Supervision for Foodservice

1
Welcome

• Supervision for Foodservice
• CHRM 2470

2
Ground Rules

• Be on time start on time
• All cell phones, pagers and IPods should be
  turned off during class
• No Internet use during class, unless part of
  classroom activity
• Free to take a break if needed
• Appreciate other points of view
• Respect others desire to learn
• End on time

3
Agenda

• Ground Rules
• Article Work Reviews
• Effective Communication
• Chapter 2 Defining Job Descriptions
• Next Week

4
Effective Communication

• Human Resources Management and Supervision

OH 2-4
5
Competencies forEffective Communication

• 1. Identify common misconceptions about
  communication and how they may arise in
  supervisory situations.
• 2. Describe barriers and biases that interfere
  with effective communication.
• 3. Explain the steps that supervisors can take to
  speak effectively on the job.
• 4. Identify factors that may prevent supervisors
  from listening effectively.
• 5. Explain a four-stage listening model
  (focusing, interpreting, evaluating, and
  responding) and how it can help supervisors
  improve their listening skills.
• 6. Identify active listening skills and apply
  them in supervisory situations.
• 7. Describe nonverbal communication and explain
  how knowledge of it can help you on the job.
• 8. Explain the importance of good writing, and
  identify how you can make your business writing
  more effective.

6
COMMUNICATION

• Define communication-
• Process by which information is exchanged
• Forms of communication talking, listening, body
  language, writing
• Supervisors need to be good at communication in
  order to be effective

7
Communication Myths

• We communicate only when we want to
  communicate.
• Words mean the same to me and to you.
• We communicate chiefly with words.
• Nonverbal communication is silent
  communication.
• The best communication is a one-way
  messagefrom me to you.
• The message I communicate is the message that
  you receive.
• There is no such thing as too much
  information.

8
Some facts about Communication

• You need feedback
• It can be formal or informal (i.e. grapevine)
• It needs to be meaningful, and have a purpose if
  it is to be remembered
• You need to understand the role of emotion,
  appearance, and prejudice
• You need to understand the role of the status
  quo
• You need to concentrate in order to truly listen
• You need to use language that is appropriate and
  understood
• Listening and writing skills can be improved

continued
9
Facts continued

• Timing is important
• Listening and writing skills can be improved
• If the communication is fact finding (i.e. an
  interview) you need to use open ended questions
• You need to summarize long discussions
• You need to understand body language overrules
  talk

10
Barriers to Effective Communication

• Distractions
• Differences in background
• Poor timing
• Emotions
• Personality differences
• Prejudice
• Differences in knowledge and assumptions
• Stress

11
Biases Affecting Communication

• First impressions
• Stereotypes
• Just-like-me
• Halo or pitchfork effect
• Contrast effect
• Leniency/severity effect

12
Obstacles to Listening

• Mind wanders
• Tuning out
• Distractions
• Prejudices
• Too many notes

13
Four Stages in Active Listening

• 1. Focusing
• 2. Interpreting
• 3. Evaluating
• 4. Responding

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Active ListeningFocusing

• Decide to listen.
• Create the proper atmosphere.
• Focus on the speaker.
• Show that you are paying attention.

15
Active ListeningInterpreting

• Keep from judging.
• Determine the speakers meaning.
• Confirm that you understand the meaning.
• Show that you understand.
• Reach a common understanding.

16
Active ListeningEvaluating

• Gather more information.
• Decide whether the information is genuine.
• Evaluate the information.
• Communicate your evaluation.

17
Active ListeningResponding

• Learn what the speaker expects.
• Consider your own time and energy.
• Decide what to do.

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Active Listening Skills

• Mirroringrepeating exactly some of the
  speakers key words
• Paraphrasingusing your own words to restate
  the speakers feelings or meaning
• Summarizingcondensing and stressing the
  speakers important points
• Self-disclosureshowing how you feel about what
  the speaker said
• Questioning/clarifyingasking questions to
  ensure understanding

19
Open-Ended Questions

• Ask open-ended questions to
• Begin a discussionWhat do you think about
• Understand the speakers ideasCan you tell me
  
• Examine a touchy subjectHow do you feel about
  
• Avoid influencing an answerTell me more about
  

20
Specific Questions Information Seeking

• Ask specific (or closed-ended) questions to get
  details
• Who
• What
• Where
• When
• Why
• Which
• How many

21
Keeping the Speaker Speaking

• I understand.
• Tell me more.
• Lets talk about it.
• I see.
• This seems very important to you.
• Id like to hear your point of view.
• Really.

22
Non-Verbal Communication

• Facial expression
• Eyes
• Posture
• Gestures
• Body movement

23
Writing Tips

• Plain English
• Short sentences
• Inverted pyramid
• Topic sentence
• Clear, concise, to the point

24
Business Writing Tips

• Have a specific reader or audience in mind
• Know your objective
• Decide which essential information to include
• Determine how to present the information

25
Use an Outline

• Introduce your topic
• List significant points
• Keep to your objective and sort all points into
  logical order that supports your objective
• Summarize and Conclusion

26
Document Checklist

• Is it organized well?
• Is it clear?
• Is it concise?
• Is it accurate?
• Is it courteous, friendly, professional?

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Defining Job Descriptions
2

• Human Resources Management and Supervision

OH 2-27
28
Chapter Learning Objectives

• Define job descriptions and explain their
  functions.
• Identify information needed for job descriptions.
• Explain how the Americans with Disabilities Act
  (ADA) affects the information in a job
  description.
• Recognize differences between exempt and
  nonexempt positions under the Fair Labor
  Standards Act.
• Recognize the need to update job descriptions.

