1. Professional Development Programs7
Hospitality Human Resources Management and Supervision
OH 7-1

2. Learning Objectives After completing this chapter, you should be able to:
Explain the importance of professional development.
Describe basic professional development strategies.
Identify procedures for professional development planning meetings.
Provide information about professional development programs for managers.

3. Learning Objectives After completing this chapter, you should be able to:
Explain three commonly used professional development methods.
Identify other professional development methods.
Describe basic procedures for developing succession plans.
Instructors Notes:
Why should an operation develop an employee's skills, knowledge and attitude beyond their current level?

4. Develop Employees Instructor’s Notes
Indicate that employee development, the topic of this session, follows that of supervision discussed in the previous session.
Indicate that there are several reasons why employee development efforts are needed.

5. Overview of Professional Development
Professional Development refers to experience, training and education provided to help employees do their current jobs better and prepare them for other positions.
The term refers both to actions taken for a single employee and actions the operation takes to improve employees in general.
A professional development program can involve formal training activities or informal activities such as coaching.

6. Overview of Professional Development continued
Employees require all skills needed for the job
A skill gap is the difference between the skills an employee presently has and the skills that are needed.
There are several ways that managers can learn about skill gaps
Personal observation.
Reports by supervisors.
Reports or complaints by other workers, customers, or vendors.
Routine performance evaluations.
Instructor’s Notes
Indicate that a skill gap is the difference between the skills an employee presently has and the skills that are needed.
Indicate that there are several ways that managers can learn about skill gaps
Personal observation.
Reports by supervisors.
Reports or complaints by other workers, customers, or vendors.
Routine performance evaluations.
Indicate that development programs can be planned and implemented to reduce gaps in an employee’s knowledge, skills, or attitudes.

7. Overview of Professional Development continued
Advanced skills can increase productivity.
Employees need different knowledge and skills.
Changes in equipment or procedures may be made.
New governmental regulations may be mandated.
Employees desire different jobs.
Instructor’s Notes
Indicate that a skill gap is the difference between the skills an employee presently has and the skills that are needed.
Indicate that there are several ways that managers can learn about skill gaps
Personal observation.
Reports by supervisors.
Reports or complaints by other workers, customers, or vendors.
Routine performance evaluations.
Indicate that development programs can be planned and implemented to reduce gaps in an employee’s knowledge, skills, or attitudes.

8. Responsibility for Professional Development
The operation is responsible for providing professional development methods and opportunities, including paying for the costs. In return, an employee will be better able to help the establishment succeed.
The immediate manager is responsible for assessing development needs, recommending and assisting in the development of goals and methods, and assessing progress.
The employee carries most of the responsibility for his or her development and achieving the agreed-on goals.
Instructor’s Notes
The employee carries the most responsibility for his or her development.
Indicate that there are several steps involved in the employee development process.

9. Professional Development Strategies
Instructor’s Notes
Point out that the flowchart on this slide is a high-level view of the employee development process.
Talk through each of the steps in the employee development process in Exhibit 7.2 on page 210 by using an example such as a staff member who consistently fails to meet a performance standard.
Ask the following question, “What is an employee development planning meeting, and when should it be conducted?”

10. STEP 1: Establish Goals While Considering the Budget
Goals should focus on the operation’s needs first and then the employee’s goals.
Managers should be aware of the amount budgeted for professional development and then consider priorities when developing plans for specific employees.
Goals should be measurable and written plan established, which should be signed by the manager and the employee after agreement.

11. STEP 2: Select Development Methods
After goals are agreed and budgets approved, methods to acquire the necessary knowledge and skills must be identified.
Consider opportunities within the organization: cross-training or on-the-job training, OJT.
Educational opportunities that relate to the goals of the program might be sourced outside the establishment.

12. Select Development Methods continued
Examples of educational opportunities:
Local trade schools or four year degree programs
Trade or professional association resources
Books, videos or computer based training
Classes and materials available on the Internet
Special questions should be addressed
How will different activities in the plan be prioritized?
How much time will each activity take
What does the operation expect as a result of successful completion of the activity
How will the plan be evaluated?.

13. Select Development Methods continued
A sample worksheet that a manager can use to assist an employee in attaining knowledge and skills for another position.
A series of these development plans can be used over time to address transfers or advancements.

14. STEPS 3-5: Approve, Implement, Monitor Progress and Evaluate Plan
Throughout the program, the manager and employee should meet to discuss progress and ways to overcome obstacles.
The manager should:
Observe the employee’s new and exiting behaviors
Provide feedback
Discuss progress being made to achieve goals
Evaluation is easier if the goals are measurable.

15. STEPS 6-7: Celebrate and Maintain Success
Evaluate and celebrate success along the way
If additional resources and training are needed; the dollars and time invested will need to be evaluated and determined if sufficient budget and time are available.
The employee may be asked to provide a written or oral summary of the learning experience.
Successful completion of agreed-on activities should be followed by recognition of success.

