1. Supervising and Motivating Employees6
Human Resources Management and Supervision
OH 6-1

2. Supervising Employees
Instructor’s Notes
After the orientation process is completed, staff members must be supervised, developed, trained, evaluated, and rewarded. These are among the activities that are part of a supervisor’s responsibility.
Some operations make a distinction between “managers” and other “supervisors” who direct the work of hourly employees.
All supervisors and most managers direct the work of staff members, and this topic is discussed in this session.

3. Supervising Employees
After the orientation process is completed, staff members must be supervised, developed, trained, evaluated, and rewarded. These are among the activities that are part of a supervisor’s responsibility.
Some operations make a distinction between “managers” and other “supervisors” who direct the work of hourly employees.
Instructor’s Notes
After the orientation process is completed, staff members must be supervised, developed, trained, evaluated, and rewarded. These are among the activities that are part of a supervisor’s responsibility.
Some operations make a distinction between “managers” and other “supervisors” who direct the work of hourly employees.
All supervisors and most managers direct the work of staff members, and this topic is discussed in this session.

4. Challenges Confront New Supervisors
Tasks performed by supervisors are different from those done by hourly employees.
The task of supervising people is different than performing technical tasks.
Supervisors help new employees when necessary, so they must know how to do the work of the staff they lead.
Some supervisors lose their sense of accomplishment when they are not doing “physical” work.
A supervisor sets and monitors quality, productivity, and efficiency standards
Instructor’s Notes
Some supervisors lose their sense of accomplishment when they are not doing “physical” work.
A supervisor sets and monitors quality, productivity, and efficiency standards.
A talented supervisor is able to build effective relationships with employees.

5. Making the Transition to Supervisor
This is the server’s last shift as a server. Tomorrow he will begin work as a dining supervisor and will find that work tasks and responsibilities are very different.
Instructor’s Notes
Note that the relationship an hourly staff member has with his/her peers is much different than the relationship that a supervisor has with those whom he/she leads.

6. Building and Managing Employee Relationships
Good supervisors can adjust from being a group member to a group leader.
Decisions must be made that are best for the operation, its customers, and its employees. They cannot be influenced by past relationships with their employee peers.
Effective supervisors are clear and careful about what they say (and don’t say), and are honest and fair.
Instructor’s Notes
Supervisors must make the right decisions for the right reasons and stand by them; they cannot be influenced by past relationships with their employee peers.
It is critical to maintain good relationships with all employees—not just those with whom one was friendly before a supervisory promotion.
A supervisor’s integrity (honesty) is critical to the supervisor-employee relationship.
Good supervisors consider the potential effects of their actions before they act.
Ask the following question, “What motivates employees?”

7. What Motivates Employees
A supervisor cannot motivate anyone; motivation must come from within each person.
Good supervisors create conditions that allow employees to be motivated.
While every person is different, there are some factors that typically do (and do not) motivate people.
Instructor’s Notes
Every person (and employee) is different. A supervisor should make efforts to get to know individual employees to determine what motivates them as individuals.
Indicate that there are two commonly-accepted motivation theories, and these will be discussed next.

8. Maslow’s Hierarchy of Needs
Instructor’s Notes
Physiological needs relate to the body, such as the need for food, water, air, or sleep. At work these needs can be met by comfortable heating, air-conditioning, lighting, meal and rest breaks, and limits on work hours.
Safety needs deal with things that make people feel secure and keep them safe. In the workplace, these include fair wages, healthcare and other benefits, safety procedures, and protective equipment.
Social needs involves a person’s need to be with others and include love, belonging, and friendship. In the workplace, these needs can be met through friendship, teamwork, and a sense of belonging or acceptance.
Esteem (ego) needs focus on how people feel about themselves, and how they perceive others feel about them. In the workplace, these needs may be met through recognition, promotions, job titles, acknowledgements, and other factors.
Self-actualization needs relate to the realization that one is doing the best that it is possible to do. In the workplace, this need can motivate people to become as productive as they can be, to produce the best quality work outputs, and to develop themselves for other positions.

