in managerial competency while
9.3% felt inadequate in the performance of the technical

skills required for their positions. Respondents in general

66

expressed satisfaction with their positions in the industry.
Only 6.7% expressed feelings of indifference or dislike for
their work.
Managerial Responsibilities Reported
by Graduates

The instrument developed for this phase of the study
attempted to ascertain the degree to which graduates were
participating in the managerial tasks of their operations.
The questionnaire items were based on the skills of manage-
ment described in Chapter III, "Method of Investigation",
page 41, and were tailored to relate specifically to food
service operation. In checking the questionnaire the grad-
uate was asked to designate the category which denoted the
degree to which each item was an actual function of his job.
The categories presented for consideration were: ALWAYS,
FREQUENTLY, OCCASIONALLY, SELDOM, and NEVER. The instru-
ment used appears on pages 164 to 166, the Appendix.

In interpreting these findings the investigator believes
that four predominant characteristics of the group reporting
may affect the degree of participation in managerial tasks
indicated by these data. A major portion of the group repre—
sented the area of hospital food service; had been employed
less than two years; worked in departments employing five or
more dietitians; and, on‘the basis of having earned only the
Bachelor degree, were relatively young and professionally

immature.

67

Varying percentages of the degree of participation for
each item were secured as indicated in Table 2. Percentages
are based on a total of 118 graduates reporting. Because
-various persons failed to respond to all items, a column has
been included to Show the per cent of NO RESPONSE for each
item.

Managerial tasks in which graduates participated the
least, as revealed by these data, are listed below. In each
case the combined percentage of the SELDOM and NEVER responses
approximates or exceeds 50% of the group reporting. The coding
for these items is identical with those used in Table 2.

II. PLANNING:

c. Job specifications——staff
f. Special diets

III. DECIDING:
d. Staff time schedules

V. SELECTING PERSONNEL:
a. InterVIEWIfig professional applicants
b. Hiring professional staff
0. Interviewing employee applicants
d. Hiring labor personnel

 

VI. SELECTING EQUIPMENT:
a. For increasing efficiency
b. For replacement
0. For discard

 

VII. ESTABLISHING AND MAINTAINING CONTROL OF:
f. Operational expense versus income

 

VIII. APPRAISING:
a. Professional staff performance
0. Professional job specifications

 

IX. COMMUNICATING:
a. Orienting professional staff
6. On-the-job training of professional staff

 

68

 

 

 

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UTSCHUCOOIIN mqm¢8

 

70

 

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UmscfipCOOIlm MQM¢B

71

 

 

 

 

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oz EouH

 

 

 

UmSCHuCOOIIN mqm<9

72

IX. COMMUNICATING:--Continued
e. Disciplining professional staff
Dismissing professional staff
Dismissing employees
Handling grievances of professional staff
Conducting interviews
Conducting staff meetings
Conducting employee meetings
Developing manuals of policy and procedure
Teaching groups outside the immediate organization

OSBH‘XI—bsm

It is recognized that most of the managerial tasks enu-
merated above are usually relegated to administrative person-
nel who, because of their more extensive experience in the
field and position on the staff, possess a higher level of
authority within the organization. Meager participation of
graduates in these areas of management may be partially if not
wholly attributed to lower professional status within the ad-
ministrative staff of the organization.

The data for all other managerial tasks listed in the
questionnaire, as indicated by the percentage participation
in the categories ALWAYS, FREQUENTLY, and OCCASIONALLY, sub-
stantiate the fact that these duties are commonly a part of
the graduate‘s beginning responsibilities. However, differ-
ences in the degree of the graduates' participation in these
duties may be attributable to variations within the group
surveyed in respect to type and size of operation in which
the graduate is employed, organizational structure of the
administrative staff, and personal and professional maturity.

The final section of this questionnaire was an open-
reSponse item in which the respondent was asked to list any

managerial responsibilities which he had experienced that

73

had got been covered in the inquiry. Only a few of the
graduates responded to this item and the information secured
is presented in Table 3. These responses were chiefly from
graduates who had earned both the Bachelor degree and the
Master's degree and, therefore, tend to reflect managerial
tasks normally allocated to persons possessing more experi-

ence in the field.

Part B: Report of the Graduates

 

The sample for this part of the study consisted of
the 118 graduates who, by responding to the questionnaire
used in Part A, had signified interest in the study. A
detailed description of the composition of the group, in
respect to year of graduation, degree earned, and major
area of study is shown in Table 18, page 198, the Appendix.

The percentage of participation in Part B, expressed
in terms of department of major study and of the group as
a whole is indicated in Table 4.

As in Part A of the study, persons not currently em-
ployed in the food service industry were asked to respond
with reference to their last food service position.
Individuals who did not wish to participate in this portion
of the study were asked to return the unaswered form in the
accompanying stamped-addressed envelope.

The number of graduates reporting in Part B was 98

or 83.1% of the total mailing. Of this number 61 persons

74

TABLE 3

FREQUENCY OF MANAGERIAL TASKS EXPERIENCED BY

GRADUATES BUT NOT COVERED IN

THE QUESTIONNAIRE

 

j'

 

Managerial Task Always Frequently
Preparing reports and correspondence 2 2
Food costing and portion control 1 2
Liquor control and beverage costs 1
Checking trays and cashiering 1
Teaching:
Patients 3 l
Dietetic interns l 1
Professional personnel-~doctors,
nurses, etc. 1 1
College classes in quantity food
preparation 1
Developing and preparing training aids
for employees and patients 1
Coordinating personnel:
Liaison between hospital staff and
food service staff 1
Doctor--food service dept.--patient
relationships 2
Patient relationships 1
Intra- and interdepartmental problems 1
Supplying technical assistance to
other hospitals 1
Dealing with labor union policies 1
Public relations:
Developing satisfactory public
relations 1 1
Handling grievances of the general
public 1
Representing the firm in handling
of security measures 1

 

75

TABLE 3--Continued '

 

 

 

m
“7*—

 

Managerial Task Always Frequently
Research:
Time and motion studies 1
Assist medical staff in nutrition 3
research studies 1

Keeping self and staff up-to-date
on current research in foods and
in nutrition 1

 

.‘L—Yw

TABLE 4_
PART B: RESPONSE OF GRADUATES TO QUESTIONNAIRE

 

 

 

 

“ _
. Completed Returned NO

7 Depaggment Initial Returns2 Not Answered Response
Major-Study Mailing NO. % NO. .% NO. .5
Food and 3 .
Nutrition 73 61 83.6 5 6.9 7 9.6
Institution

,Administra-

tion 45 37 82.2 1 2.2 7 15.6

TOTAL 118 98 83.1 6 5.1 14 11.9

4 .1

1Number of questionnaires.

2Per cent of initial mailing.

76

(62.2%) had completed their major work in the Department of
Foods and Nutrition and 37 persons (37.8%) were graduates
from the Department of Institution Administration. The pre-
dominant employment characteristics of the group were nearly
identical with those of the respondents in Part A of the
study.

In this inquiry the respondent was asked to consider
his over-all academic program at Michigan State University
and to rate an extensive list of subject areas according to
the way in which he believed study in these areas fulfilled
his needs for assuming the responsibilities of his position
in the food service industry. The areas presented for con-
sideration by the graduates were developed from the broad
categories of operational methods and practices, skills of
communication, and technical skills considered basic to suc-
cessful food service management. In the closed—response
portion of the questionnaire the respondent was asked to use
the scale provided to assess each item. The scale denoted
six degrees of effectiveness: MORE THAN NECESSARY, ADEQUATE,
INSUFFICIENT, NO VALUE, NO COVERAGE (NOT ESSENTIAL), and
COVERAGE WOULD BE DESIRABLE. In addition, the questionnaire
included four open—response questions designed to acquire
information concerning the effectiveness of subject areas
which may have been omitted from this inquiry and to ascertain

reasons why some of the graduates were not employed in food

77

service operation at the time of the survey. The instrument
used in Part B appears on pages 170 to 173, the Appendix.

Per cent response of graduates to the closed-form ques-
tionnaire items is shown in Table 5. Percentages are based
on a total of 98 graduates reporting. A column has been
included to record the per cent of NO RESPONSE for each item
listed.

Responses to the open-form questions were comparatively
few in number. These data are summarized in respect to fre-
quency of mention by graduates in each major area of study
and for the group as a whole. Findings relative to subject

areas not covered in the questionnaire but which respondents

 

wish had been included in their academic programs are shown
in Table 6. Subject areas that wege a part of their study
programs but which graduates reported of little value to them
in their professional work are indicated in Table 7. Table 8
summarizes findings in respect to reasons given by grad-
uates for not being employed in food service operation at the
time of the survey. Positions held by graduates in fields
allied with the food service industry, but not specifically
food service operation, are reported in Table 9. Comments
and suggestions, contributed by the graduates, relevant to
the effectiveness of the food service management training
programs at Michigan State University are presented verbatim,

pages 86 to 90.

 

78

 

 

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TABLE 5-Continued

 

 

 

Degree of Effectiveness of Academic Preparation

 

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Insurance

D.

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Accident and Liability

Health
3. Social Security

E. Government Regulations

1.
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Hospitals
Penal Institutions

1. School Lunch Program
V.A.

2.
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10.

Food

a.

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b.

 

 

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TABLE 5—-Continued

 

 

 

Degree of Effectiveness of Academic Preparation

 

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B. Purchasing

Food

1.

81

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3. Factors affecting quality

1. Small quantity
2. Large quantity

 

TABLE 5-Continued

 

 

 

Degree of Effectiveness of Academic Preparation

 

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D. Types of Service

 

82

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1.
2.
3.

E.

49.0
M5.9

1. Physical plant
2. Equipment

 

83

TABLE 6

SUBJECT AREAS NOT COVERED IN THE QUESTIONNAIRE
WHICH GRADUATES WISH HAD BEEN INCLUDED IN THE

 

 

 

 

 

 

 

ACADEMIC PROGRAM I
———= -
‘ Frequency of Mention

Subject Area F & N I.A. Total
Cash register operation 1 1
Flower arrangement 1 1
Food Chemistry 1 2 3
Methods of financing research

in colleges 1 1
Methods of teaching 1 1
Methods of training people 1 1
Problems of the family 1 1
Practical phase of diet therapy 1 1

Required summer experience in
food service operation 1 l 2

TOTAL 5 7 l2

 

84

TABLE 7

SUBJECT AREAS INCLUDED IN ACADEMIC PROGRAMS THAT ARE
REPORTED TO BE OF LITTLE VALUE TO RESPONDENTS IN
THEIR PROFESSIONAL POSITIONS

 

Frequency of Mention

 

 

Subject Area F & N I.A. Total
Advanced chemistry courses 1 1
Advanced mathematics courses 1 1
Anthropology l l
Bacteriology l 1

Chemistry courses given in
Chemistry Department

Child care and development

Clothing courses

Dairy courses given in
Agriculture Department

Economics

Educational psychology

History of Home Economics

Home Management courses

Home Management House

Hotel Architecture

Hotel Drawing

Household Physics 1

Physical Education

Sociology 1

Statistics 1 l

Textiles l

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(13

TOTAL l2 l6

 

85
TABLE 8

REASONS FOR GRADUATES NOT BEING EMPLOYED IN FOOD
SERVICE OPERATION AT THE TIME OF THE SURVEY

 

Frequency of Mention

 

F & N I.A.

 

Reason Major Major Total
Am now a full-time homemaker 18 7 25
Work I am now doing pays better 2 3 5
Work I am now doing has better

hours 1 3 4
Dislike food service work 1 2 3
No food service job available

in community 3 O 3
Never intended to follow

profession 2 ‘O 2
Like teaching better 2 O 2
Working on advanced degree 2 O 2
Present job more glamorous and

satisfying 0 1 1

TOTAL 31 16 47

TABLE 9

EMPLOYMENT OF GRADUATES IN FIELDS ALLIED WITH THE
FOOD SERVICE INDUSTRY BUT NOT SPECIFICALLY
FOOD SERVICE OPERATION

 

 

Frequency of Mention
F & N I.A.

Field of Employment Major Major Total
Administration 1 O 1
Club Manager 0 l 1
Extension Specialist O 2 2
Food Editor 1 O 1
Food Research O l 1
Frozen Cooked Food Processing O l l
Home Demonstration Agent O l l
Home Economics Consultant 1 O l
Home Service Work 2 1 3
Nutrition Research 1 O 1
Public Health Nutrition 1 O 1
Teaching 5 O 5

TOTAL 12 7 19

 

86

Comments and Suggestions from Foods
and Nutrition Graduates

"Personnel Relations with Subordinates:

This is an area the student in food service should be
better acquainted with. The caliber of personnel, in
hospital food service at any rate, seems completely to baffle
the student. She often has had little experience in dealing
with people of low intelligence and has no understanding of
the techniques and understanding that they require."

"I find that courses should over-stress the ability to get
along with people whether they are your superiors or sub-
ordinates. Half the battle is won if you can get people to
work ‘with' you and want to cooperate."

"Classes can convey principles but it takes practical experi-
ence before one can develop good judgment, evaluate accurately,
and solve problems satisfactorily."

"I'm sure that many of the items on the questionnaire for
which I checked 'Coverage Would Be Desirable' were actually
covered in one of my classes, but I certainly didn't retain
the information, probably thinking at the time that I would
never need it. These are some.of the areas which I found
that I needed to review and ask advice about."

"I was a Nutrition-Dietetic Major. Most of these subjects
were covered lightly in my courses, but I wish I had had the
time to take more of the specialized courses in Institution
Administration."

"In no area do I feel I have learned too much or was exposed
to unprofitable courses--for can one ever learn too much and
isn't all our knowledge and experience valuable in our living
and working? But more emphasis on all phases of practical
management, especially employee management, equipment, and
quantity purchasing would be helpful."

"I would like to see REQUIRED the following courses for all
F & N majors:

. Public speaking

. Equipment selection and maintenance

. Meat selection

. At least two terms of large quantity cookery."

JI'UODDI—J

"Advanced chemistry courses are of little use to me. More
personnel work (mine was all elective) would have been more
valuable. Leave the very technical chemistry courses to
those who plan to do research workl"

"The areas listed under 'Techniques of Operational Control'
are very important. They should be much more intensivel"

87

"I learned from scratch about institution purchasingl"

"In the areas of 'Techniques of Operational Control' there
is plenty of theory but lack of practical experience. The
same is true of purchasing."

"If there is not time for both, I think Food Service people
should spend the one month taken by Home Management in pur-
chasing food, cost accounting, recipe standardizing,
learning maintenance of equipment, observing personnel rela—
tions etc. in the dormitories. Once a week as we did it is
not enough for you don't get the continuouS‘process."

"I would like to see more classes dealing with personnel:
hiring, training, scheduling, and supervision. I would

also like to see a class instituted where the student would
be required to have a summer job in their desired line of
work. In this way practical experience in a commercial
situation would be gained other than the laboratory courses
in college. Perhaps a term paper could be written explaining
the work that was done during the summer. I think a project
of this type would be invaluable to the student for it
enables him to see what problems arise in actual working
conditions other than hypothetical situations in textbooks.
My main reason for suggesting this idea is that I know many
of the girls in my classes in college had never seen a large
food service operation until they took quantity cookery. I
had had some practical experience in a hospital and knew a
little of how the total operation was done. I found it

very helpful in college work to draw on experiences that I
had had in my job and knew a little bit of what went on
'outside'."

"I would have liked more courses or just one in teaching
methods. As a dietetic intern I am always teaching patIents,
student nurses, or employees and feel I could do a better

job if I had had more training."

