1. Hospitality Supervision CHRM 2470
Welcome
Hospitality Supervision
CHRM 2470

2. Agenda Ground Rules Information Card Warm Up Activity Syllabus Review
Chapter 1: Restaurant and Foodservice Operations are Labor-Intensive

3. Ground Rules Be on time – start on time
All cell phones at mute/turned off during class, if it rings………..I will answer !
No Internet use during class, unless part of classroom activity
Appreciate other points of view
Respect others’ desire to learn
End on time

4. Information Card
Please fill out the following information on the index card
Side ONE
Name
Phone
Address
Side TWO
Business affiliation & current position
Hospitality industry background

5. Warm Up Activity Break into pairs, someone you do not know
Interview each other for introductions
Please share with the class the following:
Name
Program of study
Life beyond school (work, family, etc.)
Tell the class about the best supervisor you ever had (characteristics/skills)

6. Syllabus Review

7. &
The Institute for the Culinary Arts is “teaming up” with the National Restaurant Association Educational Foundation (NRAEF) to provide a double benefit for our students.
By using the Competency Guide offered by the NRAEF, and using the Certification exam as the final exam for this course, the student benefits twice!
If you complete the Certification Exam with a score of 75% or higher, and complete the requirements of this course, you will receive college credit for the course and certification in Hospitality Human Resources Management and Supervision through the NRAEF ManageFirst Program.
The next couple of slides tell some of the benefits of the ManagaFirst Program.

8. How can this book help me?
NRAEF ManageFirst Program Competency Guide IS REQUIRED FOR THIS COURSE
How can this book help me?
Part of a certificate program
Industry-driven
Resume builder
Metropolitan Community College

9. NRAEF ManageFirst Program Competency Guide IS REQUIRED FOR THIS COURSE
Who is the NRAEF?
Educational arm of the National Restaurant Association
Bridge between academia and industry
Work with over 60,000 restaurant, hospitality and foodservice members companies
Metropolitan Community College

10. Competency Guide Content
NRAEF ManageFirst Program Competency Guide IS REQUIRED FOR THIS COURSE
Competency Guide Content
Management-focused
Application-based, not just theory
Professional Profiles give you a “sneak peek” into the field
“Real world” activities help build job skills
Metropolitan Community College

11. How will this certificate help me?
NRAEF ManageFirst Program Competency Guide IS REQUIRED FOR THIS COURSE
How will this certificate help me?
Validated by over restaurant, foodservice and hospitality organizations
Resume builder
Tangible accomplishment
Can give you a hiring advantage over peers who didn’t use ManageFirst
Metropolitan Community College

12. ManageFirst ProfessionalTM (MFP®) Credential
The MFP credential recognizes students as having the academic and practical knowledge they need to succeed in the restaurant, foodservice, and hospitality industry.
To earn the MFP credential, students must:
Pass four Core Credential exams and one Foundation/Elective exam
Provide documentation for 800 hours of industry work experience

13. ManageFirst Professional (MFP)
MCC offers classes that support the following courses:
NRAEF ManageFirst Core Credential Topics
CHRM 2475 Leadership – Hospitality and Restaurant Management
CHRM 2460 Cost Management – Controlling Foodservice Costs
CHRM 2470 Supervision – Hospitality Human Resources Management & Supervision
CHRM 1020 Sanitation – ServSafe® Food Safety
NRAEF ManageFirst Foundation Topics
CHRM 2480 Purchasing – Purchasing
CHRM 2465 Foodservice Financial Management – Hospitality Accounting
CHRM 2350 Nutrition – Nutrition

14. Additional Info - COMMERCIAL
Inclement Weather Policy
2013 ICA High School Culinary Invitational
Calling all Volunteers!!

15. Please be back in 15 minutes
Let’s Take a Break
Please be back in 15 minutes
OH 1-15 15

16. Restaurant and Foodservice Operations Are Labor-Intensive1
Hospitality Human Resources Management and Supervision
OH 1-16

17. Chapter Learning Objectives After completing this chapter, you should be able to:
Explain management activities and how evolving employee expectations can influence managers as they facilitate the work of their employees.
Describe strategies for facilitating the work of employees.
Explain how skills, abilities, leadership style, and corporate culture impact a manager’s human resources activities.
Identify the benefits of and procedures for promoting employee diversity within restaurant and foodservice operations.
Instructor’s Notes
Indicate that these objectives (competencies) drive the information in the chapter and in this session.
Note that the students will have an opportunity to learn and grow as an individual and as a manager when they work in a position that promotes and honors diversity.

