77”.“: :::1--....~‘.C.-I- .-. I.— ~g€23Eizgmeiex'zirglfizsniIII:HI}thmimsiiiIII‘IILIIIIé-IInai~.1~.:-,-:CII:;:wII3.,- ' ‘ ‘ AN ANALYSIS OF THE ANTICIPATED ROLES OF FOOD SERVICE MANACERS IN 1986, AS A BASIS FOR CURRICULUM DEVELOPMENT IN BACCALAUREATE PROGRAMS ‘ ' Dissertation for the Degree Of Ph. D. MICHIGAN STATE UNIVERSITY JOSEPH N. KOPPEL 1976 I I i ‘l \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 3 1293 10463 5036 L [BR A R Y Michigan State University This is to certify that the thesis entitled AN ANALYSIS OF THE ANTICIPATED ROLE OF FOOD SERVICE MANAGERS IN 1986, AS A BASIS FOR CURRICULUM DEVELOPMENT IN BACCALAUREATE PROGRAMS presented by Joseph N. Koppel has been accepted towards fulfillment of the requirements for ___Rh.._D_._degree in Education A i . / ‘ IK/J/Zét 4%421’0 , K, / Major professor Date My}? 1 0-7639 W ABSTRACT AN ANALYSIS OF THE ANTICIPATED ROLES OF FOOD SERVICE MANAGERS IN 1986, AS A BASIS FOR CURRICULUM DEVELOPMENT IN BACCALAUREATE PROGRAMS By Joseph N. K0ppel The major objective of this study was to predict the antici- pated roles of the food service manager in the coming decade. Highly knowledgeable leaders of the industry identified what the food ser- vice manager of the future will be doing. The roles were then employed to make more accurate decisions regarding curriculum develOpment in food service management education in baccalaureate programs. Procedures The study involved thirty-two industry leaders representing all eight classifications of the food service industry. The food service industry is generally identified as having two major groups and eight subgroups. The two major groups are: (1) Commercial feeding, which consists of (a) Contract and Industrial; (b) Fast Service; (c) Full Service; and (d) Hotel, Motor Inns, Resorts, and Club operations; and (2) Institutional feeding, which consists of (a) Colleges and Universities; (b) Elementary and Secondary Schools; Joseph N. Koppel (c) Hospitals and Health Care Facilities; and (d) Public and Mili- tary Institutions. The methodology employed was the Delphi technique. Two instruments were used. The first was an open-ended form asking the participants to list what they considered to be the five most impor- tant roles of the food service manager in the coming decade. The second instrument listed the fifty role statements obtained from the group and asked the participants to rate the degree of importance of each role. Four major analyses of the questionnaire responses were made: (1) categorization of the roles, (2) rank-ordering the roles, (3) comparison of the rank-order importance between the commercial and institutional groups, and (4) comparison of the rank order of importance between the independent and multi-unit operations. Findings 1. Theleader category role (part of the interpersonal role group) was found to be the most important of the ten categories used in the study. This role relates to the activities of motivation and activation of subordinates and is a part of the interpersonal group of roles. 2. Industry leaders reported the training role (part of the leader role category) to be the most important single role to be performed by the food service manager. 3. The most important roles were related to, and are listed in their order of importance: training, cost controls, sanitation, merchandising, quality standards, goal setting, government regula- tions, and food preparation and service skills. Joseph N. Koppel Recommendations for Curriculum Development 1. All role statements that were of at least medium impor- tance belong in the curriculum. Fdrty-three roles were so ranked in the study. 2. The interpersonal group of roles should receive major emphasis. Special attention should be given to areas such as training, productivity, government regulations, and guest contacts. 3. The food service manager must cope with a wide range of roles. The three groups of roles--interpersonal, informational, and decision making--have been rated as closely equal in importance. It follows, then, that curriculums should be broad enough to encom- pass all these roles. 4. Roles relating to negotiating union contracts and analyzing long-term budgets, which received low ratings, would _ appear best suited for elective courses, special seminars, or per- haps even graduate studies. AN ANALYSIS OF THE ANTICIPATED ROLES OF FOOD SERVICE MANAGERS IN 1986, AS A BASIS FOR CURRICULUM DEVELOPMENT IN BACCALAUREATE PROGRAMS By \ Joseph NIGKOppel A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education T976 Copyright by JOSEPH N. KOPPEL 1976 ACKNOWLEDGMENTS I never could have reached this point alone. Many peOple have inspired and encouraged my efforts. I am pleased to be able to recognize those who helped me grasp this important achievement. First, I would like to thank my outstanding doctoral com- mittee. Dr. Peter G. Haines, chairman, personified what a true educator should be. He presented an example of an educator striving to identify the individual needs of his students. Dr. Walter Hapkiewiez contributed the major share of the understanding of and appreciation for the