"Therapeutic Dietetics, being my favorite field, I hope some-
day there might be a demand for {Special Diet Consultants'

in the home. I would love to spend an hour or two a day
helping patients with special diet meal planning after their
physicians had prescribed a special diet. I cannot take a
job in a Nutrition Clinic because I have a preschool age
child and live in a suburb too distant from Center City where
the clinics are, and baby-sitting cost is too expensive.

Just a 'pipe' dream which I thought I would mention."

"Two areas I feel all dietetics students need more instruc-
tion and information on are employee supervision and manage-
ment and food purchasing. Especially in food purchasing I

find myself ignorant as to the types and varieties of fruitsand

88

vegetables. I don't know which types or varieties of potato,
for example, are best for which use. I feel a course devoted
to quantity purchasing is needed_so that intelligent specifi-
cations may be written for the_purchasing agent.

Let me compliment the department on their excellent
coverage of the nutrition, meal planning, and service areas.
I have never felt a lack in these areas."

Comments and Suggestions from Institution
Administration Graduates

"Although I had a course in meats I have trouble with recog-
nizing cuts and quality. I find I depend on the cooks for
this.

At my first job I had trouble knowing just how poor
produce could be and be acceptable.

Spoilage rate of foods could be helpful--at times I
have been confused as to whether certain leftover foods can
be served."

"More specific material in the following areas would have
been helpful:
1. Actual operation of equipment rather than study of
of layout, specifications, etc.
2. Making of actual market orders from weekly menus.
A certain amount of this was included but far
from enough.
3. Course in personnel relations."

 

"Desirable subjects to be covered:
1. To be able to recognize quality food products--
both raw and finished products.
2. Methods of training people."

"I strongly feel that more emphasis on cost accounting and
food cost accounting should be made.”

"In regard to 'Recipe Standardization‘ I recommend that more
of Dr. Aldrich's work be included."

"I would strongly recommend that students be urged to get
summer jobs in the field, especially as cooks—-for cook's
training seems to be almost entirely limited (for men at
least) to their "school days" -- the post-grad work being
confined to management. Also my part time jobas vegetable
cook and then as breakfast cook (in M.S.U. girl's dormitory
during the school year) gave me extremely valuable experi-
ence which I would not have had the opportunity to acquire
later. It seems that only on the job do you have the real
responSibility for seeing to it that you produce fast and
well.

89

Would also suggest I or 2 more field trips to cafeterias
and restaurants so the student could study the problems in-
volved in speeding up customer service, customers per minute
on the line, technique (specific) used to speed up service
without sacrificing customer goodwill, policies in handling
the customer's food complaints etc. Only a few could do this
at a time as they would interfere with unit operators. (This
would almost have to be done during the meal itself if it
were to be really effective.) These field trips might have
an appeal to the operators if the student's assignment were
to look over some problem which is bothering the operator.
The success of the trip could be judged on a 3-fold basis:

1. the reasonableness of the solution offered by the

student.

2. the students ability to 'sell‘ his idea to the

operator.

3. the effectiveness of the plan, if it is applied.

If the student were to cover 4 or 5 operations in a
year he would not only have the opportunity to'think‘ but
would also have the opportunity to see how other operators
are avoiding certain problems."

"I found that a l-credit course in the test kitchen was of
tremendous value--way out of proportion to the credit--in
acquiring an appreciation for the difficulties and the im-
portance of setting up a good system of recipe standard-
ization. Would encourage more of this in the program (under
Dr. Aldrich)."

"The greatest lack I have found is in training employees.
There should be more of these courses--how to train and
teach employees at their level of understanding. The last
several months I have also had the opportunity to train
managers. The more I have taught the greater my under-
standing is on how difficult the job of teaching can be.
Especially to the people who are riding along and think
they know everything." .

"The technical skills are assumed to be a part of the knowl-
edge a college graduate has and the employer and the kitchen
help look for these skills when a college graduate supervisor
comes on the job. The theory without follow through of
technical ability loses much of its effectiveness. Many
times employees not only need to be told why and how but
also shown.

A course which will help a student to independently
plan his time each day according to high value activities,
working toward the accomplishment of these activities,
avoiding an unnecessarily long time on meaningless details
should be included. Much of college work is of the learning
variety when what is important or not important is told the
student and when the person is put on a job and given some

90

free rein it takes much adjusting to do independent thinking."
"In a working situation you must really learn to deal with
people which I believe if it could be taught would be one of
the most valuable lessons. Am afraid many things have to be
learned by experience."

Discussion of Graduate Response

The cardinal objective of this part of the investigation
was to learn the extent to which recent graduates felt their
academic experiences in the food service management training
programs at Michigan State University were effective in pre-
paring them for their respective positions in the industry.

Subject matter areas which graduates rated favorably
in respect to effectiveness are gratifying to persons concerned
with curriculum development. However, the educator's primary
interest lies in the discovery of areas which, from the point
of view of the graduate, reflect either over-emphasis or
inadequacy in the professional training programs. Discussion
of these data is, therefore, directed toward the items which,
from the aggregate opinion of respondents, need further con-
sideration in the curricula.

In interpreting findings relative to the closed-response
items, Table 5, the first problem was to determine a cut-off
point in excess of which percentage group response would be
accepted as significant representation of graduate opinion.
For purposes of this study the cut-off point was set at 25.0%
for the degrees of effectiveness designated MORE THAN NECESSARY,
INSUFFICIENT, NO VALUE, NO COVERAGE (NOT ESSENTIAL), and
COVERAGE WOULD BE DESIRABLE.

Data relative to subject areas judged to be over-
emphasized in the training programs are recorded under the
caption MORE THAN NECESSARY. Except for the last two, each
item of the questionnaire elicited a small per cent of group
response but these percentages did not approach the level of
graduate response designated as significant for this study.

Subject areas considered of little worth, from the
point of view of the graduate, appear in the column titled
NO VALUE. The per cent of graduate response recorded was
not deemed representative of the group surveyed. It was
thought that the 10 to 20% response for a few items in this
column (items I—E l, 2, and 3; and items III-A 5 and D 5)
may have been influenced by the operational requirements of
the organization with which the graduate was associated.

In respect to subject areas classified as NO COVERAGE
(NOT ESSENTIAL) only two items, I-E 2 and 3, exceeded the
cut—off point established for the study. Student mastery of
government regulations pertaining to the operational methods
and practices of Veteran Administration Hospitals and penal
institutions,has never been required in the food service
management training programs at Michigan State. These data
appear to lend support to the continuation of this practice.
However, inasmuch as the combined percentage response of each
of these subject areas as noted in the columns headed
INSUFFICIENT and COVERAGE WOULD BE DESIRABLE is also signifi-
cant for this study, the investigator believes that increased

attention should be given to these areas.

92

Subject areas judged to be inadequate in the curricula
are reported in the columns labeled INSUFFICIENT and COVERAGE
WOULD BE DESIRABLE: the former designating insufficient
coverage in areas which were presented, the latter denoting
areas which respondents felt had been omitted from the cur-
ricula. Because both types of response reflect inadequacy
in respect to academic coverage, evaluation for significant
graduate response has been based on the combined percentage
for each questionnaire item. Areas which appear to warrant
consideration in curriculum revision are shown in Table 10.
The coding of these items duplicates that of the original
instrument.

Inadequacies in subject areas in the curricula appear
to be more of a function of insufficient coverage than of
omission. In addition, a greater proportion of the areas
cited by graduates are representative of the skills of
management rather than of the technical skills involved in
food service management. Further proof of the foregoing
statements is apparent in the'openeresponse comments and
suggestions contributed by the graduates (see pages 86 to
90).

Areas of inadequacy, as designated by respondents, com-
prise 67.6% of the items offered for evaluation. Although,
at first glance, this appears to be an alarming proportion,
it is important to recognize that feelings of inadequacy

as experienced by the recent graduate, may result from

93

TABLE 10

PER CENT GRADUATE RESPONSE REVEALING INADEQUACIES IN
FOOD SERVICE MANAGEMENT TRAINING PROGRAMS AT
MICHIGAN STATE UNIVERSITY

 

 

 

Degree of
Ineffectiveness
4.3
c
0’ .
Item 8 a) 03’
.4 tflfihfl
m. m- m
c. grip .4
:3 OHH (U
m >:302 u
c C(30), o
H c>3w2 E
I. OPERATIONAL METHODS AND PRACTICES
A. Personnel Relations "
2. With subordinates 38.8 2.0 40.8
B. Personnel Problems
1. Interviewing 33.7 12.2 45.9
2. Selection and placement 32.7 8.2 40.9
3. Orienting and training 37.8 10.2 48.0
4. Supervision 38.8 6.1 44.9
5. Motivation 30.6 8.2 38.8
6. Handling grievances 46.9 12.2 59.1
7. Discipline 46.9 12.2 59.1
8. Job evaluation 25.5 6.1 31.6
C. Labor Regulations
1. Federal 31.6 22.4 54.0
2. State 32.7 23.5 56.2
3. Local 30.6 21.4 52.0
4. Unionization 31.6 26.5 58.1
D. Insurance
1. Accident and liability 39.8 26.5 66.3
2. Health 34.7 26.5 61.2
3. Social Security 30.6 26.5 57.1
E. Government Regulations
2. V.A. Hospitalsr 18.4 12.2 30.6
3. Penal Institutions 17.4 13.3 30.7
F. Techniques of Operational Control
1. Cost accounting 26.5 9.2 35.7
2. Food cost accounting ‘ 30.6 10.2 40.8.
3. Record keeping (other than
financial) 27.6 7.1 34.7
4. Work scheduling 24.5 9.2 33.7
5. Production control 30.6 4.1 34.7
6. Recipe standardization 30.6 3.1 33.7
7. Work simplification 27.6 4.1 31.7
9. Safety 21.4 5.1 26.5
10. Sanitation
b. Physical plant 28.6 1.0 29.6

 

94

TABLE 10—-Continued

 

 

Degree of

 

Item

Ineffectiveness

4.)

c

(D

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o Q)®r4

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t. m w

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II. SKILLS OF COMMUNICATION

 

B.

C.

Self Expression

1. Speaking persuasively

2. Writing effectively

3. Employee training
Techniques of Group Leadership
. Public speaking

. Conference techniques

. Group discussion methods

. Demonstration techniques

. Parliamentary procedures

U'l-P’UJMI-J

III. TECHNICAL SKILLS

 

A.

B.

D.

E.

Menu Planning
4. Specialized catering service
5. Hospital tray service
Purchasing
1. Food

a. Meat and meat products

c. Produce
2. Supplies

a. Paper

b. Cleaning

.3. Equipment

 

a. Selection

b. Specifications

0. Layout
Types of Service
4. Specialized catering
5. Hospital tray
Maintenance
1. Physical plant
2. Equipment

35.7
21.4

37.8

34.7
38.8
24.5
34.7
27.6

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54.1

55.1
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95

inexperience and professional immaturity as well as from the
lack of fundamental knowledge. Nevertheless, these data
indicate a positive need for critical examination of the
quality, quantity, and current applicability of the subject
areas and training experiences included in the present food
service management curricula.

Areas of knowledge requiring special and immediate
attention appear to be those which encompass the skills of
personnel management, the arts involved in effective communi-
cation, and the factors which influence organizational con-
trol--all of which are central to working successfully with
people.

These data seem to further suggest that existing
curricula tend to give greater emphasis to the mastery of
technical skills than to the development of managerial
skills. This may be attributable, in part, to limitations
in the types of training facilities available within the
academic environment. Even in respect to technical skills,
opportunities for realistic experiences in purchasing,
specialized catering, hospital food service, and maintenance
are virtually non—existent for the student. Instruction in
these areas is primarily dependent upon classroom presen-
tation of the basic principles with supplementary obser-
vational experiences available in the university community.
However, since these data do reveal significant graduate

response relative to inadequacies in the technical skills

96

enumerated above, it may be concluded that the type as well
as the extent of coverage in these areas should be intensively
reviewed by those responsible for curriculum development.

The information ascertained through graduate response
to the open-form questions proved too limited to permit
reporting of findings significant for this study. It seems
logical to infer that data summarized in.TableSEL 7, 8, and
9 are more representative of personal preferences and circum-
stances of the individuals reporting than of issues important

to curriculum development.

Part C: Report of the Employers

 

The sample for this segment of the study was arbitrarily
selected from membership lists of professional organizations
which reflect a common interest in food service operation.
The composition of the group, in respect to field of food
service operation and geographical distribution, is shown in
Table 19, page 199, the Appendix.

The percentage of employer participation in Part C,
expressed in terms of field of food service operation and
of the group as a whole, is indicated in Table 11.

In this inquiry employers were asked to express their
views regarding the adequacy of college academic programs in
general for meeting the educational needs of food service
managers and dietitians. Persons who did not wish to partic-

ipate in the study were requested to return the unanswered

questionnaire in the stamped—addressed envelope provided.

97

TABLE 11

PART C: RESPONSE OF EMPLOYERS TO QUESTIONNAIRE

T-—;—* “+4
m

 

 

 

 

 

 

 

Type OT Completed Returned No
Food Service Initial Returns Not Answered Response
Operation Mailing No.1 %2 No. % No. %

Hospital

Food Service 82 69 84.2 2 2.4 11 13.4

Restaurant

Service 108 48 44.4 34 31.5 26 24.1

College

Food Service 39 34 87.2 3 7.7 2 5.1

School Lunch 38 26 68.4 8 21.1 4 10.5
TOTAL 267 177 66.3 47 17.6 43 16.1
1

Number of questionnaires

2Per cent of initial mailing

The number of employers reporting in Part C was 177
or 66.3% of the group surveyed. Of this number 69 persons
(39.0%) were from the field of hospital food service, 48
persons (27.1%)from the field of restaurant operation, 34
persons (19.2%) from the field of college food service, and
26 persons (14.7%) from the field of school lunch operation.

The closed-response questionnaire items of the instru—
ment used duplicated those sent to the graduates in Part B
of the study. The scale for assessment of the items was
adapted to apply to the employer's frame of reference and
denoted five degrees of effectiveness: MORE THAN NECESSARY,
VERY WELL, ADEQUATELY, POORLY, and NOT AT ALL. A sixth

98

category, UNABLE TO JUDGE, was included for respondents who
did not feel qualified to evaluate specific items. In the
last portion of this inquiry two open-response questions were
included in which employers were encouraged to list and eval-
uate areas of knowledge which had been omitted from the
instrument and to offer additional comments and suggestions
concerning the content of general college curricula for
training in food service management. The instrument used in
Part C appears on pages 177 to 179, the Appendix.

Per cent response of employers to the closed-form ques-
tionnaire items is shown in Table 12. Percentages are based
on a total of 177 employers reporting. A column has been
included to record the per cent of NO RESPONSE for each item
listed.

Response to the open—form question designed to solicit
information concerning the effectiveness of college prepara—
tion for subject areas the employer felt had been omitted
from the questionnaire was not extensive. In all cases,
the areas cited and assessed were indicative of weaknesses,
rather than strengths of academic training. These data are
summarized in Table 13. Tabulation, based on frequency of
mention, is reported for each major field of food service
operation represented and for the group as a whole.

IntereSt in the problem under study was substantiated
by the employers' generous response to the second open-

response question. In this query respondents were encouraged

99

 

 

 

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104

to offer additional comments and suggestions relative to the
content of college curricula in food service management
training. Contributions representative of each field of food

service are presented verbatim.

Comments and Suggestions from Employers
in Hospital Food Service

"I think colleges are doing a completely inadequate job of
preparing students for administration, management, and teaching
positions and I feel that their failure to at least condition
students to the recognition of administrative responsibilities
makes it almost impossible to do an adequate job in the intern-
ship in developing these skills."

"More work is needed in the areas of arithmetic, food composi-
tion, and management techniques."