18. Chapter Learning Objectives continued: After completing this chapter, you should be able to:
Define diversity and identify benefits of a diverse workplace
List categories of people protected from discrimination by federal law.
Define stereotypes, prejudices, and cultural tendencies, and indicate how they affect a workplace
Recognize practices that promote workplace diversity and cross-cultural interaction and communication.
Explain the importance of ethical decision making; the role of codes of ethics in restaurant and foodservice operations; and tasks involved in developing, implementing, and enforcing codes of ethics.
Instructor’s Notes
Indicate that these objectives (competencies) drive the information in the chapter and in this session.
Note that the students will have an opportunity to learn and grow as an individual and as a manager when they work in a position that promotes and honors diversity.

19. Case Study Let’s review the Case Study on page 3 of the text book
What do you think about the kitchen manager’s analysis of the situation?
What are some points Jeremy should make in his next meeting with the kitchen manager?

20. Management of Human Resources Is Important
Take a look at this chart on page 4 of the text book.
Let’s look at the steps involved in each level

21. Management of Human Resources Is Important continued
Pre-Management Activities
Define goals
Policies and Procedures
Establish strategies
Define ways to get the work done

22. Management of Human Resources Is Important continued
Initial Operation Activities
Organization of tasks and duties
Determining how and by whom
Coordination of resources
Staffing opportunities
Job/Position descriptions & specification
Recruit the right candidates

23. Management of Human Resources Is Important continued
Secondary Operation Activities
Supervision of process and team
Directing, planning and facilitating
Controlling and keeping on track of established goals

24. Management of Human Resources Is Important continued
Post-Management Activity
Evaluate and assessment:
Are goals attained
Evaluate employee performance
Why does it matter????????????????????????

25. Management of Human Resources Is Important continued
Prime Expenses/Cost
Approximately 65% of the Operating Budget
Labor
Food and Supplies
On-going supervision and management required for both for the business to survive
Typically managers and supervisors spend more time on staff-related issues than any other activity.
Let’s take a look at the Employment Cycle as described on page 6 of the text book

26. Employment Cycle Instructor’s Notes
Note that (top-left of circle in slide) the employment cycle begins when there is a need for additional employees, and potential staff members must be recruited. Please note that the definitions of the terms “applicants” and “candidates” are misapplied. Applicants are the people who have applied for an open job. Candidates are applicants who possess minimum job requirements and are being considered for a job opening.
Explain that the next steps in the cycle involve screening, hiring, and orienting employees to the operation.
Employees must also be supervised, developed, trained, evaluated, and rewarded for effective performance.
When employees leave the organization, there is a need for additional employees, and the employment cycle is repeated.
Make the following statement, “Now let’s look at how the work force is changing.”

27. Changing Employee Expectations
Look at who is in this class – are all of these ‘generations’ represented?
How does this information influence supervising employees?

28. Changing Employee Expectations continued
Employees may have different perceptions about work
What influences their perception?
How does this change the way you manage?
Influences: age, values, experiences, lifestyles, attitudes, life stye in general

29. Managers Facilitate Their Employees’ Work
What is the definition of facilitate?
How can managers help in preparing their team for the work at hand?
Is there a difference between ‘leaders’ and managers?
Facilitate means to make something easier.
Let’s look at what makes managers & supervisors ‘leaders’

30. Managers Facilitate Their Employees’ Work continued
Leadership Factors:
Provide Direction
Lead Consistently
Influence Others
Foster Teamwork
Motivate Others
Coach & Develop employees
Champion Change
Listed on page 9 & 10 of text

31. Managers Facilitate Their Employees’ Work continued
Supervision Skills and Abilities
Managers also need to develop Interpersonal Skills and take responsibility for Employee Development
There are still a few additional traits that the ‘best managers’ exhibit.

