Michigan State University Extension
Tourism Educational Materials - 33129714
06/06/02
Recruiting and Training Employees in the Service Industries
List of files and visuals associated with this text.
Robert McIntosh
Michigan State University, E-484
1972
The right person in the right job is essential for success
in any business. In hotels, restaurants, motels, resorts,
and similar businesses, this factor is particularly
important. The guest forms his impression of the
accommodation and its services almost wholly by the way
the employees treat him. Thus, your guest-contact
employees are importantly responsible for the success of
the enterprise.
JOB STUDY AND ANALYSIS
Recruiting the proper person for the job is the first step
in building and improving guest satisfaction. To do this
properly takes thought and advance preparations. For each
position, you should perform a job analysis, compile a job
description, detail a job specification, and prepare a job
evaluation. Then you are ready to begin filling vacancies.
JOB ANALYSIS
This means that you make an organized study of each job
which you have to fill. The study should include (1) job
description, (2) job specifications, and (3) job
evaluation.
Start by writing a description of the job. Keep the
description short and to the point, and answer the
following questions:
(a) What does the worker do?
(b) Why does he do it?
(c) How does he do it?
(d) When should it be done?
(e) What particular skills are required?
Benefits of writing a job description now become apparent.
These include:
(a) Help to establish a fair wage rate for the job.
(b) Determine the amount of training needed.
(c) Clarifies the qualifications required by
applicants.
(d) Shows supervisors what is entailed in performing
the job.
(e) Defines the job, reduces job conflicts and
confusion.
Here is an example of a job description for a housekeeper
(maid)
JOB DESCRIPTION FOR HOUSEKEEPER (MAID)
Makes up each guest room which has been occupied to a
completely clean, neat, attractive, and fresh smelling
room. Cleans rooms by conventional sweeping methods using
vacuum cleaner, dusting cloths, cleaning cloths, and
similar materials and equipment. Washes fixtures and tile
areas of the bathroom with cloth or sponge and sanitizes
as required. Changes linen completely after each
occupancy. Performs other cleaning jobs at regular
intervals such as washing windows, cleaning lamp shades,
washing mirrors, polishing furniture, lobby cleaning and
similar tasks associated with housekeeping. Stocks the
bath and guest rooms with linen, towels, and guest
supplies.
Note that this job description answers the questions,
"what," "why," and "how," and "skill needed." Such
criteria are needed for all job descriptions.
The job description should be prepared carefully. In
unionized businesses, many union members will refuse to
work outside of their job descriptions. Therefore, it
should cover all possible duties.
JOB SPECIFICATION FOR HOUSEKEEPER (MAID)
After describing the job, list all specifications for the
position; filling in the requirements for each important
aspect in detail. This procedure is called job
specification. Here is how the job specification for a
housekeeper(maid) might look:
Job title: Housekeeper or maid (former title preferred)
Department: Rooms
Sex: Usually female, but could be male.
Physical aspects: Should be in good health and not exceed
150 pounds. Medium height (short persons have trouble
reaching and tall persons have trouble bending.)
Working Conditions: Five to eight hours per day, five or
six days per week.
Equipment, materials and tools used: Housekeeper's cart,
small sweeper, cloths, pails, and other cleaning
sanitizing materials.
Compensation: (Specify rate and any bonus or profit
sharing plan.) See following section on job evaluation.
Training required: Two weeks apprenticeship under
experienced housekeeper.
Vacation with pay: One week after one year of employment,
two weeks thereafter.
Experience: None required.
Personality requirements: Dependable, careful, methodical,
pleasant, and neat appearing.
Judgment: Must have high standards of cleanliness, be able
to see dirt and take initiative to clean all parts of room
to acceptable sanitary and housekeeping standards.
Manual dexterity: Considerable manual skill needed in use
of fingers, hands, arms, legs, knees, and back. Also, must
have good feet as most of the work is done in a standing
or stooping position.
Accuracy: Must have fine touch with bedspreads, pillows,
and sheets so that they present an even and attractive
appearance to the newly arrived guest.
Strength: Stamina is required for sustained physical
activity involved in changing linen, lifting blankets,
sweeping,dusting, and cleaning bathrooms.
Supervision: Works under rooms inspector, supervisory
housekeeper, and executive housekeeper.