9. Maslow’s Hierarchy of Needs
Physiological needs relate to the body, such as the need for food, water, air, or sleep. At work these needs can be met by comfortable heating, air-conditioning, lighting, meal and rest breaks, and limits on work hours.
Safety needs deal with things that make people feel secure and keep them safe. In the workplace, these include fair wages, healthcare and other benefits, safety procedures, and protective equipment.
Social needs involves a person’s need to be with others and include love, belonging, and friendship. In the workplace, these needs can be met through friendship, teamwork, and a sense of belonging or acceptance.
Instructor’s Notes
Physiological needs relate to the body, such as the need for food, water, air, or sleep. At work these needs can be met by comfortable heating, air-conditioning, lighting, meal and rest breaks, and limits on work hours.
Safety needs deal with things that make people feel secure and keep them safe. In the workplace, these include fair wages, healthcare and other benefits, safety procedures, and protective equipment.
Social needs involves a person’s need to be with others and include love, belonging, and friendship. In the workplace, these needs can be met through friendship, teamwork, and a sense of belonging or acceptance.
Esteem (ego) needs focus on how people feel about themselves, and how they perceive others feel about them. In the workplace, these needs may be met through recognition, promotions, job titles, acknowledgements, and other factors.
Self-actualization needs relate to the realization that one is doing the best that it is possible to do. In the workplace, this need can motivate people to become as productive as they can be, to produce the best quality work outputs, and to develop themselves for other positions.

10. Maslow’s Hierarchy of Needs
Esteem (ego) needs focus on how people feel about themselves, and how they perceive others feel about them. In the workplace, these needs may be met through recognition, promotions, job titles, acknowledgements, and other factors.
Self-actualization needs relate to the realization that one is doing the best that it is possible to do. In the workplace, this need can motivate
Instructor’s Notes
Physiological needs relate to the body, such as the need for food, water, air, or sleep. At work these needs can be met by comfortable heating, air-conditioning, lighting, meal and rest breaks, and limits on work hours.
Safety needs deal with things that make people feel secure and keep them safe. In the workplace, these include fair wages, healthcare and other benefits, safety procedures, and protective equipment.
Social needs involves a person’s need to be with others and include love, belonging, and friendship. In the workplace, these needs can be met through friendship, teamwork, and a sense of belonging or acceptance.
Esteem (ego) needs focus on how people feel about themselves, and how they perceive others feel about them. In the workplace, these needs may be met through recognition, promotions, job titles, acknowledgements, and other factors.
Self-actualization needs relate to the realization that one is doing the best that it is possible to do. In the workplace, this need can motivate people to become as productive as they can be, to produce the best quality work outputs, and to develop themselves for other positions.

11. Maslow’s Hierarchy of Needs continued
As soon as a lower need is fulfilled, a person is typically motivated to fulfill the next higher need.
Needs vary for each individual.
Needs change; what motivates a person at one time may not motivate him/her at another time.
Instructor’s Notes
While most people have some needs in common, what will satisfy one person’s need may not satisfy another person with the same need. For example, lack of health insurance may make one person with a security need feel insecure, but this may not bother another person with a security need.
Indicate that a second common motivation theory is the motivation-hygiene (two-factor) theory.

12. Motivation-Hygiene (Two-Factor) Theory
Many people assume that factors that motivate employees and that demotivate them are opposites.
The two-factor theory identifies different factors that motivate and demotivate employees.
Instructor’s Notes
According to the two-factor theory, employees are motivated by motivation factors and demotivated by hygiene factors.

13. Two-Factor Theory— Motivation Factors
Esteem
Accomplishment
Contribution
Responsibility
Acknowledgement
Recognition
Growth
Motivation factors encourage employees to work harder, to go beyond the ordinary, and to make a difference in the workplace.
Since these factors make employees feel happy about their workplace, they are sometimes called “satisfiers”.
Instructor’s Notes
Motivation factors encourage employees to work harder, to go beyond the ordinary, and to make a difference in the workplace.
Since these factors make employees feel happy about their workplace, they are sometimes called satisfiers.
Indicate that hygiene factors are work situations that can make employees unhappy and prevent them from doing a good job.