32. Managers Facilitate Their Employees’ Work continued
Financial management
Quality management
View problems as opportunities
Manage within financial constraints: develop, control and evaluate budgets
Provide consistent production and delivery of products and services according to expected standards.
In the past managers were problem solvers; today they must view problems as challenges and opportunities to move us closer to ideal goals and a changing work environment.
There are four basic styles of leadership, let’s look at those and how they apply to different situations.

33. Leadership Styles
Let’s look at each one individually and how they apply to different situations

34. Leadership Styles continued
Which specific types of food service operations might each of these styles work best and why?
Autocratic
Bureaucratic
Democratic
Laissez-Faire
Autocratic: Corporate restaurants, Fast Food, Quick Service
Bureaucratic: Contracted food service; health care, early education
Democratic: Self operated or independent restaurants
Laissez-Faire: Positions within self operated or independent restaurants, i.e. an Executive Chef is hired to develop a concept. Contracted services that are highly client driven.
With these in mind, let’s look at how the Corporate Culture influences the management style

35. Corporate Culture
What comes to mind when you think of the ‘Corporate Culture’
Is this a good or bad thing - from your perspective?
Definition of Corporate Culture: Shared beliefs, experiences and standards that characterize a company.
What do employees say makes a business an “Employer of Choice”?

36. Corporate Culture continued
Employers of Choice
Employees are treated with respect and dignity
Emphasize careers rather than jobs
Employees are treated as an asset
Jobs are continually challenging
Work-Life Flexibility
Low turnover rate
How does turnover influence a work environment? Let’s look at exhibit 1.9 on page 15 of the text book.

37. Corporate Culture continued

38. Actions to improve Employer of Choice status
Hire the right people
Provide ongoing training and development
Understand/listen to employees
Take action to keep employees involved and engaged
Let’s look at the role of diversity in restaurants and foodservice operations.

39. What Is Diversity?
Differences among people (employees, vendors, and guests)
All people must be treated equally without regard to race, color, national origin, or any other trait related to that person’s role at the foodservice operation.
Instructor’s Notes
People, including employees and guests, are different in numerous ways.

40. Diversity
Thinking about what you heard in your introductions alone……..
List the differences among the students in this class

41. Bases of Possible Differences Between People
Gender
Age
Group affiliation
Physical/learning abilities
Physical/mental disabilities
Nationality
Ethnic background
Skill level
Instructor’s Notes
This slide shows examples of factors that make people different from each other.
Persons should not be discriminated against because of these factors.
There are other factors that create differences between people.

42. Bases of Possible Differences Between People continued
Sexual orientation
Physical appearance
Economic level
Skin color
Educational level
Political references
Career goals
Religion
Race
Instructor’s Notes
No person should be discriminated against because of the above or any other differences.
Make the statement that, later in this session, the students will learn that it is illegal to discriminate against persons on the basis of many of the factors identified in this and the previous slide.
The restaurant and hospitality industry is a people-oriented and labor-intensive business.
There is a continuous cycle of personnel tasks that managers and human resources professionals must undertake to assure that their operations are fully staffed and that their employees are productive.

43. Benefits of a Diverse Working Environment
Creates a more enjoyable and productive workplace
Attracts more customers
Increases the labor pool
Improves legal protection
Instructor’s Notes
A welcoming environment encourages all staff members to do their best.
Employees with different backgrounds look at the same situation and challenges from a variety of viewpoints, and this can lead to a more productive work environment and to better creative problem solving.
Employees who live in the local community can often help to build new business from customers who want to visit operations that employ community residents.
In today’s tight labor market, the size of the labor pool increases as diversity is encouraged.
Promoting diversity is the law!

44. Avoiding Illegal Discrimination
Definition—Making an arbitrary distinction between job applicants or employees on any employment action on the basis of any personal characteristic protected under federal, state, or local laws
Employers cannot create or allow a hostile environment based on protected characteristics.
Instructor’s Notes
Indicate that a “hostile environment” is one in which someone is exposed to unwelcome, intimidating, offensive, or antagonistic behavior that interferes with the ability to perform a job and that is based on a protected characteristic.
Note that there are ten federally protected characteristics.