theory of learning. Dr. John F. Bobbitt shared his views on the essence of vocational education. He gave credit- ability to the fundamental principles of occupational education and their application to all levels of education. Dr. Robert L. Blomstrom provided the bridge from my interest in education to that of the field of food service management. He offered so much of his real-world experience to me when I sought it. Dr. Stephen Yelon also provided special help with the study in the early stages and later joined the committee. I would also like to thank other educators who have inspired me to attain this degree. First, Chef Herman Breithaupt opened up the world of food service to me. He has maintained an interest in my career for the past fifteen years. Second, his son Robert has ii capably carried on the role of an outstanding food service edu- cator. Both men encouraged me to extend thereach for my goals. Dr. Lewis J. Minor provided constant encouragement. He has been a prime example of one who stands for high quality and the accomplishment of academic excellence. Also, I wish to thank Dr. Frank Borsenik for recommending this degree program and his encouragement to pursue that endeavor. John Casberque and Mary Hotchkin provided some initial help in the conceptualization of the study. They both reflect an out- standing interest in food service education. My gratitude is extended to my other teachers and fellow students, particularly my colleagues in the EPDA Vocational Leader- ship Institute, l974 and 1975. All of them have provided keys to my development. A very special acknowledgment is extended to my mother and sister for all their encouragement. Finally, most of my thanks belong to my wife Carol. She has shared and endured the necessary sacrifices and frustrations that are common to all who undertake this learning program. Without her fortitude and love, this goal could not have been reached. May we both provide the model needed for our son, Joel Lewis, to be what he wants to be. TABLE OF CONTENTS LIST OF TABLES ........................ Chapter I. THE PROBLEM OF THE STUDY . . . ............ Introduction .................... Statement of the Problem .............. Need for the Study ................. Assumptions ..................... Outcomes of the Study ................ Limitations of the Study .............. Definition of Terms .. ................ II. REVIEW OF LITERATURE ................. Research Studies Related to Food Service Education Research Related to Curricula in Management Education ..................... Methodologies Used in Other Studies and the Delphi Technique ................. III. DESIGN AND PROCEDURES ................. P0pulation and Sample ................ Generalizability of Findings ............ Instrumentation ................... Questionnaire I--First Phase ........... Questionnaire II--Second Phase .......... Questionnaire II--Third Phase ........... Analysis of Data .................. IV. FINDINGS ....................... The Anticipated Important Roles of the Food Service Manager .................. Categorical Presentation of Roles ......... Rank-Order Presentation of Roles ......... R0le~Perceptions by Type of Firm .......... Minority Opinions ................. iv Page Chapter . Page V. SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS OF THE STUDY ...................... 67 Implications for Curriculum Development in Baccalaureate Institutions ............ 69 Conclusions and Recommendations for Curriculum Development .................... 71 Conclusions and Recommendations for Further Research ..................... 72 APPENDICES .......................... 74 A. QUESTIONNAIRE I .................... 75 B. QUESTIONNAIRE II ................... 78 C. COVER LETTER--PHASE III ................ 84 D. AN INDICATION 0F INTER-RATER RELIABILITY ....... 85 BIBLIOGRAPHY ......................... 87 Table LIST OF TABLES Summary of Current and Alternative Assumptions Regarding Business Education ........... The Mintzberg Model of Ten Managerial Roles ..... The Anticipated Important Roles of the Food Service Manager by Categories ............... The Anticipated Important Roles of the Food Service Manager in Rank Order ............... Summary of the Five Most Important Roles Compared to Problems Identified in the Literature ..... Important Roles Not Identified in the Literature Comparison of Rankings of the Most Important Anticipated Roles Between Commercial and Institutional Food Service Groups ......... Comparison of Ranking of the Most Important Anticipated Roles Between Independent and Multi-Unit Food Service Operations ........ Comments From Participants Who Here at Least One Standard Deviation From the Mean Opinion ..... vi Page 22 26 44 48 52 54 56 59 62 CHAPTER I THE PROBLEM OF THE STUDY Introduction "Real career opportunities lie ahead in the food service industry because it has continued its growth," said James McLamore, l975 president of the National Restaurant Association. He further claimed that "In l947, the food service volume in the commercial sector was only $6 billion. Today, the entire food service industry is over $75 billion, and since the decline of the automobile industry food service ranks second only to retail grocery sales in the 1 The forecast for l976 is that sales volume will 2 nation's economy." exceed $76 billion, as reported by Technomic Research Associates. Greater manpower will be necessary to meet the needs of this industry, while it continues to grow and change at a tremendous rate. The particular manpower need of the food service industry on which this study focused is that of managerial manpower. Baccalaureate degree programs, along with associate degree programs, will share a major responsibility for preparing the managerial leadership of tomorrow's food service industry. 1"The Future of the Restaurant Industry," The Cornell Quarterly l7 (May 1976): 2. 2Ronald N. Paul, "$76 Billion in '76," Food Service Marketing 38 (January 1976): 37. The food service industry is generally identified as having two major groups and eight subgroups. The two major groups are: (l) Commercial feeding, which consists of (a) Contract and Indus- trial; (b) Fast Service; (c) Full Service; and (d) Hotel, Motor Inns, Resorts, and Club operations; and (2) Institutibnal feeding, which consists of (a) Colleges and Universities; (b) Elementary and Secon- dary Schools; (c) Hospitals and Health Care Facilities; and (d) Public and Military Institutions. Hospitality education, of which food service is a major com- ponent, can make a major contribution to preparing the needed man- power of the food service industry. Landmark, in speaking about hospitality education, stated: The l972 statistics from the U.S. Department of Education tell us that there were l08,997 students enrolled in high school and trace programs and 25,368 in community colleges and uni- versities. . . . This total enrollment represented an increase of 117 percent over the students enrolled in 1968. . . . In addition, there are between 75,000 and 80,000 enrollments in adult education courses each year. He went on to say that although the above statistics may be impres— sive, the manpower needs of the industry are still not being met. He cited as an example the fact that there were approximately 1,400 university graduates in l974; on the average, each of these graduates had three or four job offers. Thus, there are more job opportuni- ties than graduates to fill them. Hall gave more data on the size of the food service educational system by reporting that 1Richard Landmark, "Career Education for the Hospitality Industry," The Cornell Quarterly l5 (August l974): 6. There are now in excess of 1,200 high school food service educational programs, 250 junior and community college pro- grams, and over 50 food service management programs at the 4-year colleges granting baccalaureate degrees. These programs at various educational levels serve different clienteles. The basic Objective of high school food service pro- grams is to train young people for entry-level employment. This is usually in the general occupational areas of semi-skilled cooks or service personnel. Associate degree food service programs, usually in community colleges, strive to prepare students for a more highly skilled occupational area or supervisory positions in production or sales. In some cases the two-year program graduate can enter at a management position. Baccalaureate degree programs in food service management attempt to prepare students for an entry—level management position. The difference between the two-year and the four-year graduate is that generally a graduate of the latter will advance more rapidly in management. An editorial in the Cornell Quarterly reViewed the opinions of several educational leaders on the total approach to food service education. This editorial observed that: Richard Landmark, former executive director of the Council on Hotel, Restaurant and Institutional Education indicated that the U.S. has an extensive educational program, which now ranges from high school and adult education programs through junior college and university degree curricula. Many industries also have formal educational programs for their employees. The nation's educational structure, Landmark noted, is broadly available and equipped to serve people of all ages. . Mrs. Hilda Watson Gifford, CHRIE's "Educator of the Year," (1972) described Project FEAST, in which California high school students, many of them potential school dropouts, became inter- ested in food service careers through joint programs sponsored by schools and industry. 