16. Employee Development Planning Meeting
What—meeting to plan employee development goals and how they will be achieved
When—in conjunction with, but separate from, an employee’s performance review
How—a planned series of steps
Instructor’s Notes
Indicate that several steps can be used to facilitate an employee development planning meeting.

17. Preparing and Starting Employee Development Planning Meetings
Meet in a quiet and private place.
Have a clear agenda, collect data about the employee’s developmental needs, and use an outline.
State that you want to help the employee to improve.
Consider a time frame for development.
Listen to the employee’s needs and concerns.
Instructor’s Notes
Remember that most employees want to do a good job and to advance in their careers, and they will be interested in participating in this meeting and in working to achieve the goals established during the session.

18. An Employee Development Planning Meeting
Being prepared for and sincerely interested in helping the employee to improve will help to assure a successful meeting.
Instructor’s Notes
Indicate that there are numerous ways to obtain information helpful in discussing an employee’s skills, knowledge, and attitudes. (If practical, refer students to the list on page 155 in the chapter.)
Indicate that setting development goals is an important objective of the employee development planning meeting.

19. Discussion Topics in Goal-Setting Session
Current work assignments and required knowledge and skills
Current skills and knowledge of the employee
Corrective actions, if any, that are needed
Employee’s career plans, and the skills and knowledge required to meet his/her goals
Instructor’s Notes
Indicate that there are two kinds of developmental goals.

20. Types of Developmental Goals
To attain a skill or knowledge
To improve a skill or attitude
Skills – Intellectual or physical actions that help accomplish a goal.
Knowledge – Information stored in a person’s mind, such as facts, concepts, rules and procedures
Attitudes – Feelings about facts or situations that influence behaviors, such as liking to help people or disliking being interrupted
Instructor’s Notes
Ask students to give examples of skills, knowledge, and attitude goals that they might have. For each goal stated, ask if the goal is an attainment goal or an improvement goal.
Explain that basic procedures should be used to establish developmental goals.

21. Types of Developmental Goals continued

22. Setting Employee Development Goals
Each employee’s goals will likely be unique, but they should support the operation’s overall goals.
Managers can help staff establish personal and professional goals and to align them correctly.
Goals can be agreed upon formally (in writing) or informally (verbal statement/agreement)
Instructor’s Notes
In a formal program, goals should be written and signed.
For an informal program, a verbal statement/agreement is sufficient.
Supervisors can help employees to understand the knowledge and skills needed for advancement to higher positions.
Indicate that staff should be made aware of developmental opportunities within and outside of the organization.

23. Determining Opportunities for Development
Within the operation, including general and cross-training
Opportunities within the community
Formal education programs
Trade/professional association resources
Community library materials
Internet resources
Instructor’s Notes
Ask students, “What development opportunities exist at the organization you currently work for or have worked for?”
Review examples on pages in text book.

24. Establishing and Implementing the Development Plan
The supervisor-employer agreement must address
The plan’s time frame and goals
Method(s) for development
How the method(s) will be monitored and measured
The supervisor and employee should meet as agreed to discuss progress and provide feedback.
Instructor’s Notes
Discussions as the developmental program evolves are really coaching sessions to provide advice and to lend encouragement to the staff member.
Review examples in textbook page

25. How Would You Answer the Following Questions?
Who is the person most responsible for an employee’s development.
A _______ represents the difference between the skills an employee has, and the skills that are needed.
A manager (should/should not) ask staff to clarify personal development goals.
Instructor’s Notes
Employee
Skill gap
Should

26. Continuous Improvement
Continuous improvement through professional development is essential for success in restaurant and foodservice management.
Certification is one way to do this.
Certification requires an individual to demonstrate a high level of skill and to meet specific performance requirements by participating in a rigorous process.

27. Continuous Improvement continued
Examples of Sources of Certification:
National Restaurant Association
Foodservice Management Professional (FMP)
ServSafe food protection manager certificate
ServSafe Alcohol certificate
ManageFirst Professional (MFP) credential
The State and local restaurant Associations
International Food Service Executives Association (IFSEA)
Women’s Foodservice Forum (WFF)
American Culinary Federation (ACF)

28. Continuous Improvement continued
Networking is a process in which persons build relationships to:
Help with their career advancement,
Keep updated in the industry and
Seek advise about common operating challenges
How?
Attend meeting, seminars and conventions
Participate in community events
Participate in local job fairs
Join the local Chamber of Commerce
Volunteer as a community mentor
Active member in professional organizations

29. Employee Development Method— Cross-Training
Cross training allows manager or their employees to learn a job related to their own, often by working closely with an employee currently doing the job.
Step 1 – Prepare a list of important skills in each job.
Step 2 – Identify the employees to be cross-trained.
Step 3 – Implement cross-training opportunities.
Instructor’s Notes
A training plan, job analysis, and/or job descriptions can help to establish the foundation for a cross-training plan.
Remember that equal opportunity guidelines apply when moving an employee into an different position and/or cross-training him/her to do so.
An individual cross-training plan should be based upon an employee’s previous training.
Recognize that productivity may be lower during cross-training, and that the trainer must be taught how to train the employee.
Note that coaching is a second popular method of employee development.