45. Federally Protected Personal Characteristics
Race
Color
Religion
Sex
National origin
Age (forty or over)
Disability
Military service
Pregnancy
Citizenship
Instructor’s Notes
Treating applicants or employees in a biased and prejudiced way is not legal, and it is not a good business practice.
The best way to ensure that you comply with all laws applicable to your operation is to treat everyone equally without regard to characteristics that have nothing to do with their work responsibilities.
Note that there is a range of federal equal opportunity employment laws that address discrimination based on these protected characteristics.

46. Federal Equal Opportunity Employment Laws
The ten federally protected characteristics are called “protected categories.”
Individuals who share a federally protected characteristic are called federally protected classes (groups).
Persons in federally protected classes (groups) along with all other persons cannot be discriminated against.
Instructor’s Notes
If applicable, review the federal legislation that establishes a framework for prohibited employment discrimination practices that are listed in the chapter on page 8.
Note that there are other federal and state requirements that protect persons with protected characteristics.

47. Other Anti-Discrimination Requirements
Additional rules affect businesses contracting with the federal government and operations that accept federal grants or funds.
State and some local laws may also address equal employment opportunity.
Instructor’s Notes
Additional anti-discrimination rules apply to
Businesses that contract with the federal government.
Businesses that provide services or supplies as a subcontractor to the above.
Most state and some local EEO laws also prohibit workplace discrimination, and these laws are often broader and more extensive than federal laws.
Equal employment laws basically define the foundation of unacceptable discriminatory behavior in employment practices.
Make the following statement, “Please answer the following questions about diversity and procedures to avoid illegal discrimination.”

48. How Would You Answer the Following Questions?
The task of recruiting potential employees occurs (before/after) they are screened.
How many federally protected characteristics comprise the “protected categories” in federal equal opportunity employment laws?
The best way to ensure compliance with all laws is to treat everyone equally. (True/False)
Personal characteristics that are addressed in equal opportunity employment laws are referred to as federally protected ______.
Instructor’s Notes
Before
Ten
True
Categories
Make the following statement, “Let’s continue our discussion of building a welcoming work environment by discussing prejudices, stereotypes, bias, and cultural tendencies.”

49. Let’s Define Terms!
Stereotypes—generalizations about particular groups of people that assume all members of the group are the same
Prejudice (bias)—general attitude about a person or group based on a judgment unrelated to abilities
Cultural tendencies—common ways of acting, based on beliefs and habits shared by persons in a group
Instructor’s Notes
Stereotypes are often hard to change because they are not usually based on actual experience and, once imbedded, require much contrary experience to alter.
Sometimes prejudice arises from one’s own experience, and sometimes from the lessons taught by one’s family members and other adult role models.
Since there are many different groups of people employed in restaurants and foodservice operations, managers must establish a climate in which they honor cultural tendencies and breakdown stereotypes.
Building an effective team means helping everyone to respect and value the strengths that individuals bring to work and to expose prejudice and stereotypes as the problems that they are.

50. Activity
Let’s list together how we might “describe” each of the following:
Doctors
Baptists
Muslims
African-Americans
Plumbers
Secretaries
Computer professionals
Short-Order cooks
New Englanders
Texans

51. Diverse Employees Working as a Team
This diverse group of restaurant employees work together as a team in a welcoming environment.
Instructor’s Notes
Make the following statement, “Let’s see how prejudice and stereotypes can affect the work environment.”
Additional Thoughts:
Many managers like to work in the restaurant industry because they say they are “people persons.” This is certainly a good work trait because they will be interacting with many types of employees, customers, and vendors.
The restaurant workplace can be a great environment for employment when diversity is valued and when the contributions of all staff members are recognized.

52. Prejudice and Stereotypes Affect the Workplace
Problems of prejudice and stereotypes counter the benefits of diversity.
Actions may be contrary to law.
Results can create a culture of distrust and frustration.
Instructor’s Notes
If employees do not feel trusted or welcome, productivity will fall, and their willingness to work as team members will decrease.
Indicate that there are several negative effects of prejudice.
Refer to the chart on page 19 of the text book.

53. Negative Effects of Prejudice
Limits the labor pool
Increases turnover; lowers morale
Stifles new ideas, talents, and perspectives
Increases conflict and misunderstanding
Decreases productivity
Decreases profitability
Decreases customer service
Increases likelihood of discrimination claims and litigation
Instructor’s Notes
Make the following statement, “You can easily see how prejudice can negatively impact the workplace. Now let’s see how diversity can positively impact the workplace.”