'"So often the college graduate has difficulty in applying the
information learned in college to a practical situation.
There doesn't seem to be a 'carry over'. We provide an
orientation period on each service and attempt to bridge the
gap between cOllege classroom teaching and actual application
of the information."

"In general, I believe that undergraduate training is good.
However, it deals mainly with facts, and facts are rather
easily taught. In the work situation the limitations of fact
alone become evident, so we must start working with the
behavioral sciences. This is the greatest challenge in the
field today."

"Our greatest weakness is not in the realm of fact or skills
presented; it is our method of teaching (teacher—student-
notebook) wherein the student has no status. They are always
looking for someone to tell them what to do so that they can
shift responsibility for planning and evaluation and will be
able to blame someone else for lack of success. They perpetuate
this same method on those they supervise with deadly effects

on self motivation."

"More work is needed in the area of basic nutrition."

"That courses be as practical as possible e.g., accounting
applied to cost control."

105

"Some study of what records should be kept as well as specif-
ically how to keep them would be particularly valuable—-
especiaIIy in reference to food cost accounting as well as
time records."

"Greater emphasis is needed in the areas of:

. business organization and management

. delegation of authority

. line and staff planning

. communication of goals

. coordination of work in organization."

mtwms—e

"More emphasis is needed in:
1. coordination of the material in physiology and
nutrition
2. initiative
3. 'follow—through‘."

"So much depends on how much the individual student could grasp
what was presented to her in college and how she can apply

. it in a working situation. We find the jump from a college
girl to a professional person in a hospital quite difficult

for many."

"To me techniques of operational control should include the
over-all subject of the budget. Included in the budget are:
food costs, equipment, supplies, maintenance, labor costs etc."

"I'm not unhappy with our present college graduates mainly
because I do not expect the skills that come only with experi-
ence and I'm willing to accept the fact that the Intern
Director is accepting a student--not a finiShed product. She
has a responsibility in gradually enlarging the horizon and
adding responsibilities. A lot of these things cannot be
taught in college." A

"I would suggest more training in practical aspects of menu
planning i.e. allocation of work (which seems to cause the
most difficulty), visualizing the appearance of a meal, more
actual experience in food preparation so she may be better
able to evaluate the time required to prepare foods."

"Techniques of operational control depends on the maturity
of the individual. Nearly all of the Dietetic Interns had
had the theory but have difficulty with application."

"In my opinion, 6 to 9 credit hours should be set aside for
each student to work in an outside institution (not school)
for a grade and for a salary. A project could be done in
conjunction with this. It is my feeling that the student
develops a dependency attitude toward the job if he works in
the school situation for a grade or for experience. The

106

Olltside contact would make the student face the 'cold reality'
0 f food service . "

"rdore work is needed in methods of portion control."

"Edy opinion is that more testing, counseling and guidance is
Imequired to help the college student select a career that is
wmithin his ability and interest in order to get the greatest
{xersonal satisfaction from his accomplishments."

‘HI know that basic academic work is helpful or even necessary.
lkbwever, the longer I remain in this business the more con-
vinced I become that some native ability is necessary. In
other words-~a leader, administrator or manager is born not
rmade. A sense of humor and an intense interest in people

are essential."

‘Wdore attention should be given to:
1. Scheduling of equipment load and production items
as related to the personnel hours on duty.
2. Continuous laboratory opportunities requiring the
application of principles.
3. Basic objective--production and service of quality
food is major and nutrition is secondary."

"Recent or inexperienced graduates don't know the jobs of
those for whom they are responsible and whose work they must
supervise. Therefore their beautifully written menus are

of little value when employees available are not able to
produce the products. This is not caused so much by lack of
judgment as it is the lack of imagination linked with inade-
quatenknowledge of the numerous essential food production
jobs.

"Definitely feel more training and experience in the areas
of Skills of Communication should take place at the college
level."

"More work needed in the area of portion control--especially
as related to cost control."

"Only a few students are able to realize that basic home
economics can be used in industry. You keep a house clean—-
you keep your institution clean. You feed or eat by schedule--
you do the same in industry. If this carry over could be
established in their minds they wouldn't be so befuddled should
they go into industry."

"I feel it extremely important to encourage students of
Institution Management to take many courses in the School of
jBusiness Administration. A thorough background in business

107

gfllus a certain proficiency in Institution Management is
esssential for success in the competitive field."

"C}reater emphasis is needed in the areas of:
1. delegation of work
2. storeroom management (control measures)
3. dishwashing (sanitation, techniques, layout)
4. interracial problems (personnel relations)"

‘qued a basic course in therapeutic diets."

'Wdy experience with interns has been that some come with the
Liea, ‘I am the boss and here I am.‘ Personnel relations has
always been one of our biggest problems because the girls
will get off on the wrong 'footfi so to speak. They haven't
seemed to develop the tolerance needed for the frailties of
the human race."

"Supervision is one of the most difficult responsibilities
for the young graduate. During large quantity cookery classes
could evidence of supervisory controls in the area be pointed
out?

Comments and Suggestions from
Restaurant Operators

"More emphasis should be put on the relationship between the
employer and the emplo ee. No manager is any better than his
emp oyees want him to be. Any management person in the food
industry today that has the ability and desire to do a job
must remember that human relations is the key to whatever

success he or she may obtain. Getting people to do a job as
I would like it done has been my greatest hurdle."

"It seems most difficult for graduates to realize that no
longer will anyone lead them. Now they are the leader. They
must assume responsibilities while still gaining knowledge at
hand from older, more experienced people over whom they may
be the manager. Because they are college graduates the im-
plication is there that they will learn more quickly, that
they will not have to be retold the same things over and over,
and that they will make good use of just 'plain common sense'L
Too many graduates come into the food industry from college
with the feeling that they've learned it all, we owe them
their pay check, and their hours should be set. Actually,
although hours might be shorter than years ago, they still
cannot be set hours-~they must be more or less flexible.

They must first learn the methods of the operation in the
establishment to which they hired and then apply their knowl-
edge to better these methods rather than change them."

108

"I strongly recommend that students be encouraged
never to say that the school says such and such is the cor—
rect method. They more quickly acquire the liking of the
old cooks instead of resentment. It is-nOt how much you
learn, it is how well you apply what you've learned."

"There is too much inclination to take things for granted or
guessing. Great need to learn the importance of getting up

and goIng to see."

 

“Suggested areas of great management difficulty: Factors
of Incompetengy
_" l. Expectancy--of self and of others--too low--lack
of ViSiog,pride, drive, and personal discipline
2. Ideas-—too many reach early contentment with
easily gained minimum effort
3. Flexibility--which is it--strength or weakness?
a challenge to improve or a preference for a
comfortable groove?
4. Evaluation--getting the facts--not judging hearsay."

"Not knowing what you are teaching because of no contacts
and having had a graduate from University I offer
this helpfully:
They usually teach so much that the student doesn't
know much about
. Organization
. Good food consistently
. Good service
. Right prices
. Clean place
To me these are the most important, especially the first
three with supervision."

"Our activities in the restaurant industry are principally
in the cafeteria field. Of all phases of the industry, from
the standpoint of curriculum, it is my impression that ours
is the most neglected with the exception of a very few
schools. Further, the biggest weakness, again in my opinion,
of these young people graduating from college is the lack of
experience which is so important in making decisions and in
being able to work in the managerial position without close
supervision. There is need for actual laboratory work to
supplement the educational program, whether during the school
year or during vacation." .

"Students need more work in public relations and in the under;
standing of the importance of service."

"Mdre work in personal appearance and general administration
is badly needed."

109

"The colleges are doing a swell job. But not enough high
school kids know about the courses, scholarships, and poten—
tial in time to take advantage."

"More work in recipe originality and comprehension would be
desirable."

"I have found that a little ‘Teachers Training‘ will help

in personal problems, also a little psychology would be
good--that is if it is slanted towards this type of position.
A little humor will help--but leave off all the sarcasm."

"From the standpoint of the Home Economics Graduate after
she gets on the job, she is still a learner for the time
being. At this time the best thing for her to be is a
‘good listenerfi She should learn to interpret what she
already knows in the light of her new duties. Ethics is
very important--don‘t talk too much——don‘t tell all you
know or all you have heard some one else say."

"Unless a graduate has some skill of communication it will

be very difficult to direct, teach, or train others to follow
direction or execute what they have been told to do. This is
most important to good management. Learn to be definite,
speak clearly and briefly."

"More attention should be directed to organization and
management--not to be considered the same as ‘work sched-
uling‘ but rather the economical methods of using proper
people in proper job environments. Formula--Proper Per—
sonality + Correct Job Environment = Ideal Work Situation."

"Food service operation is constantly changing and textbooks
are apt to get out of date. Would it be possible to arouse
interest in current events in the field i.e. Why did this
restaurant fail-~the other one succeed? Read magazine
articles? Keep in touch with newspaper accounts of Union
negotiations, labor situations, economic studies etc.? On
field trips give less emphasis to equipment and lay—outs
unless very new or considered excellent. Few managers
designed their own lay-outs. More emphasis is needed on
management, employee morale, merchandising costs etc."

"Too many curricula in the last 10 years have become
theorized without practical case study approaches and prac-
tical work experience. Summer work and.actual operation of
college dining rooms, cafeterias etc. are requisite in the
specialized restaurant business today. There has been too
much turning away from the work—shop practical application
where ‘know how and what to do‘ is so important."

110

"Some areas which are poorly covered or omitted all together
are:

1. Recipe development and testing

2. Merchandising techniques

3. Evaluation of business potential."

"Areas needing greater emphasis are:
l. Nutritive value of food.
2. Food Chemistry."

"Greater attention is needed to give an actual insight into
each type of operation--Hote1, Cafeteria, Department Store,
etc. An actual field trip of several days in each operation
might help with this problem."

"An area often omitted is how to get along with people of
less intelligence and/Or education,"

"Through the years, I personally feel that effective dealing
in human relations is 75% of a food administrator‘s assign-
,ment.

"Suggest somewhat greater emphasis on management functions,
techniques, and responsibilities than currently included;
particularly in the areas of:

1. Approach to management

2. Management‘s function

3. Analyzing financial statements

4. Human relations."

"Some points which affect cafeteria management:

1. Girls coming out of college now seem to look for
‘glamor jobs‘--radio, T.V., demonstration jobs etc.

2. A considerable number of girls seem not to have
the stability needed for management or large
quantity work.

3. Producing excellent food doesn‘t seem highbrow
enough to satisfy their ego.

4. Getting along with co-workers and employees needs
emphasizing too. Of course most of this can‘t be
done in theory either but the right attitude
towards your fellow man is a big help to the girl
as well as to all those who will work with her.

5. Girls going into any type of food service should
be encouraged to follow the leader at least until
they have been around long enough to get the whole
work picture. '

6. Actually being able to make a reasonably large
quantity recipe and have it come out a success is
a big point in favor of a new girl with the cooks.

I have felt for years that some of us Home Economists in
Business should go back into teaching for awhile for the

111

purpose of gaining insight into the problems and limitations
involved in the training of young people at the college level.
Surely the situation has changed since we were in college too."

"The main point that I find lacking with graduates of a school
like yours is that at all times emphasis is placed on the stu-
dent to never forget that he is a college graduate. This is
all fine and I am sure the graduate, by completing the college
course, should have the feeling of accomplishment. The trouble
starts when this graduate, who has had little if any practical
experience in food service, accepts a position in a hotel,

a restaurant, or whatever type of food service he might
choose, carries the fact that he is a college graduate along
with him to his immediate superior on down to his subordin-
ates. This is where he fails and fails badly.

If the present graduates could be taught to use a little
humility, so as to be able to put their thoughts into their
subordinates heads so that it comes out through their hands
and efforts, they would unquestionably be a success in their
chosen field of food service, and, believe me, the industry
needs them! I am sure that we in the food service industry
will be rewarded with capable, efficient food executives if
you as an instructor are able to add humility to part of
your curriculum."

"You are not realistic in your cost accounting--both food and
labor. Use your hotel operation as an example and make
weekly cost reports etc. a subject for study. Arrange with
some of the restaurants in your area to furnish sales and
cost figures for weekly study. Possibly offer to do their
accounting for them free of charge."

"You are putting too much emphasis on all equipment being
new and very modern. Consider the smaller operator who can‘t
afford to buy all of these things but still gets a good job
done.

"Regarding the subject, Operational Methods and Practices,
it is my belief that too much stress cannot be placed on
personnel relationships with subordinates. The future
manager or supervisor will have working under him employees
from the lowest possible mental range, especially relating
to education and environment, to the highest, including
every possible ‘in-between‘ range. Therefore it is necessary
that the student be prepared to cope with each accordingly.
Regarding Personnel Problems, this seemingly should be
stressed in the same proportion to the above. The method he
uses in handling grievances is again proportional to success-
ful management. Under stress and strain, which seemingly is
ever-present, this probably will be his greatest problem.
Techniques regarding operational control relating to
accounting seemingly is more than necessary. General

112

knowledge in reading a profit and loss statement and being
able to figure food cost should be sufficient. Work simpli-
fication is a continuous process and cannot be stressed
enough. Also quality control, which must be gained from
experience in the field. Safety also comes in this same
category, as also does sanitation. Knowledge of food prep-
aration is a very necessary requirement and the manager
must be able to put on his whites and replace 22y employee
on a moment‘s notice.

The manager should have a definite working knowledge
of every piece of equipment, its maintenance and a schedule
kept as to repair and enough information to keep the equip—
ment ‘going‘ on an emergency level until suitable repairs
can be made."

"The ratings I have given are low but, in our experience, we
find that Home Economics graduates are much in need of addi-
tional work of a practical nature in personal development

and personnel management. Since our girls must lead employees
in top quality standards and performance, this becomes part
of our additional training need after we select the girl on

a permanent basis. Much of this is dependent on the individ-
ual and what abilities (natural) she has as to how effective
she is in supervision and personal life.

Writing letters, accepting training class work, giving
presentations at group meetings is another area where girls
are unprepared and where our training must be emphasized.

I realize that laboratory classes and special time
for science courses is necessary in our major, but, somehow,
colleges are going to need to emphasize some of the other
skills that make a successful management team member. In my
judgment, this takes 2 years of our own specialized-training
and development to accomplish for both men and women who are
in our management status."

"These areas need greater attention at the college level:
1. Salesmanship-—self, profession, products
2. Merchandising techniques
3. Organizational ability
4. Techniques of a manager or supervisor."

"The superior attitude that college restaurant students bring
with them to their new positions is difficult to cope with.
Also they never seem to lose it!"

"In respect to the value of educational needs I feel person-
nel policies, accounting, and standards of sanitation need
more emphasis. Food preparation training seems adequate,
particularly as materials for ‘on-the-job‘ use are easy to
secure. I feel very strongly that an intern year or perhaps
much more ‘actual doing‘ before the first degree is important.

113

In my opinion, it is impossible to get proper results
unless the supervisors or manager have the ability and training
to evaluate their rank and file employee‘s ability to do the
assigned job. The supervisor must have knowledge of the job
and make fair schedules that maintain proper relationship of
labor costs to sales. A supervisor must learn to think and
make proper decisions quickly, be able to follow policy, but
be always alive for introducing and accepting new ideas.
Assurance and the ability to dirEEE can only come with experi-
ence and actual doing."

"Some work is badly needed on merchandising--attractive,
appealing display--particularly on the cafeteria line. This
should involve lighting also."

"I feel that the average graduate needs to know more about:
1. History and factual knowledge of the industry.
2. Statistics of the industry.
. Practical knowledge of management and applications.
Public relations.
Salesmanship.
Sources of information and research publications
and information available."

GUT-1:110
O O 0

"Much technical information is easily obtained by on-the-job

training. I personally feel more emphasis placed on manager-
ial thinking, speaking, and writing would help. Learning how
to think and speak prospectively, how to speak with employees
etc. is very necessary."