1Chester G. Hall, Jr., "The Foodservice Industry--Today and Tomorrow," Foodservice and Lodging Education 1 (February 1973): 5. Dr. Herman Strook of the Northern Virginia Community college, pointed out the vital role that industry can play in food ser- vice curricula. On-the-job training, when combined with college instruction, makes courses more meaningful. Close cooperation between the instructors and industry also helps to keep courses up to date. Prof. Vance A. Christian of the School of Hotel Administra- tion at Cornell University reviewed the university's role in food service education, which he summarized as providing leader- ship tools for outstanding young men and women and also perform- ing industry research. More than 200,000 students are enrolled in all levels of hos— pitality education. Powers pointed to the need for more potential managers to be delivered by our educational system when he observed that: The very rapid growth in the demand for managers sup- ports the notion that the abler students in secondary school food service programs should be encouraged to prepare themselves for further study either in an associate degree or baccalaureate degree program. This substantial growth in the demand for managers--which is certainly in accord with current, 1975, developments-~also strongly supports the continual rapid growth of . . . management programs. The picture that emerges is one of an industry which is increasingly capital intensive. This development, in other industries, has generally been accompanied by increasing manage- ment intensity and a decrease in the significance of tradi- tional, craft oriented skills. Thus, in addition to the chal- lenge of the traditional need to offer levels of skill training appropriate to program objectives, food service educators and operators face a challenge, on the one hand, to enrich the work of an increasingly unskilled work force and, on the other, to provide the incentives and training to develop the needed larger cadre of managers.2 Powers stated that the food service industry needs more managers. Horn, a former president of the National Restaurant Association, reinforced that position by indicating that in the 1"Food Service Leaders View a Total Approach to Industry Education," The Cornell Quarterly 14 (February 1973): 103. 2Thomas F. Powers, "Food Service in 1985," The Cornell Quarterly 17 (May 1976): 54. 19703 there will be a basic need for 25,000 new managers each year. He further claimed that about 300,000 managers are working today, and with industry growth, it will be vital to hire almost that many more by 1980.1 Hence it seems clear that more management manpower will be needed in the immediate future. Furthermore, implicit in these observations seems to be the assumption that graduates will be adequately prepared to accept managerial responsibilities. Statement of the Problem The problem of the present study was to predict what the roles of the food service manager will be in the next decade. This problem was addressed by gathering information on the roles of the food service manager as predicted by knowledgeable leaders in the industry. The study was based on the premise that using the information obtained, more accurate decisions can be made before initiating or revising curricula in food service management educa- tion in baccalaureate degree programs. The following research questions were specified: 1. What will be the most important anticipated roles in the food service industry in the next ten years? 2. Is there agreement, and if so where, in the ranked order of importance of the anticipated managerial roles between the commercial and institutional segments of the food service industry? 1"Needed: 25,000 Managers Year Next 10 Years," Hospitality 10 (January 1971): R33. 3. Is there agreement, and if so where, in the ranked order of importance of the anticipated managerial roles between the independent and multi-unit operations of the food service industry? Need for the Study Educators, if they are to prepare food service managers for tomorrow's industry, must know what the future roles of the food service manager are likely to be. Industry changes and so does the role of the manager. An article by Witzky spoke of great changes going on in business in terms of leadership seeking new objectives. The author, an instructor in the School of Hotel Administration at Cornell University, traced the various stages of management development and definitions. He concluded that the roles of the modern manager are continually redeveloping and refining a more effective managerial framework to fit into the existing social system.1 Witzky's article indicated a realization of the changing roles of the food service manager. It was an important cornerstone to this research effort which addresses itself to those role changes. In addition to the ever-changing roles of the manager, further evi- dence exists that indicates specific changes in the food service industry should be reflected in the curricula of our educational 1Herbert K. Witzky, "The Changing Role of the Manager," The_ Cornell Quarterly 10 (November 1969): 14. programs. For example, Rappole, of the University of Houston, maintained that: Food Service Management is a unique area within today's hotel and restaurant programs for junior and senior colleges. Indeed, without this instructional area, the hotel and restau- rant management curriculums would closely approach those for business administration.