54. Positive Effects of Diversity
Increases the labor pool
Promotes the operation as a viable employer
Encourages new ideas, talents, and perspectives
Encourages appreciation of other cultures
Creates a positive work environment
Builds business with new customers
Creates an environment where a diverse group of customers is comfortable
Fulfills regulatory guidelines
Instructor’s Notes
Make the following statement, “Hopefully, this session has emphasized the importance of a workplace that values diversity. Now let’s see how a diverse workplace can best be assured.”

55. Promoting Diversity Step 1 – Recruit for diversity.
Recruitment of members of minority groups should be an active process.
A recruiting goal should be to employ a diverse workforce.
Candidates will not be judged by immutable characteristics.
Instructor’s Notes
Remember that the recruiting goal should be to encourage diversity while trying to find the best qualified persons regardless of race, color, national origin, or other differences.
The second step in promoting diversity is to increase cross-cultural interaction and communication.

56. Promoting Diversity continued
Step 2 – Increase cross-cultural interaction.
Develop a mission statement that emphasizes diversity.
Develop policies/procedures driven by the mission statement.
Implement aggressive recruiting practices.
Assure that managers model expected behavior.
Conduct diversity training sessions.
Instructor’s Notes
Remember that managers play an important role in the effort to value diversity as they model proper behavior.
Diversity training helps to demonstrate that differences are fun to learn about and should not be hidden, feared, or a source of shame.
Note that managers can use other activities to increase cross-cultural interaction.

57. Promoting Diversity continued
Additional ways to increase cross-cultural interaction
Improve communication.
Assist employees with literacy problems.
Instructor’s Notes
Managers should learn a few key words in the languages spoken by their employees.
Remember that some staff members may be embarrassed to admit they have literacy problems.
Increasing cross-cultural interaction is a key to breaking down stereotypes and for encouraging diverse employee groups to work together as a team.

58. Promoting Diversity continued
Step 3 – Educate employees and set expectations.
Employees must be educated about behaviors that are and are not acceptable in the workplace.
The Equal Employment Opportunity Commission requires the posting of notices about laws prohibiting discrimination.
Continuing education about the value of diversity and the encouragement of tolerance should be ongoing.
Instructor’s Notes
Make the following statement, “It is again important to stress that managers must set the expectation that harassment, hostility, prejudicial treatment, and stereotyping have no place in the operation.”
Indicate that the last steps in efforts to promote diversity relate to addressing issues and holding people accountable.

59. Promoting Diversity continued
Step 4 – Address issues and accountability.
Look for signs of behavior or elements of a hostile environment.
Stop discriminatory behavior as soon as it is seen or heard about.
Hold employees accountable for their behavior.
Remember the long-range goal; focus on correcting employees’ behavior.
Instructor’s Notes
Examples of a hostile environment include inappropriate joking, teasing, comments, or name calling and improper cartoons, posters, or notes posted in common areas.
Managers should encourage employees to alert them about any potential problems.
When intervening, focus on the issues, and not on the personalities of the person(s) involved.
Resect for each other and our business leads us to Ethics –
What do you think of when Ethics is mentioned?

60. Ethical Concerns
Ethics relates to rules or principles that help define what is right and what is wrong
Does something have to be illegal to be wrong?
How do we let employees know what is ethically acceptable according to our company?

61. Ethical Concerns continued
Managers should Lead by Example!
Basic principals managers should follow:
Trustworthiness
Loyalty to organization
Fairness
Concern and respect
Commitment to excellence
Reputation and morale
Accountability
Refer to page 23 of the text
How do we let employees know what is ethically acceptable according to our company?