"From hiring many college graduates I wOuld say colleges are
doing a good job. My suggestion would be that more emphasis
be placed on all phases of human relations training and the

value and means of constantly knowing where you are after a

goal or budget has been set?r

 

Comments and Suggestions from College and
University Food Service Operators

"The need for standardized recipes is emphasized but a greater
emphasis is needed on how to accomplish this."

"One of the greatest needs is for specific course work in
principles and methods of teaching together with supervised
student teaching of employees."

"Snack.~ Bar and’So‘da FountainServices represent a large and
important phase of many food service operations. Few
colleges include any training in these areas in their cur-
ricula."

114

"To my knowledge few colleges offer adequate training in
writing and planning menus for commercial service dining
rooms. This requires a technique different from most menu
planning and writing. Terminology, format, and price struc-
ture of the menu need greater emphasis."

"I think the maintenance of the physical plant and of equip-
ment is much neglected in any of our training programs."

"I think that Skills of Communication are almost impossible
to teach. Don‘t they really come by experience?"

"Omit some of the less necessary class requirements. Work
one semester full-time in kitchen in place of paid employee.
Learn how to do quantity work."

"Have yet to find the college curricula adequate without
intern training in preparation for management."

"Some seem to feel their main duties are the planning of
menus and the ordering of the food. They forget that clean-
liness and sanitation of their department is an important
part of their duties.

There are times when a young dietitian antagonizes a
chef of years standing by ordering changes. They need to
learn to approach old employees in more of an attitude of
talking things over and agreeing on changes rather than
ordering these changes.

They need to learn to keep the possibilities of emer—
gencies and to be ready with substitutes if this should
happen (such as running out of items on the menu). Some
seem ‘lost‘ when an emergency occurs."

"They have the attitude that there is little more to learn.
This fact in itself makes the first year a tough one, until
they realize that the experienced chef or cook has forgotten
more than the college graduate knowsl As a group they are
inarticulate. Recent graduates have great difficulty express-
ing themselves adequately both in writing and in speaking.

Their lack of knowledge of and lack of facility with
simple arithmetic is appalling, spelling abominable, and
handwriting almost illegible.

Although all of the trainees with whom I have worked
had a course in quantity cookery, none of them had anything
but the most rudimentary training in the operation or mech-
anics of the mechanical equipment used in quantity operations:
mixers, choppers, and especially dish washing machines."

"More academic coverage is needed in communication skills
and in the techniques of operational control."

115

"In respect to menu planning, factors such as color, flavor,
texture, appearance, etc. are fairly well handled but there
seems to be evidence that no emphasis is put on cost em-
ployees (the type, their personalities, their skills), equip—
ment and layout, delivery services etc."

"The attitudes of graduates are poor. They lack enthusiasm
and ambition to do a good job--too many just coast alongl"

Comments and Suggestions from
School Lunch Operators

"There is, in my opinion, need to provide appropriate field
work in the four year undergraduate program equivalent at
least to the amount of student teaching experience provided
in the School of Education curricula."

"In some areas of food service, particularly college or
school lunch, it is important to have a course or two in
educational methods and philosophy."

"There are still too many unrelated required subjects. In
an already crowded schedule it is difficult for a person to
add to or make up any weakness or add to their special field
of interest.‘

"Specification writing on a graduate level should be offered."

"The following courses should be required:
1. Typing
2. Practical Art-~1ettering etc.
3. Radio and T.V. techniques."

"We find that our recent graduates are lacking-—generally
speaking--in these areas:

1. Knowledge of basic methods in quantity food prep-
aration._

2. Confidence in the use of equipment.

3. Appreciation of the need for accuracy in handling
records and reports. You could do a lot more work
in this area in respect to neatness, accuracy, and
promptness in the handling of business records.

4. Ability to deal with the staff--especially if a
Union is involved."

"I believe that much more time and attention shOuld be given
to the School Lunch Program. It is now ‘big business‘ and so
few are being trained for this type of food service."

"More attention to the psychology of food service individ-
ually and in large and small groups."

116

Discussion of Employer Response

In this part of the study an attempt was made to gather
opinions concerning college and university food service
management training programs from professional leaders in
the field. Inasmuch as administrators were asked to base
their evaluations on academic programs in general, these
data reflect views derived from diverse points of reference
and are not necessarily limited to assessments of the Mich-
igan State University food service training programs.

Although subject areas rated favorably by employers
are reassuring to educators, the main concern of persons
responsible for curriculum development is the detection of
areas which are either over—emphasized or inadequately
covered in the training programs. Discussion of these data
is, therefore, limited to items which, according to the
evaluations of employers, are ineffective in meeting the
educational needs of prospective food service managers and
dietitians.

In interpreting findings relative to the closed—
response items (Table 12) the cut-off point in excess of
which percentage group response would be accepted as sig-
nificant representation of employer opinion was designated
at 25.0%. This level of evaluation duplicated that used
for interpreting the responses of graduates in Part B of
this study.

Data relative to subject areas judged to be over-

emphasized in the curricula are recorded under the heading

117

MORE THAN NECESSARY. Percentage response in this column
ranged from 0.0 to 4.5% and was not considered significant
for the study.

In respect to the percentage response recorded in
the column titled UNABLE TO JUDGE, it is apparent that many
employers did not feel qualified to evaluate certain phases
of academic subject coverage. Upon checking the sources of
these data it became obvious to this reporter that, for items
with percentage response significant for the study, these
data tend to reflect personal disqualification attributable
to operational specialization rather than to an unwilling—
ness of employers to express their views.

Subject areas judged to be inadequate in the curricula
are reported in the columns labeled POORLY and NOT AT ALL:
the former indicating inSufficient coverage in areas which
aye presented, the latter designating areas which respon-
dents feel ayg n93 included in the curricula. Since both
types of response are indicative of inadequacy in respect
to academic coverage, evaluation of significant employer
response has been based on the combined percentage for each
questionnaire item. Areas which, from the employers‘ point
of View, merit consideration in curriculum development are
shown in Table 14. The coding of these items is identical
with that of the original instrument.

Inadequacies in subject areas, as assessed by employers,
appear to result more from insufficient coverage than from

omissions in the programs. In addition, a much larger

118

TABLE 14

DIETITIANS IN THE FOOD SERVICE INDUSTRY

PER CENT EMPLOYER RESPONSE REVEALING INADEQUACIES IN
ACADEMIC COVERAGE FOR PROSPECTIVE MANAGERS AND

 

 

I. OPERATIONAL METHODS AND PRACTICES

Item

Degree of Academic

Coverage

 

 

ATPPersonnel Relations

B.

2. With subordinates

Personnel Problems

1. Interviewing

2. Selection and placement

3. Orienting and training

4. Supervision

5. Motivation

6. Handling grievances

7. Discipline
. Job evaluation

Labor Regulations

1. Federal

2. State

3. Local

4. Unionization

Insurance

1. Accident and Liability

2. Health

3. Social Security

Government Regulations

1. School Lunch Program

2. V.A. Hospitals

3. Federal and State Institu-

tions

Techniques of Operational
Control

Cost accounging

Food cost accounting

Record keeping (other than
financial)

Work scheduling

Production control

Recipe standardization

Work simplification

Quality control (food and
services)

Safety

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TABLE l4—-Continued

 

 

Degree of Academic
Coverage

Item NOt
Poorly At All Total

 

 

II. SKILLS OF COMMUNICATION

A. Critical Thinking
1. Judgment‘
2. Evaluation
3. Problem-solving

B. Self Expression
1. Speaking persuasively
2. Writing effectively
3. Employee training

C. Techniques of Group Leadership
1. Public speaking
2. Conference techniques
3. Group discussion methods
5. Parliamentary procedures

 

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B. Purchasing
2. Supplies
a. Paper 27.1
b. Cleaning 32.2
3. Equipment
a. Selection 32.8
b. Specifications 37.9
0. Layout 33.9
C. Food Preparation
2. Large quantity 26.6
3. Factors affecting quality 27.7
E. Maintenance
1. Physical plant 40.1
2. Equipment 42.4

 

 

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proportion of the subject areas designated by employers
represent the managerial skills rather than the technical
skills requisite for successful food service management. The
urgent need for more concentrated subject coverage and training

experience in the skills of management is further exemplified

120

in the open-response comments and suggestions proffered by
employers. (See pages 104 to 115.)

In respect to the technical skills, employers indicated
that only 9 of the 27 areas of knowledge submitted for eval-
uation were inadequately covered in the training programs.
From this it may be inferred that colleges and universities
are far more effective in the presentation of technical skills
than in their coverage of the managerial skills. Nevertheless,
technical knowledge concerning the purchasing of supplies and
equipment; food preparation in respect to quantity food pro-
duction and factors affecting quality; and maintenance of
the physical plant and equipment are the areas which, in the
opinion of employers, are in need of increased consideration
in the academic programs.

Areas of inadequacy, as designated by employers, com-
prise 66.2% of the closed-response items offered for eval-
uation. For the most part, these data appear to reenforce
the conclusions drawn from the data representing graduate
opinion. Furthermore, the intensity of employer concern for
subject areas judged inadequate in college and university
food service management training programs in general is
noticeably similar to that expressed by graduates of the
Michigan State University programs. Table 15 presents
findings in respect to the similarity of opinions reported by
graduates and by employers. The identifying code of these

items duplicates that of the original instruments.

121

TABLE 15

TOTAL PER CENT GRADUATE RESPONSE AND TOTAL PER CENT

EMPLOYER RESPONSE REVEALING INADEQUACIES IN ACADEMIC

PREPARATION FOR PROSPECTIVE MANAGERS AND DIETITIANS
IN THE FOOD SERVICE INDUSTRY

 

 

 

 

 

Graduate Employer
Subject Area %Response %Response
I. OPERATIONAL METHODS AND PRACTICES
A. Personnel Relations
2. With subordinates 40.8 46.9
B. Personnel Problems
1. Interviewing 45.9 45.8
2. Selection and placement 40.9 43.8
3. Orienting and training 48.0 53.1
4. Supervision 44.9 52.6
5. Motivation 38.8 54.2
6. Handling grievances 59.1 52.0
7. Discipline 59.1 54.3
8. Job evaluation 31.6 43.0
C. Labor Regulations
1. Federal 54.0 45.2
2. State 56.2 46.4
3. Local 52.0 45.2
4. Unionization 58.1 50.9
D. Insurance
1. Accident and Liability 66.3 40.1
2. Health 61.2 36.7
3. Social Security 57.1 38.4
E. Government Regulations
1. School Lunch Program 26.0**
2. V.A. Hospitals 30.6 28.8
3. Federal and State Institutions 30.7 29.4
F. Techniques of Operational Control
1. Cost accounting 35.7 36.2
2. Food cost accounting 40.8 34.5
3. Record keeping (other than
financial) 34.7 32.2
4. Work scheduling 33.7 40.7
5. Production control 34.7 40.2
6. Recipe standardization 33.7 31.1
7. Work simplification 31.7 44.7
8. Quality control (food and
service) 31.1**
9. Safety 26.5 27.7
10. Sanitation
b. Physical plant 29.6*

\
**

*‘531gnificant per cent response for graduates reporting only.
fSignificant per cent response for employers reporting only.

122

TABLE l5—-Continued

 

 

% Graduate % Employer
Subject Area Response Response

 

II.SKILLS OF COMMUNICATION
A. CritiCal Thinking

 

1. Judgment 29_4**
2. Evaluation 30.5**
3. Problem—solving 36.2**

B. Self Expression

 

 

1. Speaking persuasively 42.8 34.5
2. Writing effectively 25.5 46.3
3. Employee training 48.0 55.4
C. Techniques of Group Leadership
1. Public speaking 41.8 30.0
2. Conference technique 44.9 39.5
3. Group discussion methods 33.7 31.6
4. Demonstration techniques 43.9*
5. Parliamentary procedures 40.9 36.7
III.TECHNICAL SKILLS
A. Menu Planning
4. Specialized catering service 37.7*
5. Hospital tray service 36.7*
B. Purchasing
1. Food
a. Meat and meat products 30.6*
c. Produce ‘ 25.5*
2. Supplies
a. Paper 52.0 36.1
b. Cleaning 57.1 41.2
3. Equipment
a. Selection 54.1 36.2
b. Specifications 55.1 43.6
0. Layout 51.0 40.7
C. Food Preparation
2. Large quantity 27.2 *
3. Factors affecting quality 28.8 *
D. Types of Service
4. Specialized catering 41.9*
5. Hospital tray 37.7*
E. Maintenance
1. Physical plant 65.3 50.8
2. Equipment 63.3 50.3

 

123

Part D: Report of the Educators

 

Seven Land Grant colleges and universities, with total
enrollments comparable to that of Michigan State University
(l5,000——20,000) and offering well—established food service
management curricula, were visited. The institutions co-
operating in this part of the study are enumerated in
Chapter I, page 16.

The number of interviews conducted at each of these
institutions and at Michigan State University varied according
to the size and availability of the instructional staff in-
volved in food service management training. Through these
contacts the investigator attempted to acquaint herself with
the philosophy and attitudes at each institution in respect
to (l) the role, the responsibility, and the limitations of
the academic programs; (2) the degree of development of the
skills and practices necessary for future managerial success
in the food service industry; (3) the curricula offered in
food service management; and (4) methods and materials used
for effective course presentation. The outline used by the
interviewer for the collection of these data appears on pages
181 to 195, the Appendix.

Comparative consideration of these data is singularly
directed toward critical examination of the Michigan State
University curricula. Discussion of the information compiled
by'the investigator is not intended to imply censorship of

the programs offered in the cooperating institutions. It is

124

possible that this type of evaluation may serve two major
purposes: (1) to increase the perspective of Michigan State
University educators relative to the ways in which directors
of programs with common goals are attempting to meet the
challenge of providing adequate academic preparation and
realistic training experiences for prospective food service
managers and dietitians and (2) to assist these educators in
planning for positive action in the revision of the Michigan
State University food service management training programs.

In addition to the information contributed through the
personal interview, educators were given a written question-
naire in which they were requested to designate the level of
managerial responsibility an employer could expect the average
graduate of their four-year programs to assume during the
first year of employment. The items used in this instrument
were based on the skills of management described in Chapter
III, page 42, and duplicated those presented to graduates in
Part A of this study. In responding to the questionnaire the
educator was asked to use the scale provided which indicated
four levels of managerial responsibility: TOTAL responsi—
bility; MAJOR responsibility with only periodic assistance;
PARTIAL responsibility with consistent, direct supervision;
and NO responsibility—-competency acquired primarily through
Job experience.

In attempting to report the average response for each

institution it became apparent to this investigator that the

125

valuational categories established for the instrument were
not sufficiently definitive to represent the data adequately.
Many educators had recorded multiple answers to some question-
naire items on the basis that the size and complexity of the
food service operation in which the recent graduate was em-
ployed would influence the effectiveness of the academic
preparation acquired in a four-year program. Therefore, the
concensus of opinion for each institution visited and for
Michigan State University is reported in respect to seven
levels of managerial responsibility: TOTAL, TOTAL T0 MAJOR,
MAJOR, MAJOR TO PARTIAL, PARTIAL, PARTIAL TO NONE, and NONE.
These data are presented in Table 16. Within the body of
the table an asterisk (*) has been used to identify the

opinion of Michigan State University educators.

Discussion of Educator Response

When comparatively considered undergraduate educational
programs leading to specialization in food service management,
offered at the colleges and universities selected for this
study, reflect marked similarities in respect to general
philosophy and over-all purpose. All programs appear to be
planned on the assumption that a college or university edu-
cation should provide for personal development; for preparation
to function effectively and creatively as an individual, as
a family member, and as a responsible citizen; and for a

professional career.