‘ Rappole suggested that this unique area warrants the attention of hospitality educators. He further indicated that the most rapid and exciting advances in the hospitality industry are being made in fOOd service. Yet, the curricula have not changed to meet the challenges of the new food systems. This situation indicates that educators and program directors should reflect the advances in the industry in their educational offerings. If hospitality education is to succeed in preparing personnel for the management of food service operations, curricula must undergo functional revisions that correspond to the new developments in the industry.2 Communication should flow from the food service industry to the educators, so that these functional revisions may reflect the current state of the industry. In an article entitled "Role Based Curriculum Development in Higher Education," which is most approp- riate to the present study, Rowse, Howes, and Gustafson pointed out that curricula should be "built around the needs of the clients to 1Clinton L. Rappole, "Food Service Curriculum for the Future,” The Cornell Quarterly 15 (August 1974): 51. 2 Ibid. be served (i.e., students desiring to become members of a specific profession)."1 Rowse, Howes, and Gustafson made another point that is relevant to one of the present study's concerns--curriculum develop- ment in higher education. They stated: Curriculum development, particularly in schools of higher education, has commonly followed a building block process. Typically a faculty builds its program around the specific strengths and resources of its members and then adds independent units of curriculum one at a time as resources become available and as the undesirability of existing weaknesses becomes evi- dent. Unfortunately, this approach typically results in a cur- riculum which is poorly integrated and weak in those areas for which the departmental faculty do not possess expertise. More- over, the resulting curriculum tends to be weak in those areas commonly delegated to experiential learning (e.g., process or application skills, attitudes, integration of materials, commu- nication skills and information sources.2 Food service education must also endeavor to ease the industry's manpower shortage. Professor Raymond, of McGill Univer- sity, indicated that No one would dispute the fact that the hospitality-food service industry is undermanned, that more qualified personnel are needed if the industry is to be able to maintain a rate of growth equal to or greater than the rate it has experienced over the past two decades. At one time the industry was reluctant to admit that for- mal education programs could provide suitable personnel-- there was a widely held belief that competence came only with longtime experience on the job.3 1G. Rowse, N. Howes, and D. Gustafson, “Role Based Curriculum Deve§opment in Higher Education," Educational Technology 15 (July 1975 : 13. 21bid. 3Diana A. Raymond, "Training for the Hospitality, Food Service Industry," Food Executive 75 (May-June 1973): 25. Raymond felt this position is changing and that the food service industry is now asking for trained or educated personnel who are ready to take jObs. She also wrote: This industry has been slower in recognizing that a broad academic learning experience of a university education enables an individual to bring abilities to the job performance that can only be otherwise obtained by time and a process of trial and error.1 She maintained that the food service industry now realizes that management's needs cannot be met by the former processes of progres- sion through experience and time. Also, she believes the industry accepts the premise that the university-educated individual's academic foundation permits a more rapid develOpment and a more immediate input into the industry. Several writers have criticized present food service manage- ment curricula. Fisher, a former faculty member of Cornell Univer- sity, stated that today's food service education emphasizes theoreti- cal courses in addition to offering exposure to different subfields and providing some practical classroom laboratory exercises. Instead, he felt the ideal curriculum for developing management capability for the future should be structured to allow for courses that involve exposure, application, and analysis.2 In another critical view of the hotel and restaurant manage- ment curriculum, Smith claimed that 11bid., p. 15. ZWilliam P. Fisher, "How Many Parts Training . . . How Many Parts Education?" Food Service and Loggigg Education 1 (February 1973): 32. lO Curriculums too often emphasize business techniques and con- cepts. While the subjects are vital more attention must be paid to the marketing aspect, and most of all, the imple- mentation techniques so needed in middle management where most of the young graduates will begin. In other words, the gradu- ate should be capable of managing people first--not the busi- ness. The preceding views are important. First of all, they view the graduate at the entry-level management position and suggest some of the training he needs. Smith also said that perhaps not too many business techniques are required at this early stage of the restaurant manager's career; this is an important point for edu- cators. It is reasonable to assume that students in