Responsibility: Must be able to work alone. Is responsible
for care of equipment and room furnishings, also of
guest's belongings. Must be scrupulously honest and
upright.
Opportunity for advancement: To rooms inspector,
supervisory housekeeper, and executive housekeeper.
JOB EVALUATION
The third step is to prepare a job evaluation. This
determines the correct relative value in terms of pay
rates for each job. For example, should a front desk clerk
receive more pay than a supervisory housekeeper? The only
fair way to judge is by using the job evaluation
technique. Here is the method:
1. On a sheet of paper, construct a chart listing the
primary qualities expected in persons who hold this job.
For example, you might list education, intelligence,
capacity for receiving instructions, experience, and other
criteria on the left side of the chart. Across the top
list a series of numbers, usually from 1 to 10. (Vis. 1)
2. Now rate each of the criteria according to its relative
importance. Number 1 would be of least importance and
number 10 would be of greatest importance. Keep in mind
that you are evaluating the various qualities for what
they "ought to be" rather than what they may be at the
present time. Also, remember that it is the job, not the
person, which is being evaluated. Add up the score for
each job. The ratings will be entirely a matter of
judgment and therefore are not at all scientific. However,
whether you are overly lenient and generous or not doesn't
really matter, as long as the job evaluation is a matter
of relative standing between jobs.
3. Next, plot the jobs and the wage rates on a graph with
the score point values along the bottom of the graph and
the present wage rates on the left hand side. A series of
dots will result, as illustrated in (Vis. 2). Note that
considerable variation exists in the placement of dots. If
the importance of all of the jobs were ideally related in
terms of the pay, the dots would form a straight line.
They are not, and thus, some of the jobs are overpaid and
some are underpaid.
4. While a simple procedure would be to raise those who
are underpaid and cut those overpaid, this is not a
practical solution. A better approach is to try to raise
the pay of those who deserve it whenever possible, not
give any raises to those overpaid, and when new employees
are hired, hire them at the proper pay rate for the job,
in accordance with the job evaluation. This procedure
results in the most equitable system of pay for the jobs
being accomplished.
FINDING EMPLOYEES**
There are several recommended methods of obtaining good
employees:
**Contributed in part by Bill Knapp, Bill Knapp's
Restaurants, Battle Creek, Michigan; and the late Keith
White, Elms Motor Lodge, Flint, Michigan.
(1). Prospective employees referred by your present staff.
Your experienced employees know the business and know the
kind of person for which you are looking. They can help
you locate someone who comes close to filling the job
specification.
(2). If unable to secure applicants from employee
referrals, notify the Michigan Employment Security
Commission office nearest you. They have employees
available and can send you qualified applicants. Or use
other respectable employment offices. You may wish to
contact the local high school also. There are growing
numbers of job-seekers in the young people's group, as
well as in the older age group.
(3). Another method is to seek employees from the local
chapter of the Hotel and Restaurant Employees and
Bartenders International Union, if your establishment is
unionized.
(4). Or place a classified ad in the newspaper, completely
describing the job.
YOUNG PEOPLE
Millions of high school graduates will be looking for
employment during the next decade. If you decide to hire
young people, here are some tips on going about it:
(a) Talk with the high school principal concerning your
need and get his suggestions for candidates for jobs.
(b) Review the school records of promising young people.
Choose those with favorable records and high I.Q. ratings.
(c) Talk to several applicants and make your offer
complete. Don't be surprised if an 18-year-oldboy asks you
about the details of your retirement program!
(d) Insist on high standards of performance, appearance,
and above all, a pleasing personality.
Some of the positions for which young people are
particularly well suited are: Cooks, bakers, busboys,
waiters, waitresses, cashiers, swimming pool supervisors,
bellmen, sales representatives, entertainers, store room
clerks, room clerks, secretaries, yardmen, and vehicle
operators.
Young people work out best in an organization which is "on
the way up." Each new person hired is a potential future
department head or even manager. This gives each person
the incentive to stick with the company and to look ahead
to increasing responsibility and compensation.
OLDER PEOPLE
At present, there are over 20 million persons in the
United States over 65 years of age. Many in this group are
in excellent physical and mental condition. They can be of
great value to your business in several capacities.
Persons over 50 who are seeking jobs or are retired early
from other fields of work are likewise potential
employees. In some cases, retirement benefits will have to
be waived by the employees as a condition to employment,
but this is often not a problem.