126

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Based on the specialization programs offered in the
1958-1959 catalogue for each institution, the educational
requirements leading to the Bachelor degree in all institu-
tions appear to fall into five major classifications: the
sciences, including biological, natural, physical, and social
sciences; the humanities; communication arts; home and family
life; and subject matter basic to careers in food service
management including both the managerial and the technical
skills. Although the total academic requirements for each
college or university encompass the same basic elements, it
is apparent that many variations exist between institutions
in respect to the sequence in which required subjects are
taken, whether the subjects are taught by instructors from
related fields or within the instructional framework of Home
Economics, the educational maturity of the student at the
time he takes the course, and the flexibility of specific
course selection or substitution relative to the background,
experiences, and interests of the individual student.

In some institutions a student begins work in his
professional field during the freshman year. Under this plan
the required general education courses and the general courses
in Home Economics required of all majors extend over the four-
year learning period as do the professional courses. In other
institutions completion of the major portion of required
general education courses and the basic Home Economics courses
must be accomplished in the freshman and sophomore years.
Under this second plan professional specialization is concen-

trated in the junior and senior years. While it is recognized

131
that there are inherent advantages in both plans, it must also
be recognized that each system imposes specific limitations on
the type, sequence, and extent of professional curricula
which can be effected. Consideration must be given to the
educational maturity of the student in respect to the specific
subject matter offered and the time factor involved in the
provision of adequate opportunities for the student to under-
stand and acquire the new information and to assimilate it
with previously learned materials so that integrated and
retentive learning takes place.

While all educators agreed that the foregoing restric-
tions are direct and powerful challenges to their own
professional abilities, many expressed the opinion that out-
dated and inadequate teaching facilities, meager budgetary
allowances, and the scarcity of qualified instructional person-
nel are their severest limiting factors.

In the course of the interview, educators were asked to“
estimate the degree of managerial proficiency which they
thought could be developed through formalized academic experi—
ence in the time allotted for professional specialization in
the four-year undergraduate program. In nearly all cases
respondents expressed the belief that the teaching of basic
.principles, background information, and limited but simulated
work experiences are all that can be covered in the time
permitted. The educators were convinced that these academic
experiences can only provide a strong and effective professional

beginning but that professional competency and future success

132

in the food service industry are primarily dependent upon the
personal factors of the young graduate, his ability to com-
laine his background experiences and his educational experi-

eances, and to apply these effectively to the specific job

ssituation. Furthermore, all educators were firm in the belief

t:hat the level of a student‘s academic achievement in the
<3«ollege or university training program does not necessarily
eerisure a corresponding level of success in the field of food

8 ervice management .
The concensus of opinion of educators within each insti-

ISIAtion relative to the level of responsibility an employer
C3Ein expect the average graduate (Bachelor degree only) to

Elsssume in the various areas of management during the first

Breaar of employment is recorded in Table 16. Educators were

Elssked to limit their judgments to their own food service
nIainagement programs and to assume that the employer would
F>Iaovide the graduate with adequate orientation to the specific

£3c>b situation.
It is apparent from these data all educators believe

tSPIat graduates of their respective training programs are
El(Bademically prepared to accept a limited amount of managerial
IT‘Gisponsibility but, for nearly all of the managerial respon-
E5ibilities under consideration, the graduate needs a consid-
ertable amount of supervised work experience before he can be
More-

eX'pected to assume total responsibility in these areas.

CTVer, the expressed opinions of educators indicate that the

133

inexperienced graduate is better prepared to cope with
Inanagerial responsibilities which involve routine concern
:for the procurement, preparation, production, and service
c>f food than with the complex, intangible, and erratic prob-

Zlems of management which inevitably result from human inter-

aiction.
In respect to first—job selection the prevailing atti-

trude of all the educators interviewed was that seniors should
1363 encouraged to choose one of two alternatives--EITHER an

internship program sponsored by the American Dietetic Associa-
fszion or the National Restaurant Association OR a position in

€111 organization which assumes the responsibility for a com-

IDEany-sponsored training program. In such situations the

I?eacent graduate has the opportunity to observe and experience
E3Iapervised involvement in the managerial problems inherent
i_r1 the food service industry, apply the principles and back-
ESI?ound material learned in college to actual situations,
Elrld gain in professional competency before accepting a position
C>1P major responsibility in the field.

In respect to flexibility in course selection and sub-
EStitution at the undergraduate level of study there was
<3C3mmon agreement among the educators that the indispensably
eaD‘Ctensive work in the physical and applied sciences required
ZEEDr careers in food service together with the all-college or
aCLll—university requirements in general education limited the
ELImount of time left in the curriculum for courses in admin—

iLStration and scientific management. In most instances

134

educators felt that, from an over—all point of View, their
jprograms did not include enough theoretical background in
‘the areas of organizational methods and practices, communi-
czation skills, and personnel administration.

Without exception, the instructional staff at each
jgnstitution was actively engaged in evaluating their present
crurricula and cautiously experimenting with changes directed
tnoward the condensation of academic experiences which prima-
I’jly develop technical skills and the expansion and addition
<>:f new experiences designed to promote further understanding
£111d development in the skills of management.

For programs of study offered at the graduate level,
ESeaven colleges and universities reported that programs
1.63ading to the Master's degree were varied to serve the back-
EElround, interests, work experience, and future professional
<>13jectives of the individual student. (One university does
r1<>t offer a Master‘s degree in the field of food service
nfleanagement.) In some cases the total number of credits
1F€3quired for the advanced degree was the only restriction;
fLr1 others this total requirement was further restricted to
Eirl established number of credits for the major and minor areas
<31? study. One institution reported no established minimum of
I“equired credits. In this institution the decision of adequate
a-<3a.demic accomplishment rested entirely on the judgments of
IDrofessors in charge of the student's major and minor areas
C3f concentration and were based on the background and forward

IDlans of the particular student under consideration.

135

For those institutions offering training leading to the
Pdaster's degree, five required completion of a thesis while
:in the other two the production of a thesis was optional for
'the student but strongly encouraged by the academic advisers.
CPhe proportional number of credits available for thesis work
zippeared to depend on the college or university and/or the
Ciepartmental policy although the average seemed to be six
czxedits on a semester basis and ten credits on a term basis.

IELowever, in all of the colleges and universities individual
ES‘tudy of special related problems was encouraged either as a
53:1gnificant part of a course requirement or as an independent
eazxperience.

The predominant variations in the food service manage-

?nfleent training programs studied seemed to be in the methods

Eitdd materials used for course presentation. When compara-
13:1vely considered even these variations appeared to reflect

51 commonness of purpose. Concerted efforts were being made

IDIV all of the educators interviewed to discover, develop, test,
Eirid employ many and varied methods of presenting educational
“Gaiterial to students in an attempt to provide a climate for
rmore effective, integrated, and retentive learning. All
educators tended to reflect less dependency upon textbook
pIT‘esentation and showed greater tendencies to incorporate the
‘ste of current field publications, authoritative guest lecturers,
audio-visual materials, and worthwhile observational experiences.

I'Iereagain the extent of variation between institutions appeared

136

to stem mainly from limitations imposed by the availability
of area resources and budgetary allowances rather than from
differences in the perspectivecf the instructional personnel.

It was commonly acknowledged by the educators that the
successful transition of a graduate from a position of prim-
arily relying on others for guidance to a position of assuming
managerial responsibility for the direction of others is one
of the most difficult adjustments the young graduate has to
make upon entering the business world. In spite of the fact
that this adjustment is one which the graduate must accomplish
for himself, educators expressed feelings of responsibility
for encouraging and assisting the student in the acquisition
of leadership experiences during his college years which
would help him later in making the transition from student
status to professional leader.

Educators agreed that, because of the time restrictions
imposed by the amount of course material to be covered,
variations in student class schedules, and the multiple
demands on both the instructor and the student, the planning
of extensive, realistic student leadership experiences in
food service management is extremely difficult. However, all
educators were firm in their convictions that as many such
EXperiences as possible should be included in the over-all
exiucational program. In addition, many of the educators felt
tflat leadership experiences in student activities outside of
tile curricula could contribute substantially to the development

01‘ students and should be encouraged. Three of the ways in

137

which these educators are attempting to offer such encourage-
ment are cited below:

1. By providing opportunities for active student
participation in the leadership of non-credit
departmental seminars which favor the study and
discussion of topics which are current and common
to the profession rather than specifically limited
to the formalized basic college or university
curricula. In this type of experience a con-
scientious effort is made to establish a climate
wherein mutual, adult, professional consideration
of problems is fostered rather than merely an
extension of the instructor-student relationship
which predominates in the classroom.

2. By offering assistance in student job placement
for summer work in the field of food service
during the student's college years. While all
institutions reporting strongly recommend this
type of pre-graduation experience, it should be
noted that at some of the institutions approved
non-credit summer work experience is part of the
academic requirement for the Bachelor degree.

3. By encouraging students to actively participate
in and to accept leadership responsibilities for
campus-wide group activities in order to gain
experience in working with persons of differing
interests, backgrounds, and points of View.

In attempting to summarize these findings, it has become
apparent to this investigator that problems in planning
suitable and effective programs in food service management
as encountered by Michigan State University educators are,
in essence, the same concerns which educators in the seven
other colleges and universities are experiencing. At each
institution educators are actively searching for new ways
amid means of improving their respective programs so that
trleir training will keep pace with the changing needs of
tile industry. Without exception, educators are giving special

atStention to the deletion of obsolete subject matter, the

138

retention of basic knowledge needed in the field, and a shift
in emphasis within the existing courses toward the inclusion
of more work in the problems of management and personnel

administration rather than toward the addition of new courses

to an already full curriculum.

CHAPTER V

SUMMARY, CONCLUSIONS, AND IMPLICATIONS

OF THE STUDY

This study was concerned with the appraisal of the
effectiveness of the academic preparation in the food service
management training programs currently offered in the College
of Home Economics at Michigan State University as related to
the educational needs of managers and dietitians in the food
service industry. Opinions were sought from three different
but complementary points of view--that of graduates, that of
employers, and that of educators.

Recent graduates (1951—1956) from the Michigan State
University curricula were asked to evaluate their own training
in relation to the preparation they felt they needed to carry
the managerial responsibilities of their job successfully.
Employers representing the areas of hospital, restaurant,
college and university, and school lunch food services were
asked to express their views regarding the adequacy of
college and university academic programs in general for
meeting the educational needs of food service managers and
dietitians. The mail-questionnaire technique was used to
assemble these data.

139

140

The opinions and concerns of educators from eight Land
Grant colleges and universities relative to food service
management training programs at the college and university
level were gathered through personal interviews conducted by
the investigator and by means of a written questionnaire.
Information was compiled concerning their philosophy and
attitudes in respect to the role, responsibility, and limita-
tions of the programs offered and the development of the
skills and practices necessary for future managerial success
in the industry. In addition, the curricula and methods of
course presentation of each institution were reviewed.

This chapter summarizes the data analyzed in Chapter IV.
Conclusions are drawn, and implications for revision of the
Michigan State University curricula and for further research

are suggested.

Summary of Graduate Response
In interpreting findings relative to graduate assessment
of the effectiveness of food service management training at
Michigan Staue University, group response of 25.0% or more
was accepted as significant representation of graduate opinion.
On this basis, graduate ratings of subject matter areas which
deal primarily with technical skills were more favorable than

ratings of subject matter areas concerned with managerial

skills.

141

No significant response was found for subject areas
judged to be either over-emphasized or of little value in
the curricula.

Areas inadequate in respect to academic coverage, as
designated by significant graduate response, comprised 67.6%
of the items offered for evaluation. In respect to manager-
ial skills, types of subject matter which graduates feel
need immediate attention in curriculum revision are those
which involve operational methods and practices including the
skills of personnel management, labor regulations, insurance,
government regulations, and factors which influence operational
control. In addition, graduates expressed feelings of inade—
quacy in the skills of communication, especially those
related to self-expression and the techniques of group
leadership.

Subjects related to the technical skills which were
judged inadequate were menu planning and service for hospital
trays and specialized catering functions; the purchasing of
meat, produce, paper and cleaning supplies, and equipment;
and maintenance in respect to both the physical plant and
equipment.

The greatest need, as expressed by graduates through
their additional comments and suggestions for curriculum
improvement, is for increased understanding of and practical

experience in methods of working effectively with people,

142

particularly in relation to the skills involved in directing,

training, and handling employees.

Summary of Employer Response

 

In interpreting findings relative to employer evaluation
of the effectiveness of college and university food service
management training programs in general, group response of
25.0% or more was accepted as significant representation of
employer opinion. The questionnaire items evaluated by
employers duplicated those used by the graduates.

The prevailing attitudes of employers in respect to the
adequacy of academic preparation in managerial skills versus
technical skills were noticeably similar to those reflected
by the responses of Michigan State University graduates. No
significant response was found for subject areas judged to be
over-emphasized in the curricula. Subjects which, in the
opinions of employers, are adequately covered in the curricula
nearly duplicate the data submitted by graduates of the
Michigan State University programs.

Areas of inadequacy in respect to academic coverage,
as designated by employers, comprised 66.2% of the items
offered for evaluation. As was true for the graduates report-
ing, employers felt that these inadequacies resulted more from
insufficient coverage than from omissions in the programs.

With respect to managerial skills employers felt that

graduates in general were inadequately prepared in the same

143

subject areas which were cited by the graduates reporting.
Additional subject areas judged inadequate by employers, but
not indicated by the graduates surveyed, were government
regulations pertaining to the school lunch programs and the
operational techniques involved in the quality control of
both food and meal service.

With respect to the skills of communication employers
expressed the opinion that, in addition to those skills cited
by the Michigan State University graduates, graduates in
general were inadequate in the skills of critical thinking--
judgment, evaluation, and problem-solving.

The opinions of employers appeared to substantiate the
fact that, in general, college and university training pro-
grams are far more effective in their coverage of technical
skills than of managerial skills. Significant employer
response indicated inadequacies in only 9 of the 27 technical
areas submitted for evaluation as opposed to 13 areas indi-
cated by the Michigan State University graduates. Two areas
indicated by employers which were not designated by the
graduates were large quantity food preparation and factors
affecting the preparation of quality food. It should be
noted that per cent employer response for each of these two
areas was only slightly higher than the minimum per cent
response required for significance in this study. Employers

agreed with reporting graduates that technical knowledge

144

concerning the purchasing of supplies and equipment, and main-

tenance of the physical plant and equipment are areas which

are in need of increased consideration in the academic program.
Readers interested in an itemized comparison of the

similarity of opinions reported by graduates and by employers

relative to inadequacies in college and university food service

management training programs should refer to the findings

presented in Table 15, page 121.

Summary of Educator Response

 

When considered in the aggregate the educational pro-
grams leading to professional specialization in food service
management, in the colleges and universities selected for
this study, reflect marked similarities in respect to general
philosophy and over-all purpose. All programs are designed
to provide learning experiences which will prepare students
for more effective living in the modern, changing society as
well as for the profession.

Educational requirements leading to the Bachelor degree
for all of the programs reviewed appear to fall into five
major areas of study: the sciences, including biological,
natural, physical, and social sciences; the humanities; com—
munication arts; home and family life; and subject matter
essential to specialization in food service management,
including both the technical and managerial skills. Variations

were found between institutions with respect to the sequence

145

in which required subjects are taken, whether the subjects
are taught by instructors from related fields or by Home
Economists, the educational maturity of the student at the
time he takes the course, and the flexibility of course
selection or substitution relative to the background, experi-
ence, and interests of the individual student.