14. Two-Factor Theory—Hygiene Factors
Working conditions
Company policies
Hours
Equipment
Fair pay
Health benefits
Time off
Working relationships
Supervisory style
Hygiene factors can maintain employee satisfaction or make them unhappy, but they cannot motivate employees to do better work.
The absence of a hygiene factor can cause dissatisfaction.
Improving hygiene factors benefits the operation; for example, it shows employees that the managers care, helps to prevent poor morale and turnover, and models the respectful and caring behavior that is important in the work environment.
Instructor’s Notes
Hygiene factors can maintain employee satisfaction or make them unhappy, but they cannot motivate employees to do better work.
The absence of a hygiene factor can cause dissatisfaction.
Improving hygiene factors benefits the operation; for example, it shows employees that the managers care, helps to prevent poor morale and turnover, and models the respectful and caring behavior that is important in the work environment.
Hygiene factors provide a foundation for the workplace, and they enable employees to be motivated by factors that are of concern to them.

15. Effective Supervisors Plan for Success
They have a clear vision of the desired workplace and how to get there.
They are able to plan and organize the work of teams.
They are able to consider the need for future improvements.
Instructor’s Notes
Effective supervisors incorporate their plans into visions and communicate them to employees.
Part of this communication is indirect and includes serving as a good role model who practices the desired attitudes and behavior.
Supervisors should also use more direct methods to communicate with employees.

16. How Do Supervisors Communicate?
Effective supervisors discuss plans and how they may be accomplished with staff assistance. Listed below are ways supervisors may communicate with their team:
In shift meetings
During production meetings
With employee bulletin boards
By management group meetings
Instructor’s Notes
Effective supervisors discuss plans and how they may be accomplished with staff assistance.
They also tell employees what they (employees) are doing well and where improvement is needed.
Effectively communicating with staff members can motivate staff to be concerned about and participate in the supervisor’s plans.
Indicate that effective supervisors monitor employees to help ensure that standards are met.

17. Supervisors Must Reinforce Positive Performance
Provide feedback.
Provide feedback in a timely manner with specific suggestions about what to do differently.
Maintain a professional and positive attitude.
When improvements are noted, compliment the employee as soon as possible, and encourage continued improvement.
Encourage continued on-job success.
Instructor’s Notes
Employees who follow policies and meet or exceed standards should be complimented or rewarded for doing so. Examples of rewards include preferred work schedules, transfers, cross training, educational opportunities, new assignments, bonuses, promotions, and raises.
Feedback to improve employee performance should be done following several basic principles:
Provide feedback in a timely manner with specific suggestions about what to do differently.
Maintain a professional and positive attitude.
When improvements are noted, compliment the employee as soon as possible, and encourage continued improvement.
Ask students to answer several questions.

18. Supervisors Must Reinforce Positive Performance
Recognize and complement successful performance.
Employees who follow policies and meet or exceed standards should be complimented or rewarded for doing so.
Examples of rewards include preferred work schedules, transfers, cross training, educational opportunities, new assignments, bonuses, promotions, and raises.
Instructor’s Notes
Employees who follow policies and meet or exceed standards should be complimented or rewarded for doing so. Examples of rewards include preferred work schedules, transfers, cross training, educational opportunities, new assignments, bonuses, promotions, and raises.
Feedback to improve employee performance should be done following several basic principles:
Provide feedback in a timely manner with specific suggestions about what to do differently.
Maintain a professional and positive attitude.
When improvements are noted, compliment the employee as soon as possible, and encourage continued improvement.
Ask students to answer several questions.

19. Progressive Discipline
Employee is encouraged and reminded about proper performance.
The employee is given notice about below- standard behaviors with a reminder to improve.
Written feedback is provided.
More serious consequences that eventually end in termination are used for repeated problems.
Document, document, document!
Instructor’s Notes
When a performance problem is first noted, help should be provided by front-line supervisors and peers.
To prevent wrongful termination that occurs when employees are fired for arbitrary, unproven, or disciplined discriminatory reasons, some states require an employer to have a legitimate cause for termination.
Even in states that adhere to the employment at will doctrine, good supervisors use progressive discipline.
Indicate that supervisors can use some basic tactics to motivate employees everyday.