Older employees have mature judgment and poise which is
valuable in motel and resort operations.
Examples of work suited to mature workers are front office
desk clerk, accountant, security officer, yardman, laundry
worker, sales representative, dining room hostess,
cashier, purchasing agent, receiving clerk, and possibly
even manager if the responsibilities and hours are not
beyond the person's capacity.
INTERVIEWING THE APPLICANT
Managers can improve employment interviews by studying the
purposes and techniques of the art of interviewing. Costly
labor turnover, poorly assigned and adjusted employees,
and worrisome employee problems can be greatly reduced by
means of better interviewing for employee selection.
Research in interviewing is now extensive. Here are some
suggestions:
(a). Recognize the importance of the interview to the
success of the business.
(b). Plan it in advance, make the proper preparation, and
select a dignified, comfortable place to talk.
(c). At the outset, establish a harmonious relationship
between applicant and interviewer. Ask the applicant to be
seated and treat him in a friendly and dignified manner.
(d). Make the interview conversational! Ask questions
about the applicants goals and aspirations. Weave in
questions about his family and where he lives, also means
of transportation between home and the business. Your
purpose is to learn about his attitudes and aptitudes in
order to evaluate him as an employee.
(e). Confine the interview to the purpose-that of
hiring-and avoid non-related subjects such as politics or
the weather.
(f). Let the applicant do most of the talking. A common
fault with interviewers is that they dominate the
conversation and hardly give the applicant a chance to
answer the questions. The applicant should do at least
three-fourths of the talking so that his prospective
employer can learn as much about him as is needed to
establish his qualifications for the job.
(g). Be sure to find out about previous experience in this
type of work. The applicant may be able to make a
substantial contribution to the enterprise based on his
previous experience.
(h). Keep the conversation going, showing intense interest
in what the applicant says. Give him the impression that
you are getting acquainted, as you are, rather than
weighing his strong points and faults. Avoid giving the
impression that you approve or disapprove of what he may
relate. Use such conversational expressions as "is that
so?" "My, that must have been interesting!" or a
non-committal, "Please tell me a little more about that."
(i). Sell the applicant on your enterprise if he appears
to be the kind of person you want in your organization.
Enthusiasm is catching and it builds a strong foundation
for your relationship with the employee, should he be
hired. Be sure to tell him about your company, its
background, and the growth of the public hospitality
business, generally.
(j). First impressions are not reliable, nor are general
impressions. Establish your judgments upon what is brought
out in the interview and put more weight on past
experience than on general impressions.
(k). Measure the applicant according to the criteria shown
in the job description and job evaluation. This will
determine his degree of qualification for the position.
(l). Check on letters of recommendation and references.
Sometimes a person will write a letter with some
reservations, which will be brought out in a telephone
conversation.
(m). When making your final decision concerning hiring, be
sure you can give at least two or three reasons why you
have rated him high or low in each of the major
characteristics of the job. If you neglect this last step,
you are basing your judgment on first or general
impressions.
CAUTIONS
Some applicants have characteristics that are detrimental
to their employment. These include:
(a). Those recently divorced, or within a year of a
divorce.
(b). Those with low educational background.
(c). Those having many different jobs in the past few
years.
(d). Those with distracting mannerisms, or are extremely
heavy smokers, very nervous, overly confident, lacking in
good diction, or careless about clothes and person.
APPLICATION FORM
A comprehensive application form is recommended. If the
applicant is sincere in his wish to obtain a job, he will
not mind processing the form. Include all of the
information you are seeking. You may wish to include a
space for a short statement by the applicant as to why he
wishes to be employed by your establishment.
TESTS
In many businesses, tests are used to measure specific
characteristics. These include intelligence tests, grammar
tests, personality tests, and specific knowledge tests.
Whether to use tests or not will largely depend on the
nature of the job. If you are hiring a front desk clerk,
he should be tested on his use of grammar and his command
of the English language. An intelligence test would also
be useful. Skill tests are available for jobs requiring
special skills such as cashier or secretary.
You can obtain information on testing and other related
matters from the Department of Psychology of any of
Michigan's colleges or universities. Also, see your
Michigan Employment Security Commission for suggestions on
tests. In addition you could write to the Executive
Secretary, American Psychological Association, Inc. 1333
16th Street, N.W., Washington, D.C. 20006.