62. Code of Ethics
Code of Ethics is a written set of guidelines to indicate the preferred behavior of an establishment employees.
Code might include the following topics:
Overview
Responsibilities to: customers, employees, community & society, vendors
Employees to Employer and vise versa
Violations to the code
In conclusion; let’s ask ourselves the following questions…

63. Code of Ethics continued
In business, if an action is legal and profitable, is it therefore ethical?
What is an example of an action that is legal and profitable but not ethical?
In what specific ways can ethical behavior “cost” a manager and his or her operation?
In what specific ways can ethical behavior “benefit” a manager and his or her operation?
Let’s look at some key terms in Chapter ONE

64. How Would You Answer the Following Questions?
Stereotypes can produce _______, which is a general attitude toward a person or group based on judgments unrelated to abilities.
Discriminatory treatment, including harassment, is _______.
Recruiting a diverse staff is typically all that is necessary to foster positive cross-cultural interaction. (True/False)
Teasing can be a sign of a hostile work environment. (True/False)
Instructor’s Notes
Prejudice (bias)
Illegal
False
True
Note: indicate that the last part of this discussion will provide a review of definitions for the key terms used in the chapter.

65. Key Terms: Authority The power to direct the work of employees.
Autocratic (leadership style) A leadership style in which the manager generally makes decisions and resolves problems without input from employees.
Bureaucratic (leadership style) A leadership style that relies on rules, regulations, policies, and procedures.
Code of ethics A formal statement developed by an operation that explains how its employees should relate to each other and to the persons and groups with whom they interact.

66. Key Terms: continued
Competitive advantage A strategy, tactic, or process that is not offered by a competitor of an establishment.
Controlling Keeping an establishment on track to achieve goals.
Corporate culture The shared beliefs, experiences, and standards that characterize a company.
Democratic (leadership style) A leadership approach that encourages employees to participate in the decision- making process.

67. Key Terms: continued
Discrimination The act of treating persons unequally for reasons that do not relate to their abilities, including race, color, religion, gender, national origin, age, and mental or physical abilities.
Diversity The concept that people are unique with individual differences and variations in race, ethnicity, gender, socioeconomic status, age, and physical abilities, among others.
Employer of choice A company that is a desired place of employment because employees are treated with dignity and respect.
Ethics The rules or principles that help define what is right and what is wrong.

68. Key Terms: continued
Evaluating Assessing the extent to which plans are attained, and identifying issues or problems.
Job description A description of the tasks a person in a position must be able to perform.
Job specification A listing of the personal requirements such as skills and abilities needed to successfully perform tasks in a position.
Laissez-faire (leadership style) A leadership style in which the manager does not direct work but instead delegates most decisions.

69. Key Terms: continued
Morale The feelings that employees have about their employer, their workplace, and other aspects of the operation.
Orientation program A formal plan for welcoming new employees and teaching them general information that all staff members must know.
Prejudice A general attitude toward a person, group, or organization based on judgments unrelated to abilities or reality, also called bias.
Quality The consistent production and delivery of products and services according to expected standards.

70. Key Terms: continued
Sexual harassment Unwelcome sexual advances, sexual favor requests, and other verbal or physical conduct that is sexual in nature and may create an offensive, intimidating, or hostile work environment.
Span of control The number of employees that can be supervised by one person.
Staffing The process of finding the right people for the job.
Quality The consistent production and delivery of products and services according to expected standards.

71. Key Terms: continued
Sexual harassment Unwelcome sexual advances, sexual favor requests, and other verbal or physical conduct that is sexual in nature and may create an offensive, intimidating, or hostile work environment.
Span of control The number of employees that can be supervised by one person.
Staffing The process of finding the right people for the job.
Quality The consistent production and delivery of products and services according to expected standards.

72. Key Terms: continued
Sexual harassment Unwelcome sexual advances, sexual favor requests, and other verbal or physical conduct that is sexual in nature and may create an offensive, intimidating, or hostile work environment.
Span of control The number of employees that can be supervised by one person.
Staffing The process of finding the right people for the job.
Stereotype A belief about particular groups that assumes all members of that group are the same.

73. Key Terms: continued
Supervising Planning for and facilitating the work of employees, also called directing.
Turnover The rate at which employees leave an operation and are replaced with new employees.
Vision An idea about what an organization would be like if it were ideal.

74. Next Week Read Chapters 1 & 2
Article Review: Restaurant & Foodservice Operations are Labor Intensive
Project: Written Summary of Business
1 page description of the business you will be designing in the development of a Human Resource Plan. Include name of company, hours of operation, seats/beds/rooms or other unit of volume or size, general location and any theme or genre that would define your operation.