20. Motivating Employees Everyday
Acknowledge them.
Express appreciation.
Share information.
Express interest.
Involve them.
Instructor’s Notes
Point out that the bullets at the top of page 135 in the guide should also include “involving employees.”
Indicate that you will use the next slides to discuss some ideas for each of these tactics.

21. Acknowledge Employees
Say “hello.”
Call people by name.
Make eye contact.
Greet each employee at the start of each shift.
Say “goodbye” at the end of each shift.
Instructor’s Notes
Suggest that two basic methods can be used to express appreciation to your employees.

22. Express Appreciation
Extend your thanks by inserting a positive note in the employee’s file.
Publicly express your appreciation or that of a guest.
Instructor’s Notes
An informal tactic that every employee appreciates is a simple and honest “thank you.”
When a guest writes a complimentary letter that mentions an employee’s name, post it or read it aloud.
Indicate that sharing information with staff can be done several ways.

23. Sharing Information Keep employees informed.
Explain why changes are needed.
Ask for employees’ help in solving problems.
Instructor’s Notes
It is natural for people to want to know what is going on in their operation.
Employees who are informed can provide more assistance in problem solving challenges.
Indicate that expressing interest in the employees is another way to provide daily motivation.

24. Expressing Interest
Expressing interest shows that you care about employees as individuals and as staff members.
Do not get too personal in your questions. (There may be a fine line between harmless interest about employees, and employee concerns about harassment, discrimination, or “nosiness.”)
When you ask a question, listen to the answer, and show you are interested.
Instructor’s Notes
Do not get too personal in your questions. (There may be a fine line between harmless interest about employees, and employee concerns about harassment, discrimination, or “nosiness.”)
Indicate that involving employees is another daily motivation tactic.

25. Employee Involvement
Recognizes employees as valuable individuals and team members.
Provides opportunities for responsibility, contribution, creativity, and growth.
Shows the manager’s commitment to the team and to teamwork.
Yields better plans and decisions.
Page 138 of your text, exhibit 6h are exaples for employee involvement
Instructor’s Notes
Ways to involve employees range from informal discussions to formal committees, projects, and programs. Do not criticize employee suggestions because they will stop sharing ideas.
If applicable, ask students to review Exhibit 6h (page 138 in the chapter) to note examples of areas in which employees can become involved.
Indicate that formal employee recognition or incentive programs can motivate employees.

26. Creating Recognition and Incentive Programs
Incentive programs encourage employees to meet goals by offering a reward.
Goals must be high but realistic.
Employees must know the rules, and how they will be measured.
Participants’ progress must be easy to measure.
Programs should not be too lengthy.
Regular communication is important.
Rewards must reflect the employees’ efforts.
Instructor’s Notes
Program parameters should be clearly defined, including how success will be measured, who is eligible to participate, how information will be tracked, and how long the program will last. Point out that poorly designed recognition and incentive programs in which one employee “wins” and the rest of the employees “lose” do little to establish and maintain the teamwork required for successful operations.
To sustain employees’ motivation, they should be kept informed about their progress and that of their competitors.
When incentive programs are planned, they must be announced. This can be done during an employee meeting, and information can be posted or distributed in writing.
Measurable results of the program help to evaluate its effectiveness.
Indicate that there are several types of incentive programs.

27. Examples of Incentive Programs
Service awards
Employee of the Month (or Quarter or Year)
Sales and productivity awards
Customer satisfaction awards
Safety awards
Longevity and perseverance awards
Instructor’s Notes
An employee-of-the-month (or quarter or year) program is an example of a service award.
Sales and productivity awards can be designed to increase sales, to decrease food costs, or to improve safety records.
Customer satisfaction awards may be given on the basis of results of mystery shopper reports. Be sure that students understand that mystery shoppers are people who visit restaurants for pre-approved visits posing as guests, and who evaluate the operation’s service, products, and environment.
Safety awards can be given to employees who make improvements in safety records or suggestions about how to improve the operation’s overall safety.
Longevity awards are given to employees who are employed by the operation for a significant time.