With respect to curriculum planning, all educators
agreed that the over-all organizational structure and
operational policies of each particular college or university
determined many of its limitations. Nevertheless, educators
felt that, for the most part, instructional problems resulting
from these restrictions could be resolved satisfactorily but
that out-dated and inadequate teaching facilities, curtailed
budgetary allowances, and the dearth of qualified instruc-
tional personnel are their severest inhibiting factors.

Estimates of educators relative to the degree of
managerial proficiency which can be developed through formal-
ized academic experience in the time allotted for professional
specialization in the four-year undergraduate program were
nearly unanimous. The teaching of basic principles, back—
ground information, and limited but simulated work experi—
ences are all that educators feel can be covered in the time
available. In addition, these educators believe academic
experiences can only provide an effective professional
beginning and that the development of competency in the food

service industry is primarily dependent upon the personal

146

factors of the young graduate, his ability to combine his
background and educational experiences, and to apply these
effectively to the specific job situation.

Based on their own food service management training
programs, educators were asked to state their views concerning
the level of responsibility an employer can expect the average.
graduate (Bachelor degree only) to assume in various areas of
management during the first year of employment. These findings
revealed that, for nearly all of the managerial responsibili-
ties considered, the graduate is academically prepared to
accept a limited amount of managerial responsibility but he
needs additional supervised work experience before he can be
expected to assume total responsibility in these areas. (See
Table 16, page 126 for the itemized report of the managerial
responsibilities considered.) With respect to firstejob
selection, educators were firmly convinced that the grad-
uating seniors should be encouraged to choose either a
professionally sponsored internship program or a position in
an organization with a company-sponsored training program
in order to observe and experience supervised involvement
in the problems of food service operation before accepting
a position of major responsibility in the field.

The expressed opinions of educators in respect to
flexibility in course selection and substitution indicated

that the general education requirements and the extensive

147

INOPk in the physical and applied sciences basic to speciali-
zzation in food service left comparatively little time in the

(Jurricula for courses in administration and scientific

rnanagement. There was common agreement among most of the

Irespondents that their programs did not include enough work

2111 the areas of organizational methods and practices, com—

rniinication skills, and personnel administration. However,

:Lri each institution curriculum revision was in progress. In

rn<>st cases, educators were experimenting with changes directed
tnoward the revision and condensation of academic experiences
Vehich develop technical skills and the expansion of experi-

EEnces designed to increase understanding and practice in the

Eskills of management.

Of the colleges and universities reporting, only seven

<>ffer training in food service management leading to the

Pdaster‘s degree. In each institution individual programs

of study are planned to serve the background, interests,

work experience, and future professional objectives of the

student. With respect to total number of credits required

for the advanced degree, variations do exist between insti—

tutions, although they are not extreme. The completion of

a thesis is required in five of the institutions whikein the
other two thesis work is optional for the student but
strongly encouraged by the academic advisers. However, in
all colleges and universities individual exploration of

special problems is encouraged either as an important part

of a specific course requirement or as an independent experi-

ence o

148

When comparatively considered, the predominant variations
in the food service management programs reviewed seemed to be
in the methods and materials used in course presentation,
although even these differences appeared to reflect a common—
ness of purpose. The extent of variation between institutions
appeared to result from the limitations imposed by the avail-
ability of area resources and budgetary allowances rather
than from differences in the perspective of the instructional
personnel.

All educators expressed feelings of responsibility for
assisting students in the acquisition of leadership experi-
ences. It was also recognized that, because of the time
:restrictions imposed by the amount of course material to be
covered, variations in student class schedules, and the

rnultiple demands on both the instructor and the student, the
Iplanning of extensive, realistic student leadership experi-
eences in food service management is extremely difficult.
IHowever, all educators stated that as many such experiences
éas possible should be included in the over—all educational
Iorogram and that students should be encouraged to supplement
‘their training through active participation in seminars,
<3ampus group activities, and summer work experience in the

:field.

Conclusions and Implications of the Study
The findings of this study appear to support the four

hypotheses formulated for this investigation.

149

Iiypothesis 1: Although the frame of reference of graduates,
employers, and educators will be distinctly
different, there will tend to be subject-
matter areas and types of training experience
of common importance to each group of
respondents.

 

From this investigation it appears that graduates,
enmfloyers, and educators agree that the educational needs
for managerial success in the food service industry include
130th technical and managerial skills.

In assessing the effectiveness of academic preparation
Elt the college or university level, for the same itemized
:list of technical and managerial subject-matter areas, grad-
liates and employers responded with marked similarity. On
tihe basis of respresentative group opinflin, none of the sub-
.jeect areas presented for consideration were judged to be

Eezither over—emphasized or of little worth in the curricula.
:Etdadequacies in subject areas, as designated by these two
.Eglroups, are a function of insufficient coverage rather than
Of omission.

A review of the food service management training our-
I"I‘Lcula offered in the eight colleges and universities studied
3r‘eavealed that all curricula offer some academic coverage in
t31’1e areas included in the itemized list presented to the
ESIPaduates and the employers. From this it was concluded

131’1at educators also consider these areas to be important for
EVPofessional success in food service management.

Eiypothesis 2: In assessing the effectiveness of college and
university academic programs as related to the

 

150

educational needs for managerial success in
the industry, each respondent will tend to be
influenced by his personal status, his profes—
sional aspirations, and the intrinsic respon-
sibilities, pressures, and limitations of his
present position in the field.

Opinions of graduates, employers, and educators offer
strong support for this theory. Responses of recent graduates
:reflect intense feelings of inadequacy, especially in skills
loasic to success in working with people. While it is recog-
Iiizedifluflsinexperience in the field may contribute substan-
‘tially to feelings of uncertainty, in some areas lack of
erufficient fundamental knowledge may also be one of the con-
c:omitant factors.

Employerevaluatmmiof the performance of the recent
égiraduate and/or the program through which he acquired his
‘ttraining is often based upon particularjob specifications

Eirid the degree to which the worker fulfills these require—
Ifileents rather than upon the proficiency exhibited by the
3—rddividual. Nevertheless, inadequacies in college and uni-
vearsity food service management training programs, as
3—rddicated by employers, closely resemble the inadequacies
<3ited by the Michigan State University graduates and recog-
tiSized by the educators.

Educators from the eight colleges and universities
Situdied willingly admit that the effectiveness of their

1T‘espective food service management training programs is

IDartially dependent upon limitations which result from

151

operational factors within the college or university environ-
ment. Inasmuch as the primary objectives of colleges and
universities include the provision of learning experiences
which will assist the student in personal development
through general education as well as prepare him for a pro—
fessional career, the proportionate amount of academic time
available for professional training restricts the depth of
competency which can be acquired. The basic experiences
which can be provided are further restricted by the availabi-
lity of functional training facilities, operational budgets,
and qualified instructional personnel. Within the field of
food service management training, opportunities for the
development of technical skills are more readily available
than experiential resources which provide realistic develop—
ment in the skills of management.
Hypothesis 3: Persons from all groups responding to the
questionnaires will be more likely to delineate

the weaknesses than the strengths of the
college and university training programs.

 

Responses of graduates, employers, and educators
strongly support this hypothesis. Although these data reveal
over-all strengths of the Michigan State University training
programs and of college and university food service manage-
ment training programs in general, specific weaknesses of
the programs are constructively defined.

Hypothesis 4: The evaluations of graduates, employers, and

educators, when comparatively considered,
will provide purposeful direction for the

 

152

revision of the food service management
training programs at Michigan State
University.

From this investigation it appears that inadequacies
in the Michigan State University professional curricula for
careers in food service management and for similar programs
offered in other colleges and universities are fundamentally
the same. Moreover, the evaluations of graduates, employers,
and educators appear to reflect unanimity in respect to
inadequacies in the curricula and subject areas which need
thoughtful and immediate attention.

Managerial areas in need of additional instructional
theory and practical application, as cited by graduates and
employers and as acknowledged by educators, are those related
to operational methods and practices. Specific areas which
require strengthening are those which pertain to the skills
of personnel management, labor regulations, insurance,
government regulations, and factors which directly influence
operational control. In addition, all groups reporting
strongly advise more comprehensive coverage of and increased
opportunities for practical experience in the skills of
communication.

While it is apparent from these data that the training
programs at Michigan State University, as well as programs
in other colleges and universities, are more effective in

their coverage and development of technical skills than of

153

managerial skills, a few areas of technical knowledge are
also in need of special attention in respect to curriculum
revision. Graduates and employers alike urge more inten-
sive coverage in the purchasing of supplies and equipment,
and in the maintenance of the physical plant and equipment.
Graduates feel that offerings pertaining to the purchasing
of meats and produce, and menu planning and service for both
hospital trays and specialized catering functions also need
to be given added emphasis. The expressed opinions of
employers indicate that large quantity food preparation and
the factors which affect the preparation and service of
quality food are in need of further consideration.

Although these findings do not offer clear—cut,
decisive solutions to Michigan State University educators
for determining specific changes in the food service manage—
ment curricula, they do suggest areas in need of revision as
endorsed by graduates of the programs, employers in the field,
and professional colleagues.

'Based on these findings the following redommendations
for study of the revision of the Michigan State University
food service management training programs appear to be
relevant:

1. that courses currently required in the curricula

should be critically reviewed in respect to extent

of theoretical coverage, effectiveness of the

154

sequential arrangement, and the availability of
opportunities for realistic application of the
principles presented.

that the content of all required courses in the-
curricula, including those taught by instructors

in other colleges within the University, should

be critically examinediknéobjective identification
of subject areas which, because of decreased
applicability to the changing needs of the food
service industry, can be profitably condensed
within the curricula or deleted entirely.

that, when examined from both the educational and
the professional standpoints, the over-all study
programs should not reflect a compilation of
unrelated subject-matter units but should be planned
to motivate progressive, integrated learning.

that, wherever feasible within the existing courses,
greater emphasis should be directed toward the

study of realistic problems in food service manage-
ment, operational control, and personnel adminis-
tration.

that methods and materials currently used for
instruction should be evaluated and, wherever possible,
increased opportunities for student development in.
the skills of effective communication and group

leadership should be provided.

155

that particular attention be given to intensi-
fying the coverage of technical areas in which
recent graduates expressed feelings of inade-
quacy—-menu planning and service for hospital
trays and specialized catering functions; the
purchasing<xfmeats, produce, paper and cleaning
supplies, and equipment; and techniques for the
maintenance of the physical plant and equipment.
that courses in related fields offered in other
colleges within the University should be explored
for the purpose of identifying supplementary
academic experiences which would be appropriate
as electives and/or substitutions within the
professional curricula.

that the requirements for all Bachelor degree
candidates, and where considered appropriate for
Master degree candidates, be expanded to include
an established minimum of full-time, approved,
non-credit field experience.

that a required course in professional relations,
designed for graduating seniors, be added to the
professional curricula. Academic coverage should
focus upon understandings which would facilitate
the student's transition from the university
environment to the business world. In general,

topics for discussion should include the following:

156

a. the privileges and responsibilities inherent
in professional life.

b. professional standards relative to appropriate
attire, personal grooming, and inter- and
intrapersonal relationships.

0. the intrinsic personal and professional respon-
sibilities of job acceptance--to the employer,
to superiors, to coordinates, to subordinates,
and to the community.

d. recognized procedures for the preparation of
credentials, the writing of business letters
and of job applications, personal conduct in the
job interview, and business courtesies expected
of the applicant.

e. information pertaining to the types of post—
graduate service available from the University
Placement Office and the department of major
study within the College of Home Economics.

f. information pertaining to the general operational
policies and practices of professional counseling
and placement bureaus.

While objective measurement of student progress during
13he University food service management training period can
13a helpful to educators in determining the relative effec—

‘tiveness of individual courses within the curricula, the

157

findings of this study emphasize that meaningful identifi—
cation of the composite strengths and weaknesses of the
programs can be profitably gained through subjective evalu-
ation of on-the—job values of academic instruction as judged
by recent graduates and employers.

These data further suggest that this investigation
(can only be viewed as an initial exploratory attempt to
Ilearn what common ground exists between the problems of the

exjucator and of industry, and to formulate a logical approach

tn: the problem of curriculum revision. Additional study of

tide current and projected managerial needs of the industry,

tdqe employers' concept of the educators‘ role and limitations

111 the training of prospective food service managers and
Ciietitians, the employers' concept of the responsibility of
ilidustry in furthering the professional development of the
I‘éacent graduate, andtflmaopinions of graduates relative to
their own academic inadequacies, needs to be made before edu-

C3Eitors can affect major changes in the curricula with an

aDpreciable degree of certainty.

APPENDIX

158

PART A:

JOB RESPONSIBILITIES OF GRADUATES
Page
Cover Letter. . . . . . . . . . 160
Follow-up Letter . . . . . . . . 161
Survey Instrument . . . . . . . . 162
1. Personal data sheet . . . . 162

II. Managerial responsibilities, , 15A

159

160

March 6, 1957

Currently the College of Home Economics staff is working
diligently on plans for remodeling and enlarging the Home
Economics Building. By 1960 we hope our new facilities
will be a reality.

Expansion in our teaching and research facilities will
afford opportunities for expansion in our curriculum.
With these thoughts in mind, the staff of the Institution
Administration Department feels that an evaluation of our
administrative course content is mandatory.

We live in an ever-changing world! Background and
training for management in quantity food service must keep
pace with the current operational trends. Those of you
who have been or actually are "on the job" are in the best
position to know What these trends are.

Our first step in evaluation is to study the kinds of
managerial responsibilities which graduates in the field
are experiencing. Would you, as a recent graduate of
the Institution Administration (or Foods and Nutrition)
department, be willing to give a little of your time to
assist us in gathering this information? Your prompt
cooperation in filling out the enclosed questionnaire
will be deeply appreciated.

If you are not employed at present, please fill out the
questionnaire in reference to your last food position.
If you do not feel that you wish to participate, please
return the unanswered questionnaire.

We are enclosing an addressed stamped envelope for your
convenience.

Sincerely yours,

Katherine Hart, Head
Department of Institution
Administration

161

April 17, 1957

A questionnaire concerning the kinds of food service
managerial responsibilities which recent Institution
Administration and Foods and Nutrition graduates are
experiencing in the field has been sent to you. Perhaps
you have set it aside or overlooked it while sorting your
mail.

The staff of the Institution Administration Department
feels that an evaluation of our administrative course
content is necessary. Will you please take a few minutes
to check this questionnaire and send it in today? En-
closed is a copy of the questionnaire. Please help us

to make this a meaningful evaluation.

If you do not wish to participate, please return the
unanswered questionnaire. We are enclosing an addressed
stamped envelope for your convenience.

Sincerely yours,

Katherine Hart, Head

Department of Institution
Administration

College of Home Economics

Michigan State University

East Lansing, Michigan

162

PLEASE DO NOT SIGN THIS QUESTIONNAIRE
********************

A SURVEY OF JOB RESPONSIBILITIES OF RECENT HOME ECONOMICS

GRADUATES OF MICHIGAN STATE UNIVERSITY

PART I. In answering the questions please read all the

1.

possible answers: then CHECK ()C) the answer(s)
which apply to your situation. If you are not
currently employed in the food service industry,
please check the questionnaire in reference to
your last food service position.

 

*************************************************

CHECK TYPE OF QUANTITY FOOD SERVICE OPERATION.
Hospital Department Store
Commercial Cafeteria Lunch Counter
Industrial (in-plant Community Club

feeding) Soda Fountain and/Or

Armed Services Grill

Private Club Private School

School Lunch (Public) Travel Services

College Residence Hall Other

Restaurant None

INDICATE NUMBER OF DAYS PER WEEK OPERATION OPEN FOR SERVICE.