food service management programs do have specific educational needs in preparing for their careers in the food Service industry because their educa- tion is vocational. Thus, education must anticipate what the managers of tomorrow's industry will be doing. For example, a freshman of 1978 will not graduate until 1982, but his curriculum typically must be planned and approved in the institutional process by 1976-77. Educators can build a curriculum around those identified anticipated roles and more effectively prepare students in today's food service management programs if they know what_the food service manager will be doing. This is the essence of vocational education. Another reason for seeking the anticipated roles of the food service manager is to keep the food service curriculum and methods abreast of the constantly changing industry. Livingston emphasized 1Donald I. Smith, "A Restaurant Degree-~Who Needs It?" Hospitality_9 (January 1971): R44. 11 the accelerating rate of change in the industry during one decade: The last ten years have seen substantial changes in the character, goals, and operating methods of the food service industry in the United States. But the momentum for change is still on the increase and one may safely predict that the food service world of 1984 will bear little resemblance to its counterpart of 1974. The reason for this prediction is that we have witnessed a quantum jump in food service techniques as a result of the effective application of new technology and management techniques to solve economic, marketing and opera- tional problems in mass feedings.I The growth and change in the food service sector of the hospitality industry, therefore, can be related to the importance of maintaining viable curricula in our management programs. This factor, combined with the growth in the number of institutions now offering educational opportunities in this specialized area, rein- forces the need for effective curriculum development in food service management baccalaureate programs. Assumptions The following assumptions were established for the purpose of the Study: 1. The organizational boundary for the middle-management position addressed in this study is above the super- visory level and below the corporate officer level. 2. Roles which will be important to the food service manager in the next ten years can be identified by today's indus- try leaders. 1G. E. Livingston, "Changes in the Food Service Industry," The Cornell Quarterly 15 (May 1974): 15. 12 3. The establishment of these roles can be a basis for developing effective and relevant food service manage- ment programs at the baccalaureate degree level. Outcomes of the Study 1. It was expected that there are some important identifiable roles for food service managers. Upon identification of these roles and their degrees of importance, decisions can be made in regard to curriculum development in food service management educational pro- grams. These needs of tomorrow's industry manager should provide the foundation for tomorrow's food service management curriculum. 2. It was expected that certain roles might be unique to one particular major group within the industry. This would be important for curriculum develOpers, as it would provide a basis for deciding degrees of emphasis within a curriculum. For example, a program might be formulated to represent only the commercial group of the food service industry. 3. If there are differences in the roles of a food service manager in an independent unit as compared to those of the manager in a multi-unit organization, curriculum developers would be com- pelled to reflect this difference. Limitations of the Study This study relied exclusively on the Opinions of industry leaders to identify the roles of the food service manager in 1986. The study did not use an empirically tested method for curriculum development decision making, nor did it evaluate recommendations 13 with regard to their effectiveness in an on-going program. Finally, the study viewed only the roles of the manager in the food service industry, not the roles of supervisors, skill-level personnel, or corporation officers. Definition of Terms The following terms are defined in the context in which they are used in this study. Leaders--Those individuals who are currently developing the working roles of the food service manager. Those persons might be corporate staff members or executives who are responsible for developing the policies and practices of subordinate food service managers. Or the person could be an individual who has the primary influence upon the role of the food service manager in an inde- pendent operation. The key factor is the person's current involve- ment in the development of the present and emerging roles of the food service manager. Manggerial roles--A categorization of managerial activities into affinity groups. Food service manager--The person who is formally in charge of a food service organizational unit. Delphi technique--A method of technical forecasting using a sequence of questionnaires to achieve consensus among geographically