28. Key Term Review
Coaching —formal program in which an employee is matched with an experienced employee or supervisor who helps the employee achieve career goals or increase skills and knowledge. Coaching can also be an informal activity that involves observing an employee’s behavior and then providing feedback on ways to improve performance.
Dissatisfiers —same as hygiene factors or maintenance factors in the two-factor motivation theory
Ego needs —needs that focus on how people feel about themselves, and how they perceive others feel about them; also called esteem needs in Maslow’s hierarchy of needs theory
Instructor’s Notes
Coaching—formal program in which an employee is matched with an experienced employee or supervisor who helps the employee achieve career goals or increase skills and knowledge. Coaching can also be an informal activity that involves observing an employee’s behavior and then providing feedback on ways to improve performance.
Dissatisfiers—same as hygiene factors or maintenance factors in the two-factor motivation theory
Ego needs—needs that focus on how people feel about themselves, and how they perceive others feel about them; also called esteem needs in Maslow’s hierarchy of needs theory
Employment at will—doctrine followed in some states in which employers can fire employees for any reason, and employees can resign from the organization for any reason. Note: This definition expands upon that noted on page 133.
Esteem needs—same as ego needs in Maslow’s hierarchy of needs theory
Hygiene factors—work situations that can make employees unhappy and prevent them from doing a good job
Incentive program—program that is designed to encourage employees to meet specific goals by offering some kind of reward
Indicate that there were additional key terms reviewed in the chapter.

29. Key Term Review
Employment at will —doctrine followed in some states in which employers can fire employees for any reason, and employees can resign from the organization for any reason. Note: This definition expands upon that noted on page 133.
Esteem needs —same as ego needs in Maslow’s hierarchy of needs theory
Hygiene factors —work situations that can make employees unhappy and prevent them from doing a good job
Incentive program —program that is designed to encourage employees to meet specific goals by offering some kind of reward
Instructor’s Notes
Coaching—formal program in which an employee is matched with an experienced employee or supervisor who helps the employee achieve career goals or increase skills and knowledge. Coaching can also be an informal activity that involves observing an employee’s behavior and then providing feedback on ways to improve performance.
Dissatisfiers—same as hygiene factors or maintenance factors in the two-factor motivation theory
Ego needs—needs that focus on how people feel about themselves, and how they perceive others feel about them; also called esteem needs in Maslow’s hierarchy of needs theory
Employment at will—doctrine followed in some states in which employers can fire employees for any reason, and employees can resign from the organization for any reason. Note: This definition expands upon that noted on page 133.
Esteem needs—same as ego needs in Maslow’s hierarchy of needs theory
Hygiene factors—work situations that can make employees unhappy and prevent them from doing a good job
Incentive program—program that is designed to encourage employees to meet specific goals by offering some kind of reward
Indicate that there were additional key terms reviewed in the chapter. 29

30. Key Term Review continued
Maintenance factors —same as hygiene factors or dissatisfiers in the two-factor motivation theory
Maslow's hierarchy of needs —theory of motivation that suggests human beings have five basic needs that arise or evolve in a specific hierarchy or order
Motivation factors —according to the two-factor theory, motivation factors include opportunities for esteem, accomplishment, contribution, responsibility, acknowledgement, recognition, and growth
Motivation-hygiene theory —same as two- factor motivation theory
Instructor’s Notes
Maintenance factors—same as hygiene factors or dissatisfiers in the two-factor motivation theory
Maslow's hierarchy of needs—theory of motivation that suggests human beings have five basic needs that arise or evolve in a specific hierarchy or order
Motivation factors—according to the two-factor theory, motivation factors include opportunities for esteem, accomplishment, contribution, responsibility, acknowledgement, recognition, and growth
Motivation-hygiene theory—same as two-factor motivation theory
Mystery shoppers—people who visit restaurants for pre-approved visits posing as guests, and who evaluate the operation’s service, products and environment. Note: This definition is an enhancement of the definition on page 144.
Physiological needs—according to Maslow’s hierarchy of needs theory, these needs relate to the body, such as the need for food, water, air, or sleep.
Primary needs—according to Maslow’s hierarchy of needs theory, these needs refer to one’s social, safety, and physiological needs.
Progressive discipline—model of discipline in which the employee has adequate warning and support to improve his or her behavior and performance
Indicate that there were several final key terms defined in this chapter.