Ill llll

 

 

Less than 5 5 6 7

CHECK TYPEKS) OF MEALS OFFERED.
Breakfast Coffee Breaks Luncheon Dinner
Mid-evening Snacks Continuous Service

'Special Catering Other

 

GIVE TITLE OF YOUR POSITION.

 

INDICATE LENGTH OF EMPLOYMENT IN THIS POSITION.
Less than 6 months 2—3 years
More than 6 months but less than 2 yrs.
More than 3 years

IS (OR WAS) THIS YOUR FIRST QUANTITY FOOD SERVICE
POSITION? YES NO

IF YOUR ANSWER IN QUESTION 6 IS NO, STARTING WITH YOUR
PRESENT POSITION LIST FOOD SERVICE POSITIONS HELD
SINCE RECEIVING YOUR BACHELOR'S DEGREE.

Position Organization Dates

 

a

 

(if you need more space continue on the reveraaof
this sheet.)

10.

ll.

12.

13.

14.

163

INDICATE THE NUMBER OF OTHER PROFESSIONALLY TRAINED
FOOD SERVICE PERSONNEL IN THE DEPARTMENT.
None 1 2-4 5 or more

 

DESIGNATE TYPE OF SHIFT WORKED.
Straight Split Some of each

INDICATE YOUR NUMBER OF WORK HOURS PER WEEK.
Less than 40 40 41-48 Over 48
SIGNIFY HOW ADEQUATELY YOUR EMPLOYER DEFINED THE MANAGERIAL
RESPONSIBILITIES OF THE POSITION.
very well Fairly well Poorly Not at all

AS A RESULT OF YOUR COLLEGE TRAINING AND YOUR EXPERIENCE
HOW WELL QUALIFIED DO YOU FEEL YOU ARE FOR HANDLING
THE MANAGERIAL ASPECTS OF THE POSITION?

Very well ___Well enough Often uncertain
Feel inadequate

HOW WELL QUALIFIED DO YOU FEEL YOU ARE FOR PERFORMING
THE TECHNICAL SKILLS OF THE POSITION?
Very well __;Well enough Often uncertain
Feel inadequate ‘

INDICATE YOUR PERSONAL SATISFACTION WITH THE POSITION.
Like(d) it very much Like(d) it moderately well
Just another job Dislike(d) it
"“IDiinke(d) it very much' '

164

PART II. Many of the managerial details which are necessary

for the successful functioning of a food service
department are listed below. CHECK (x) the column
which denotes the degree to which each item is(or

was) an actual function of your job.
*******************r******************************

 

 

‘—

Item

Frequently
Occasionaflw
Seldom
Never

 

I. FORECASTING:

 

a.
b.

Type of menu to be offered
Personnel required for operation

—_——~_

___——

II. PLANNING:

8..

Operational policies

b. Personnel policies

c. Job specifications-—staff

d. Job specifications—~employee
e. Daily menus

—*—_——

f.
g.

Special diets __ __ __ __ __
Specific production for each menu item

III. DECIDING:
Quality of food and of supplies

a.
b.

c.
d.

purchased

Quantity of food and of supplies
purchased

Portion size of items served
Selling price of items served

IV- ORGANIZING AND DEVELOPING:

 

a.
b.
C.
d.
e.
f.

Food and supply orders
Staff time schedules
Employee time schedules
Production schedules
Serving schedules
Cleaning schedules

V. SELECTING PERSONNEL:

a. Interviewing professional applicants

b.
c.
d.

Hiring professional staff
Interviewing employee applicants
Hiring labor personnel

_——_-_

165

PART II. (Continued)

 

 

 

 

Item

>5
.a
>3I—1
Has
43:
:10
m m H E
hit/30L.
(066150)
3 m o ra >
Hhomm
almomz

 

VI. SELECTING EQUIPMENT:

 

a.
b.
O.

VII. ESTABLISHING AND MAINTAINING CONTROL OF:

For increasing efficiency
For replacement
For discard

 

a.
b.
c.
d.
e.
f.
g.
h.
i.

Quality of food produced

Quality of service offered
Sanitation

Operational safety

Recipe standardization
Operational expense versus income
Food inventory

Supply inventory

Equipment inventory

VIII . APPRAISING:

 

a.
b.
C.
d.
e.
f.

g.

Proféssional staff performance
Employee performance
Professional job specifications
Employee job specifications
Production procedures

Serving procedures

Cleaning procedures

IX..COMMUNICATING:

 

a.
b.
C.

d.
e.
f.
g.
h.
i.

J.

Orienting professional staff
Orienting employees

On-the-job training of professional
staff

On-the—job training of employees
Disciplining professional staff
Disciplining employees

Dismissing professional staff
Dismissing employees

Handling grievances of professional
staff

Handling grievances of employees

_—__—

—_———

—_———_

__——_

_—_—__.—

166

PART II. (Continued)

 

Item

Frequently
SOccasionally
Seldom

Always
Never

 

IX. COMMUNICATING: (Continued)

k. Conducting interviews

1. Conducting staff meetings

m. Conducting employee meetings

n. Developing manuals of policy and
procedure

0. Teaching groups outside the
immediate organization

*—__—

—___—

X. PLEASE INDICATE IN THE SPACE BELOW ANY
MANAGERIAL RESPONSIBILITIES YOU HAVE
EXPERIENCED THAT ARE NOT LISTED IN
THIS QUESTIONNAIRE.

*“_—_

 

 

******%aanaahaaaaaaarawraaaaaaaaaaannaaE
WE WOULD APPRECIATE RECEIVING YOUR RESPONSE BY RETURN MAIL.

Mail to:

Miss Katherine Hart, Head

Department of Institution Administration
College of Home Economics

Michigan State University

East Lansing, Michigan

PART B: GRADUATE ASSESSMENT OF THE EFFECTIVENESS OF
ACADEMIC PREPARATION AS RELATED TO MANAGERIAL

RESPONSIBILITIES IN THE FOOD SERVICE INDUSTRY.
Page

0 O O O O O I O O 168

Follow-up Letter . . . . . . . . 169

Cover Letter.

Survey Instrument . . . . . . . . 170

167

168

May 1. 1957

Your interest and cooperation in returning our recent ques-
tionnaire concerning the kinds of managerial responsibilities
which are or have been part of your job in the food service
industry are greatly appreciated.

Our next step in the evaluation of the administrative course
content concerns the effectiveness of the over-all academic
background and training offered at Michigan State University.
How well do you feel that your college program fulfilled
your needs for assuming the responsibilities of your food
service job?

We feel that you can make a valuable contribution to this
aspect of our study. Would you again be willing to give a
little of your time to assist us in assembling this infor-
mation? We sincerely hope you will.

If you do not feel that you wish to participate in this
phase of our study, please return the unanswered questionnaire.

Sincerely yours,

Katherine Hart, Head

Department of Institution
Administration

College of Home Economics

Michigan State University

East Lansing, Michigan

169

May 27. 1957

Your cooperation in returning our first questionnaire
concerning the kinds of managerial responsibilities which
are or have been part of your job in the food service
industry is greatly appreciated by the staff of the
Institution Administration Department.

On May 1 we mailed you a second questionnaire requesting
you to evaluate the effectiveness of your over-all academic
program in preparing you for your profession. To date we
have not received your answered questionnaire and wonder if
you have misplaced it.

We feel that you can make a valuable contribution to this
aspect of our study. We are taking the liberty of sending
you another copy of the questionnaire with the hope that
you will find time to fill it out and and return it soon.

If you do not feel that you wish to participate in this
phase of our study, please return the unanswered question-
naire.

Sincerely yours,

Katherine Hart, Head

Department of Institution
Administration

College of Home Economics

Michigan State University

East Lansing, Michigan

170

PLEASE DO NOT SIGN THIS QUESTIONNAIRE
********************

A SURVEY OF THE EFFECTIVENESS OF ACADEMIC PREPARATION OF RECENT
HOME ECONOMICS GRADUATES AS RELATED TO MANAGERIAL
RESPONSIBILITIES IN THE FOOD SERVICE INDUSTRY

Considering your over-all academic program at Michigan
State please CHECK (x) the following subject areas according
to the way in which you feel they fulfilled your needs for
assuming the responsibilities of your food service position.
If you are not currently employed in the industry, please
check the questionnaire in reference to your last food service
position.

 

)

tml

ge

not essen

Item

More than
Necessary
Insufficient
No Value

No Covera
iCove rage would-
be Desirable

(

Adequate

I. OPERATIONAL METHODS AND PRACTICES
A.7PersonneI Relations
1. With superiors
2. With subordinates
3. With business associates
4. Professional ethics
B. Personnel Problems
. Interviewing
. Selection and placement
Orienting and training
Supervision
Motivation
. Handling grievances
. Discipline
. Job evaluation
C. Labor Regulations
1. Federal
2. State
3. Local
4. Unionization
D. Insurance
1. Accident and Liability
2. Health
3. Social Security
E. Government Regulations
1. School Lunch Program
2. V.A. Hospitals
3. Penal Institutions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GDNONW-E‘UOIUH

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

171

not essential

Item

‘ More than*

Necessary

Adequate

Insufficient

No value

No Coverage

(

Coverage would
be Des rable

 

I. OPERATIONAL METHODS AND PRACTICES
(continuedI

F. Techniques of Operational Control

OKO (13'4me 00101-4

H

Cost accounting

Food cost accounting
Record keeping (other than
financial)

Work scheduling
Production control

Recipe standardization
Work simplification
Quality control (food and
service)

Safety

Sanitation

a. Food

b. Physical plant

II. SKILLS OF COMMUNICATION

 

A. CrItical Thinking

1.
2.
3.

Judgment
Evaluation
Problem-solving

B. Self Expression

1.
2.
3.

Speaking persuasively
Writing effectively
Employee training

C. Techniques of Group Leadership

1.
2.
3.
4

5.

Public speaking
Conference techniques
Group discussion methods
Demonstration techniques
Parliamentary procedures

III. TECHNICAL SKILLS

 

A. Menu Planning

1.
2.
3.

5.

Table service

Buffet service

Cafeteria service
Specialized catering service
Hospital tray service

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

172

A

H

43 a!

:2: (DH

0) 004-3

as a. s a. as
Item gm 4.) H :5 my)
43m CO CH r—‘l >U)
m d m m ()0
an» d S t> 0
:40 o m p
(36 6 C o (>0
:2 <: H z 23

4

Coverage would
be Desirable

 

III.

IV.

TECHNICAL SKILLS-~(continued)
B. Purchasing
1.LFood
a. Meat and meat products

 

 

b. Poultry and eggs

 

0. Produce

 

d. Staples

 

e. Dairy products

 

f. Frozen foods

 

g. Canned foods

 

2. Supplies
a. Paper

 

b. Cleaning

 

3. Equipment
a. Selection

 

 

b. Specifications

 

0. Layout

 

C. Food Preparation
1. Small quantity

 

2. Large quantity

 

3. Factors affecting quality

 

D. Types of Service
1. Table

 

2. Buffet

 

3. Cafeteria

 

4. Specialized catering

 

5. Hospital tray

 

E. Maintenance
1. Physical plant

 

2. Equipment

 

If there are some subject areas, not covered in this
questionnaire, which you wish had been included in your
academic program please list them on the reverse side
of this page.

If there are some subject areas, not included in this
inquiry, which were included in your academic program
(either required or elected) which are of little value
to you in your profession please list them on the
reverse side of this page.

 

173

VI. If you are not employed in food service operation at
present, please CHECK (x) the reason(s) why.

Am now a full-time homemaker

Work I am now doing pays better.

Work I am now doing has better hours.
Dislike food service work.

No food service job available in community.
Never intended to follow profession.

Other

I

 

VII. If you are employed in a field allied to the food service
industry but not s ecifically food service operation,
please indicate (x the area in which you are currently

employed.
__Food Service __Home Dem.Agent __Extension Specialist
__Home Service Administration __Equipment Research
__Television __Teaching __Food Demonstrator
__Radio ::Home Economics Consultant

Food Editor __Other

 

WE WOULD APPRECIATE YOUR RESPONSE BY RETURN MAIL

I T
f T

 

 

 

PART C: EMPLOYER ASSESSMENT OF THE EFFECTIVENESS OF COLLEGE
ACADEMIC PROGRAMS IN MEETING THE EDUCATIONAL NEEDS
OF MANAGERS AND DIETITIANS IN THE FOOD SERVICE

INDUSTRY.
Page
Cover Letter. . . . . .

...l75
.......l76

. . . . . . 177

Follow-up Letter

Survey Instrument ,

174

175

April 10, 1958

The instructional staff of the Institution Administration
Department is examining the possibilities for improving the
effectiveness of college training for careers in food
service management. We are eager to tailor our course con—
tent to provide the educational background and experience
necessary for success in the industry.

An evaluation of the effectiveness of our present college
curriculum in training our students for managerial respon-
sibilities in the food service industry will be the subject
of my doctoral research. One step in my evaluation is the
study of the educational needs for managerial success in the
industry. The purpose of the second phase is the comparison
of our current educational offerings with these requisites.
Results of this study may then be used as a basis for
reviewing curriculum requirements and for revising the con-
tent of our courses.

Because I am especially interested in the opinions of
successful administrators, I am asking for your assistance

in this part of the study. Would you be willing to share

your views regarding the adequacy of current college prep-
aration for developing prospective food service managers?

I am concerned with discovering those areas in which the
course content is "over-training" as well as those areas which
are not adequately covered or have been omitted entirely.

Your prompt cooperation in filling out the enclosed question-
naire will be deeply appreciated. If you do not feel that
you wish to participate, please return the unanswered ques-
tionnaire. An addressed, stamped envelope is enclosed for
your convenience.

Sincerely yours,

Grace A. Miller, Instructor

176

May 19. 1958

A questionnaire requesting your opinion of the effectiveness
of college academic programs in meeting the educational
needs of food service managers and dietitians in regard to
managerial responsibilities in the food service industry has
been sent to you. Perhaps you have set it aside or over-
looked it while sorting your mail.

An evaluation of the effectiveness of our present college
curriculum in training students for managerial responsibi-
lities in the food service industry is the subject of my
doctoral research. The results of this study will be used
as a basis for reviewing curriculum requirements and for
revising the content of our courses at Michigan State
University.

Will you please take a few minutes to check this question-
naire and send it in today? Enclosed is a copy of the
questionnaire. Please help me to make this a meaningful
evaluation.

If you feel that you do not wish to participate, please

return the unanswered questionnaire. An addressed, stamped
envelope is enclosed for your convenience.

Sincerely yours,

Grace A. Miller, Instructor
College of Home Economics

177

PLEASE DO NOT SIGN THIS QUESTIONNAIRE
*******************

A SURVEY OF THE EFFECTIVENESS OF ACADEMIC PREPARATION OF
HOME ECONOMICS GRADUATES AS RELATED TO THE MANAGERIAL
RESPONSIBILITIES IN THE FOOD SERVICE INDUSTRY

In your opinion, how effectively are college academic programs
meeting the educational needs of food service managers and
dietitians for managerial responsibilities in the food service
industry? Please indicate your feeling by checking the appro-
priate column for each area listed below. Use the right hand
column for items which you do not feel qualified to judge.