separated participants in a study. CHAPTER II REVIEW OF LITERATURE A primary reason for this study was that the food service industry is growing and changing, and is faced with many problems. Educators must be aware of the state of the art in the industry, in order to prepare the leaders of tomorrow. Food service manage- ment programs must reflect the needs of the industry. Examined in this section are some of the changes and major problems that will face the leaders of tomorrow's food service industry, as revealed in the literature. Livingston pointed out that although the industry's growth statistics are impressive, they tend also to emphasize that current problems, unless solved, will only become greater. Although the industry is growing at an average of about 9 percent per year and is increasing its labor force, there is a low increase in labor produc- tivity. Livingston compared food service to two closely related industries--food processing and retail food distribution. The com- parison showed that from 1958 to 1967 the food processing and food distribution industries increased in labor productivity by 5.7 percent and 8.6 percent, respectively. During the same period the food ser- vice industry showed a productivity increase of only 2.2 percent. Productivity in the food service industry has not increased in the 14 15 subsequent period of 1967 to 1972. Another point made is that if the rapid inflation affecting both food costs and wages is con- sidered, an actual decline in real worker productivity can be iden- tified for the latter time period.1 A more recent situation indicated that the average food 2 This is still service worker produces only 47 percent of the time. low compared to the manufacturing industries. The productivity problem is further compounded because new legislation affecting minimum wage laws is now applicable to the food service industry. Thus, one of the major problems of the industry is low worker productivity. Other problems of which educators of tomorrow's leaders should be aware are high labor turnover and the rapidly rising costs of food. Doty indicated that labor turnover in the food ser- vice industry is roughly three times that in manufacturing indus- tries. 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This is the third and final phase of the study. It is also the most important phase. To review our steps up to this point—~we asked you in Questionnaire I to identify what the job of the food service manager will be five to ten years from now. Then you were asked in Questionnaire II to rate the degree of importance of the various role statements that you and your fellow industry members submitted. Phase III (Questionnaire III) asks you to compare your rating of each role statement with the majority rating. Your responses in Question- naire II have been recorded, and calculated to determine the majority opinion. This majority opinion is indicated by a green circle which I have placed on each individual role statement on your questionnaire. If your rating is different from the majority rating, you may now take the opportunity to reconsider and perhaps join the majority by changing your rating. Or you may want to keep your rating as you originally made it. If so, we are asking you to tell us why. Instructions for marking your questionnaire are as follows: 1. If your opinion is the same as the majority, as indicated by your circle and my green circle, no comments are necessary. In some cases where two degrees of importance may have been chosen about equally, both are circled in green ink. 2. If your opinion is in the minority you may elect to remain so, and are invited to comment about your opinion near the role statement or on the reverse side of the page. 3. If your opinion is in the minority you may elect to change it to the majority by crossing out your first response and circling the majority number. This would eliminate the need to comment. Please return this completed questionnaire by July 7th. You may expect your summary of this study thereafter. Thank you again for your out- standing participation. Sincerely, Joseph N. Koppel 84 APPENDIX D AN INDICATION OF INTER-RATER RELIABILITY Ro1e Number of. . Number of. . Numbera Respogdents N1th1n Respondents N1gh1n ne 5~D- Two 5.0. s 1 28 4 2 27 5 3 24 8 4 30 2 5 30 2 5 31 1 7 31 1 8 29 3 9 3O 2 10 32 0 11 31 1 12 28 4 13 30 2 14 24 8 15 29 3 16 30 2 17 30 2 18 30 2 19 31 1 20 29 3 21 29 3 22 31 1 23 27 5 24 24 8 25 28 4 26 27 5 27 31 1 28 32 0 85 86 Ro1e Number of. . Number of. . Numbera ReSpondents WTthTfl Respondents W1th1n One 5.0. Two S.D.'s 29 3] 1 30 32 0 31 30 2 32 29 3 33 27 5 34 23 4 35 31 1 36 29 3 37 30 2 38 29 3 39 27 5 40 28 4 41 27 5 42 29 3 43 30 2 44 31 1 45 29 3 46 27 5 47 31 1 48 31 1 49 24 8 50 24 8 aThis numbering pattern fo11ows the ro1es as they were presented in Questionnaire II, Appendix B. b . . The sma11 number of cases in WhTCh raters were more than one standard deviation from the mean indicates a reasonab1e agree- ment among raters. BIBLIOGRAPHY 87 BIBLIOGRAPHY Ackerman, H. 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