29
Job Descriptions in the Employment Cycle

• Job descriptions relate to several activities in
  the employment cycle.

30
Job Specifications

• Detail the qualifications a person should have to
  do the job
• Examples
• Education
• Experience
• Emotional and physical skills

31
Job Descriptions and Performance Standards

• Job descriptions
• Indicate the duties that make up a job
• Performance standards
• Indicate how well a duty must be completed

32
Job Description vs. Performance Standard

• Example of duty as a job description and as a
  performance standard

33
Functions of Job Descriptions

• For recruiting and screening
• For hiring and orientation
• For employee development and training
• For performance programs and evaluations
• For salary administration

34
Functions of Job Descriptions continued

• Safety and security
• Union relations
• Legal proceedings

35
Classes and Grades
36
Levels of Authority
Top Management
MiddleManagement
Supervisory Management
Employees
37
Organizational Charts

• Outline hierarchy of the organization
• Flow of authority communication
• Unbroken line between all levels of the
  organization
• Relationships between positions
• Each position should have only one supervisor
• Impact interaction of positions across the
  organization

38
Organization (cont)

• Similar act ivies should be grouped together to
  structure departments within an organization
• Organizational charts/business structure, must
  change continually to reflect the constant change
  in business

39
Sample Organizational Charts
Shows hierarchy within the Organization
40
(No Transcript)
41
SampleOrganizational Chart
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Sample Organizational Charts
Shows relationships between department within an
organization
43
Shows relationships of core elements within the
organization
44
Area Team
Sr. Vice President
District Manager
Russ Kaegebein Vice President
QA Manager
General Manager
Account
Executive Chef
Area Trainer
Finance Director
Marketing Manager
Vending Manager
45
Job Analysis

• Provides detailed breakdown of duties in a
  position
• Identifies skills, knowledge, attitudes, and
  experience needed for success in the position
• Tells jobs environmental conditions

46
Job Analysis continued

• Employees can help with job analysis tasks.

47
Developing Job Descriptions

• Job descriptions should be free of discriminatory
  language.
• Information should be specific enough to indicate
  job tasks.
• Job descriptions should not be so detailed that
  the job is defined in rigid terms.

48
Components of Job Description

• Job identification information (title)
• Position supervisor
• Job summary
• Job responsibilities
• Job specifications

49
Good Job Descriptions

• Do not include information about policies and
  operating procedures.
• Provide only that information needed to clearly
  define the job.

50
How Would You Answer the Following Questions?

• Information about tasks in a position is found in
  a _______.
• Personal qualities required for success in a
  position are identified in a _______.
• Job descriptions are only useful during the
  hiring process. (True/False)
• Before a job description is developed, a _______
  must be conducted.

51
Job Descriptions Recognize ADA Concerns

• The Americans with Disabilities Act (ADA)
  prohibits discrimination against people with
  disabilities in employment.
• Job descriptions must identify potential
  functions (key duties) employees in a position
  must be able to do.

52
More About Job Descriptions and ADA

• Employers do not need to accommodate a person if
  doing so will impose an undue hardship on the
  business.
• Clear job descriptions should address issues
  about whether persons can be accommodated for a
  position.

53
Exempt and Nonexempt Positions

• Minimum wage and overtime pay is not required for
  exempt (salaried) positions.
• Minimum wage and overtime pay is required for
  nonexempt (hourly) positions.

54
Traits of Exempt Positions
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Traits of Nonexempt Positions
56
Job Descriptions Change Over Time

• Responsibilities may change as operations or
  employees grow or change.
• Job descriptions may change because of
  regulations.
• Equipment, menu items, and operating procedures
  may affect job responsibilities.
• Union contracts may change.

57
How Would You Answer the Following Questions?

• A change in a job that enables a person with a
  disability to perform the job is called a
  _______.
• The employer (does/does not) need to accommodate
  an employee if doing so would cause an undue
  hardship.
• Persons in _______ positions do not need to be
  paid overtime.
• Job descriptions (do/do not) evolve over time.

58
Key Term Review

• Back of the house (BOH)
• Bona fide occupational qualifications (BFOQs)
• Class
• Competencies
• Essential functions
• Exempt

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Key Term Review continued

• Front of the house (FOH)
• Grade
• Hourly
• Job analysis
• Job description
• Job specifications
• Nonexempt

60
Key Term Review continued

• Performance standards
• Reasonable accommodations
• Salaried
• Scope of a job
• Undue hardship

61
Chapter Learning ObjectivesWhat Did You Learn?

• Define job descriptions and explain their
  functions.
• Identify information needed for job descriptions.
• Explain how the Americans with Disabilities Act
  (ADA) affects the information in a job
  description.
• Recognize differences between exempt and
  nonexempt positions under the Fair Labor
  Standards Act.
• Recognize the need to update job descriptions.

62
Next Week

• Read Chapters 3 4, and be prepared to discuss
• Chapter Summary - typed
• Outline or paragraphs (minimum 3 paragraphs)
• 10 points discussed
• Application to real world
• Article or Work Experience Review - typed
• Minimum 3 paragraphs
• Your opinion agree or disagree
• Project - typed
• Job description Develop a job description for a
  chosen position within your business. It should
  include components listed on pages 29-30 of the
  text example job descriptions are on page(s) 31
  31.
• Organizational Chart Reporting Relationships
  Prepare an Organizational Chart for your
  business and the reporting relationship of the
  chosen position to other positions within the
  organization, that do not have direct reporting
  relationships