30. Delegation
Delegation is a process of working with and through others to complete a task or project.
Allows employees to attain work tasks and responsibilities that are not a normal part of their position.
Tasks appropriate for delegation: fact finding tasks, detail work, repetitive tasks, “standing in” tasks.

31. Delegation continued
Several steps should be used if the delegation process is to be effective:.
Preparation: Manager and employee work together to select the task to be delegated, which the manager clearly defines
Planning: Manager should meet with the employee to describe the assignment in details and discuss all the facts and required results.
Execution: The manager turns over the project or task to the employee.
Assessment: A meeting to discuss the results, process and lessons learned
Appreciation: Acknowledge the employee to recognize their effort and contribution.

32. Mentoring
Mentoring is a process which an experienced employee provides advice to less experienced employees about concerns relating to the job, establishment, and profession.
Mentors can be provided as a part of orientation.
Long term mentoring relationships can provide input and continuity for an employee’s professional development.
Mentors serve in many roles as they interact with the employees assigned to them.

33. Mentoring continued
Effective mentors have significant experience in the operation/industry.
They are in higher level positions than the employee being mentored
They enjoy a favorable reputation in the organization.
They are accessible.
They have time and interest in helping the person being mentored.

34. Mentoring continued
Mentors are good communicators with effective interpersonal and listening skills.
They are good motivators and learn and listen to determine and understand the goals of the person being mentored.
They respect confidentiality and provide honest feedback.

35. Mentoring continued
Those participating in long-term mentoring relationships for professional development purposes often go through several stages.
The stages are defined in the text book on page 225.

36. Employee Development Programs Can Be Ineffective
Managers must confront the challenge of determining whether retraining will successfully address a specific problem.
Seldom does a single event or developmental program move an employee all the way to the final goal. More typically, several feedback and planning sessions must be conducted during multiple improvement periods.
It is difficult to modify attitudes.
Training may not overcome physical capabilities and aptitudes.
Some people cannot learn certain things.
Instructor’s Notes
Managers must confront the challenge of determining whether retraining will successfully address a specific problem.
Seldom does a single event or developmental program move an employee all the way to the final goal. More typically, several feedback and planning sessions must be conducted during multiple improvement periods.
Ask students to answer the following questions.

37. Developing Succession Plans
Succession planning is the process used by many organizations to ensure that employees will be recruited for and prepared to fill key position when they become vacant.
These are sometimes geared towards those individuals recruited for “fast-track” positions.
Several steps should be used to develop succession plans:
Key or upper level positions are the main focus of succession planning.

38. Developing Succession Plans continued
Step 1: Review job descriptions to determine which position to include in the plan
Step 2: Write the succession plan
Step 3: Develop a training program and select or recruit employees for each position in the succession plan.
Step 4: Train the employees, evaluate trainees, and revise training activities as necessary.
Step 5: Evaluate the plan periodically to ensure it is still useful.
Details on each of these steps can be found on pages 229 and 230 of the text book.

39. Next Week Article review on any topic covered today
Position Checklist – create a checklist for your chosen position: sanitation, opening, or closing (one checklist). In a short paragraph indicate how often the checklist is to be completed and who is responsible to verify/review employee completion and what actions should be taken if incomplete. Or Standard Operating Procedure (SOP) – write a Standard Operating Procedure for a task your chosen position would perform. The SOP should include: 1) Task, 2) Detailed steps to achieve task, 3) Specific order of steps, 4) Level of quality expected, i.e. speed of service, food safety or hospitality that employees are expected to demonstrate.
Read Chapters 8 & 9

40. Key Terms:
Certification The process through which an organization grants recognition to an individual who meets certain established criteria.
Cross-training Training in which an employee learns how to do work normally done by someone in a different position.
Delegation A process of working with and through others to complete a task or project; it shares authority and entrusts employees to accomplish the tasks assigned to them.
Developmental goal A description of the knowledge and skills that need to be gained or improved on to eliminate or reduce an employee’s knowledge and skills gap.
Knowledge or skill gap A difference between the knowledge or skills a manager or employee already has and those that are needed to do the job.

41. Key Terms: continued
Mentoring A process in which an experienced employee provides advice to less-experienced employees about concerns relating to the job, establishment, and profession.
On-the-job training (OJT) A one-on-one approach to training conducted at the work site.
Professional development Any experience, training, and education provided to help employees do their current jobs better and prepare them for other positions.
Succession planning A process used by many organizations to ensure that employees will be recruited for and prepared to fill key positions when they become vacant.