31. Key Term Review continued
Mystery shoppers —people who visit restaurants for pre- approved visits posing as guests, and who evaluate the operation’s service, products and environment. Note: This definition is an enhancement of the definition on page 144.
Physiological needs —according to Maslow’s hierarchy of needs theory, these needs relate to the body, such as the need for food, water, air, or sleep.
Primary needs —according to Maslow’s hierarchy of needs theory, these needs refer to one’s social, safety, and physiological needs.
Progressive discipline —model of discipline in which the employee has adequate warning and support to improve his or her behavior and performance
Instructor’s Notes
Maintenance factors—same as hygiene factors or dissatisfiers in the two-factor motivation theory
Maslow's hierarchy of needs—theory of motivation that suggests human beings have five basic needs that arise or evolve in a specific hierarchy or order
Motivation factors—according to the two-factor theory, motivation factors include opportunities for esteem, accomplishment, contribution, responsibility, acknowledgement, recognition, and growth
Motivation-hygiene theory—same as two-factor motivation theory
Mystery shoppers—people who visit restaurants for pre-approved visits posing as guests, and who evaluate the operation’s service, products and environment. Note: This definition is an enhancement of the definition on page 144.
Physiological needs—according to Maslow’s hierarchy of needs theory, these needs relate to the body, such as the need for food, water, air, or sleep.
Primary needs—according to Maslow’s hierarchy of needs theory, these needs refer to one’s social, safety, and physiological needs.
Progressive discipline—model of discipline in which the employee has adequate warning and support to improve his or her behavior and performance
Indicate that there were several final key terms defined in this chapter. 31

32. Key Term Review continued
Role model —concept that a supervisor’s behavior sets an example that employees will imitate
Safety needs —according to Maslow’s hierarchy of needs theory, safety needs deal with those things that make a person feel secure or keep them safe
Satisfiers —according to the two-factor motivation theory, these are the same as motivation factors
Self-actualization —according to Maslow’s hierarchy of needs theory, self-actualization relates to the realization of one’s own potential
Instructor’s Notes
Role model—concept that a supervisor’s behavior sets an example that employees will imitate
Safety needs—according to Maslow’s hierarchy of needs theory, safety needs deal with those things that make a person feel secure or keep them safe
Satisfiers—according to the two-factor motivation theory, these are the same as motivation factors
Self-actualization—according to Maslow’s hierarchy of needs theory, self-actualization relates to the realization of one’s own potential
Social needs—according to Maslow’s hierarchy of needs theory, social needs involve the needs of people to be with others
Two-factor theory—motivation theory that identifies sets of factors that can motivate and demotivate employees; also called motivation-hygiene theory
Wrongful termination—act of firing employees for arbitrary, unproven, or discriminatory reasons

33. Key Term Review continued
Social needs —according to Maslow’s hierarchy of needs theory, social needs involve the needs of people to be with others
Two-factor theory —motivation theory that identifies sets of factors that can motivate and demotivate employees; also called motivation- hygiene theory
Wrongful termination —act of firing employees for arbitrary, unproven, or discriminatory reasons
Instructor’s Notes
Role model—concept that a supervisor’s behavior sets an example that employees will imitate
Safety needs—according to Maslow’s hierarchy of needs theory, safety needs deal with those things that make a person feel secure or keep them safe
Satisfiers—according to the two-factor motivation theory, these are the same as motivation factors
Self-actualization—according to Maslow’s hierarchy of needs theory, self-actualization relates to the realization of one’s own potential
Social needs—according to Maslow’s hierarchy of needs theory, social needs involve the needs of people to be with others
Two-factor theory—motivation theory that identifies sets of factors that can motivate and demotivate employees; also called motivation-hygiene theory
Wrongful termination—act of firing employees for arbitrary, unproven, or discriminatory reasons 33