 

 

 

 

 

 

 

 

 

 

Academic Coverage '_1g_
5
*7

a #1

SE: H H r-{ 0
Item I: “3 '3 ,8 <3 4..)
L>m 3: cu :s u o
m 3 r1 m H
0)@ :s 0‘ a .o
a 0 L4 0 0 4s m
o<n o I) <3 0 s
2:: >1 <c n. z D

 

I. OPERATIONAL METHODS AND PRACTICES
A. Personnel Relations
1. With superiors
2. With subordinates
3. With business associates
4. Professional ethics
B. Personnel Problems
. Interviewing
. Selection and placement
. Orienting and training
. Supervision
. Motivation
. Handling grievances
. Discipline
Job evaluation
C. Labor Regulations
1. Federal
2. State
3. Local
4. Unionization
D. Insurance
1. Accident and liability
2. Health
3. Social Security
E. Government Regulations
1. School Lunch Program
' 2. V.A. Hospitals
3. Federal and State Institutions

—' —

 

 

 

 

 

 

 

 

 

 

 

 

CIJNONU‘I-D’UOMH

 

 

 

 

 

 

 

 

 

 

 

178

 

 

Academic Coverage

 

Item

More than
Necessary
Very Well
Adequately
Poorly

Not at All

Unable to Judge

 

I. OPERATIONAL METHODS AND PRACTICES

(continued) .
F. Techniques of Operational Control

1.

2.
3.

OkO CDNO‘Wfi-L‘:

Cost accounting

 

Food cost accounting

 

Record keeping (other than
financial)

 

Work scheduling

 

Production control

 

Recipe standardization

 

Work simplification

 

Quality control (food and
services)

 

Safety

 

Sanitation
a. Food

 

b. Physical plant

 

II. SKILLS OF COMMUNICATION
A. Critical Thinking

l.
2.
3.

Judgment

 

Evaluation

 

Problem-solving

 

B. Self Expression

1.
2.
3.

Speaking persuasively

 

Writing effectively

 

Employee training

 

C. Techniques of Group Leadership

1.
2.

3.
4.

5. Parliamentary procedures

Public speaking

 

Conference techniques

 

Group discussion methods

 

Demonstration techniques

 

 

III. TECHNICAL SKILLS
A. Menu Planning

1.
2.
3.

5.

Table service
Buffet service

 

Cafeteria service

 

Specialized catering service

 

Hospital tray service

 

 

179

fl

 

 

Academic Coverage 3)
'U
5
*1
a r4 o

c:% .H .H H
(US-4:40) <24)

Item net 0 in
+3w 3 m :a -u o
m :SHcdH
Q)® >3 cr 9 .o
‘5”“88‘38
(Dd)

EZ><mZD

A

 

III.TECHNICAL SKILLS--(continued)
B. Purchasing
1. Food
a. Meat and meat products
b. Poultry and eggs
0. Produce
d. Staples
e. Dairy products
f. Frozen foods
3. Canned foods
2. Supplies
a. Paper
b. Cleaning
3. Equipment
a. Selection
b. Specifications
0. Layout
C. Food Preparation
1. Small quantity
2. Large quantity
3. Factors affecting quality
D. Types of Service
1. Table
2. Buffet
3. Cafeteria
4. Specialized catering
5. Hospital tray
E. Maintenance
1. Physical plant
2. Equipment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IV} Please list any areas which you feel have been omitted from
this questionnaire and rate each according to the effective-
‘ness of College preparation programs.

 

 

 

 

 

 

'V} Any additional comments or suggestions which you have con—
cerning the content of college curricula for training in
management will be most welcome. Please record them on the
reverse side of this page or attach a separate sheet.

******************

I WOULD APPRECIATE YOUR RESPONSE BY RETURN MAIL.

PART D: PERSONAL INTERVIEWS WITH EDUCATORS Page
Outline Used by the Interviewer. . . 181

Survey Instrument . . . . . . . 196

180

181

PAGE 1
INSTITUTION CODE

GENERAL INFORMATION

Home Economics
‘Independent'college within the university
Independent school within the college
Dept. (division) within the college of

 

 

School year divided into:
terms
.___semesters
___summer session(s) ___ weeks

Total credits required for degree:
B.S. degree
__;M.S. degree

Time of Declaration of Area of Specialization
B.S. degree
M.S. degree

 

 

Areas of Specialization Offering Training in Food
Service Management

 

 

 

 

 

 

___Dietetics ___Institutional Management
'___Nutrition ___Institution Administration
;_;Foods .__;Restaurant Management
___Other
W
PRESENT ENROLLMENT DEPT.OR DIVISION OF TOTAL
Major:
B.S. female)
B.S. male)
M.S. female)
M.S. male)
Minor:
M.S.(female)
M.S. male) J
GRA D TOTAL

 

 

 

 

 

ADDITIONAL COMMENTS:

182

PAGE 2
INSTITUTION CODE

GENERAL CURRICULA REQUIREMENTS

 

I. Basic requirements for Home Economics Majors irrespective
of the area of specialization. (Include all-college or
all-university requirements plus Home Economics require-
ments.

B.S. Degree Total Credits Required:
term
semester

 

 

CREDITS M

 

M.S..Degree Total Credits Required:
term
semester

 

 

CREDITS M

 

ADDITIONAL COMMENTS:

 

183

GENERAL CURRICULAR REQUIREMENTS

 

INSTITUTION CODE

PAGE 3

II. Major credits required for area of specialization:

 

 

 

B.S. B.S. M.S. M.S.

Areas (term) (sem.) (term) (sem.)
Dietetics
Nutrition

 

Foods

 

Institutional Management

 

Institution AdministratiOn 11

 

Restaurant_Management

 

 

 

 

 

 

 

ADDITIONAL COMMENTS:

 

184

PAGE 4
INSTITUTION CODE

SPECIALIZATION IN FOOD SERVICE MANAGEMENT—-B.S.DEGREE REQUIRED

 

COURSES (exclusive of courses required for all Home Ec. majors
irrespective of the area of specialization).

 

MAJOR

COURSES

Fr.

Soph.

Jr.

Sr°

 

 

 

 

 

 

 

 

185

PAGE 5
INSTITUTION CODE

SPECIALIZATION IN FOOD SERVICE MANAGEMENT--B.S.DEGREE—-ELECTIVE

Total number of elective credits permitted

Availability of elective credits:

Restricted areas only
No restriction on areas
Some restricted areas

 

 

Distribution of electives in program of study:
YEAR CREDITS ALLOWED

Freshman
Sophomore
Junior
Senior

 

 

 

 

AREAS RECOMMENDED FOR ELECTIVES:

186

PAGE 6

INSTITUTION CODE

SPECIALIZATION IN FOOD SERVICE MANAGEMENT--MAS. DEGREE--
REQUIRED COURSES

 

 

 

MAJOR AREA:

 

MINOR AREA:

 

187

PAGE 7
INSTITUTION CODE

SPECIALIZATION OF FOOD SERVICE MANAGEMENT-—M.S.DEGREE--
ELECTIVES

 

 

 

Total number of elective credits permitted

Availability of elective credits:

 

Restricted areas only

—

No restriction on areas
Some restricted areas

 

 

 

 

 

AREAS RECOMMENDED FOR ELECTIVES:

 

188

PAGE 8
INSTITUTION CODE

REQUIRED LABORATORY AND/OR FIELD EXPERIENCE IN FOOD
SERVICE MANAGEMENT

 

 

 

EXPERIENCE B.S.DEGREE M.S.DEGREE

 

Home Ec. Lab. experience

Field experience concurrent with
lecture

Summer experience
Credit given
Non-credit

Sequence in program of study
Length of time required

Selection of assignment by:
Student
Major Dept.
Student & Major Dept.

EValuation of experience
Written report by student
Written report by employer
Oral evaluation only
Report not required

 

 

 

ADDITIONAL COMMENTS:

 

189

PAGE 9

INSTITUTION CODE

THESIS REQUIREMENTS--FOOD SERVICE MANAGEMENT

 

 

Area of B. S. DEGREE

M. S. DEGREE

 

Specialization None

Required

Optional

None

Required

Optional

 

 

 

 

 

 

 

 

 

 

 

 

 

ADDITIONAL COMMENTS:

 

190

PAGE 10
INSTITUTION CODE

BASIC ORGANIZATION OF INSTRUCTION IN REQUIRED FOOD SERVICE
MANAGEMENT COURSES

 

I. "Content-oriented"--Common classroom experiences with im—
portance on materials selected with
no adaptation to individual differences.
Materials of the course become the ends.
Achievement of students judged solely on
their mastery of these materials. Basic
assumption is that knowledge in itself
is both the prerequisite to and the
promoter of broader personal development.

 

COURSES BASICALLY "CONTENT—ORIENTED"

 

II. "Intellectually-oriented"--Common classroom experiences but
greater emphasis on relevance and greater
attention given to intellectual objec-
tives differentiates this approach from
the "content-oriented" one. Acceptance
of the direct responsibility for the
development of intellectual skills which
involve application of what is being
learned to current and probable future
problems. (Ability to think critically
about current problems and the ability
to read and.comprehend current litera-
ture and developments in the field.)
More concern about exposure of the stu-
dent to a number of points of view
rather than to one accepted by the in-
structor or textbook author.

COURSES BASICALLY "INTELLECTUALLY-ORIENTED"

 

191

PAGE 11
INSTITUTION CODE

BASIC ORGANIZATION OF INSTRUCTION IN REQUIRED FOOD SERVICE
MANAGEMENT COURSES (continued)

III. "Student-oriented"--Idea11y, the needs, interests, and
desires of each person are taken
into consideration in planning the
particular set of experiences of
most value to him. »Re1evancy of
materials and experiences to the
needs of the individual and to the
total development of the individual
becomes the prime consideration.

 

COURSES BASICALLY "STUDENT-ORIENTED"

 

* * * * * * * * * * * * * * * * ~X- * * 9(-

ADDITIONAL COMMENTS:

192

PAGE 12
INSTITUTION CODE

PHILOSOPHY IN RESPECT TO THE LEARNING OF OPERATIONAL METHODS
AND PRACTICES REQUIRED IN FOOD SERVICE MANAGEMENT

Personnel Relations--(superiors, subordinates, business
associates, and professional ethibs)

 

Personnel Problems —-(interviewing, selection and placement,
II orienting and training, supervision,
motivation, grievances, discipline,
job evaluation)

 

 

 

Labor Regulations --(Federal, State, Local, Union)
Insurance ——(accident and liability, health, social
security)

Government Regulation-(School Lunch Program, V.A. Hospitals,
Penal Institutions)

 

Techniques of
Operational Control-4(cost accounting, record keeping, work
scheduling, production control,
recipe standardization, work simplifi-
cation, sanitation of food and physical
plant)

 

 

193

PAGE 13
INSTITUTION CODE

 

PHILOSOPHY IN RESPECT TO THE LEARNING OF TECHNICAL SKILLS
REQUIRED IN FOOD SERVICE MANAGEMENT

 

 

 

Menu Planning --(table, buffet, cafeteria, hospital tray,
catering services etc.)

PURCHASING ——(food,supplies, equipment)

Food Preparation --(small quantity, large quantity, factors
affecting quality)

Types of Service --(table, buffet, Cafeteria, hospital tray,

 

catering etc.)
Maintenance —-(physical plant, equipment)

 

194

PAGE 14
INSTITUTION CODE

PHILOSOPHY IN RESPECT TO THE LEARNING OF SKILLS OF COMMUNICATION
REQUIRED IN FOOD SERVICE MANAGEMENT

 

Critical Thinking —— (judgment, evaluation, problem-solving
techniques)
Self-expression -- (speaking persuasively, writing effec—

 

tively, dealing with employee training
problems)

Techniques of Group
Leadership -- (public speaking, conference techniques,

group discussion methods, demonstration
techniques, parliamentary procedures)

 

PAGE 15
INSTITUTION CODE

The successful transition of a B.S. graduate from a
position of primarily relying on others for direction and
quidance to a position of assuming managerial responsibility
for the direction and guidance of others is, perhaps, one of
the most difficult adjustments the graduate has to make in

the first year of his/her employment in the food service
industry.

As educators what, if anything, can we do to facilitate
this transition for the young graduate?

DURING THE COLLEGIATE FOOD SERVICE MANAGEMENT TRAINING PROGRAM?

AFTER THE YOUNG GRADUATE HAS LEFT THE CAMPUS FOR A JOB?

196

INSTITUTION CODE

Based on the food service management training program at
your institution and adequate orientation to the specific job
situation by the employer, what level of responsibility can an
employer expect the AVERAGE B.S. GRADUATE to assume in each of
the following areas of management during the first year of
employment?

 

 

Please use the following key to indicate your response.
T — Total responsibility
M — Major responsibility with only periodic
KEY assistance
P — Partial responsibility with consistent, direct
supervision
N - None--competency acquired primarily through
job experience

 

I. FORECASTING
Type of menu to be served
Personnel required for operation

 

II. PLANNING
Operational policies
Personnel policies
Employee job specifications
Daily menus
Special diets
Required production for each menu item

111. DECIDING
Quality of food and supplies purchased
Quantity of food and supplies purchased
Portion size of items served
Selling price of items served

IV. ORGANIZING AND DEVELOPING

 

Food and supply orders
Production schedules
Serving schedules

Cleaning schedules

Employee time schedules
Employee job specifications

V. SELECTING PERSONNEL
Interviewing employee applicants
Hiring labor personnel

 

 

197

INSTITUTION CODE

 

VI._§ELECTING EQUIPMENT

 

For replacement
For discard
For increasing efficiency

VII. ESTABLISHING AND MAINTAINING CONTROL OF:

 

Quality of food produced
Quantity of food produced
Recipe standardization
Record keeping

Sanitation

Operational safety

Food inventory

Supply inventory
Equipment inventory

VIII. APPRAISING

 

Employee performance
Employee job specifications
Production procedures
Serving procedures

Cleaning procedures

IX. COMMUNICATING

 

Orienting employees

On-the-job training of employees

Handling employee grievances

Disciplining employees

Dismissing employees

Conducting employee meetings

Developing manuals of policy and procedure

Speaking to and/0r teaching groups outside
the immediate organization

 

198

TABLE 17

PART A. COMPOSITION OF SAMPLE BY YEAR OF GRADUATION,
DEPARTMENT OF MAJOR STUDY, AND DEGREE EARNED

 

 

i

 

 

 

 

 

 

Year Foods and Nutrition Institution
Degree Department Administration Dept. Total
Granted B.S.l M.S.? 3,3, M.S. B.S. M.S.
1951 10 6 8 O 18 6
1952 13 3 11 2 24 5
1953 20 2 8 3 28 5
1954 22 2 10 5 32 7
1955 19 0 8 3 27 3
1956 29 2 4 3 33 5
TOTAL 113 15 49 16 162 31
GRAND TOTAL 193
1Bachelor of Science Degree
2Master of Science Degree
TABLE 18
PART B. COMPOSITION OF SAMPLE BY YEAR OF GRADUATION,
DEPARTMENT OF MAJOR STUDY, AND DEGREE EARNED
Year Foods and Nutrition Institution
Degree Department Administration Dept. Total
Granted B.S.l M.S.2 B.S. M.S. B.S. M.S.
1951 6 l 5 O 11 1
1952 9 2 7 l 16 3
1953 14 O 5 2 l9 2
1954 12 O 6 4 18 4
1955 ll 0 6 3 l7 3
1956 17 l 3 3 2O 4
TOTAL 69 4 32 13 101 17
GRAND TOTAL 118

 

1Bachelor of Science Degree

2Master of Science Degree

PART C. GEOGRAPHICAL DISTRIBUTION OF SAMPLE SELECTED
FROM FOUR FIELDS OF FOOD SERVICE OPERATION

199

TABLE 19

 

Location

Hospital University

College &

School

Lunch Restaurant

Total

 

Alabama
Arizona
Arkansas
California
Colorado
Connecticut
District of
Columbia
Florida
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
MassachusettS'
Michigan
Minnesota
Missouri
New Jersey
New York
North Carolina
Ohio
Oklahoma
Oregon
Pennsylvania
South Carolina
Tennessee
Texas
Virginia
Washington
West Virginia
Wisconsin

TOTAL

1

MN

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DU

38

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H

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38

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108

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267

 

9.

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