The best procedure is to make your final decision on the
basis of the interview and the test combined. If both
agree, it is reasonably certain you have the best
qualified person for the job.
ORGANIZATION CHARTS
Good organization assures the smooth functioning of your
business. Unless the business is well-organized and each
employee is fully aware of the identity of his supervisor
and higher level managers, he will not function properly
and the business will suffer. Effective organization is,
in fact, a key to success.
Preparing an organization chart will assist management to
draw clear-cut lines of authority which can then be
explained to the new employee. This is helpful in
improving all work situations.
Rather than drawing up a hierarchy of names alone, a
method proven effective is to have pictures taken of each
person in the organization and then place both picture and
name on the chart. This addition of a human interest
touch makes the new employee feel more a real part of the
business. Post chart in a conspicuous place so that
everyone can study and appreciate it.
TRAINING AND TRAINING METHODS
Training is simply learning. Learning is changing
behavior. When an individual behaves differently, that is,
when he does something differently than he did before,
then he has learned something. We can see it. He may have
reamed well or poorly, but the behavior which we see is
that which has been learned.
The components of any behavior can be singled out with
study. Once isolated, they can be taught. Thus, you must
first identify or describe the kind of behavior desired.
When you have fenced off the end-product desired, the
learning products to be taught to achieve the goal should
become visible, and their components then easily taught.
For instance, if a behavior-goal is to produce a skilled
front desk clerk, then the separate learning products to
be taught are singled out. These may be skill in greeting
the guest, hand-visual coordination, concentration,
accuracy and so on. The components of these individual
product skills are then taught.
KNOW THE LEARNING CATEGORIES
Learning of course is not confined only to motor skills.
Our concepts and attitudes are similarly learned by
training in behavior patterns. The whole realm of learning
categories might be subdivided as follows:
(1) PSYCHO-MOTOR HABITS (Skills) - Those
manipulative-mental habits (learning) which are readily
repeatable. For example, teaching a housekeeper how to
make a bed correctly.
(2) COGNITIVE HABITS (Knowledge)- Understandings such as
cause and effect, concepts, information, ideas. For
example, teaching the effect of certain cleaning agents on
wall and floor surfaces.
(3) AFFECTIVE HABITS (Attitudes) - Those emotional habits
(learning) involving likes, dislikes, fears, anxieties,
values, and appreciations. For example, teaching the
housekeeper that cleanliness and service to the guest are
of utmost importance.
We should note that these products which make up behavior
are often interwoven. They may be learned separately,
such as teaching the separate product-skills required in
housekeeping. Open they are learned together. The
housekeeper who learns to have a positive attitude toward
cleanliness and service (affective) is also learning how
to make a bed (motor) and at the same time understanding
which cleaning agent to use on the walls (cognitive). The
desired end-product of behavior, i.e., an efficient
housekeeper, has been achieved.
PLAN THE TRAINING PROGRAM
As a businessman plans for a desired result, such as
complete satisfaction to the guest, increased sales,
greater profit, or reduced expenses, so must every teacher
plan for the desired result-behavior.
In teaching, these desired learning products are our
managerial objectives. For example, when a new employee is
hired, the first objective in the management process will
be training: "Now we will have to train him to do the
job." The new employee will always feel somewhat insecure
during the first few weeks. He probably feels a need for
growth and an opportunity to develop his skill and
ability. A good training program tends to eliminate this
margin of insecurity, and is a tremendous help to the
employee. If you as manager or supervisor do an
outstanding job of training, you will be respected as a
good "boss" and you will build cooperation and teamwork
among all of your staff.
Plan the following for a successful course of instruction:
(1.) WHO detemmine if the reamer has the capacity to
learn.
(2.) WHAT analyze what is to be learned and in which
sequence.
(3.) WHY help him find the reason to learn.
(4.) HOW organize situations or activities in which
learning is possible and probable and so prevent
frustration as the result of failure.
TRAINING METHODS
Any manual or textbook that lists varieties of training
methods -and there are several-would be extensive. In the
next few pages we will discuss six commonly used and
effective teaching techniques, beginning with Job
Instruction Training and Dialogue Training.
Job Instruction Training is the traditional method used on
most jobs, and is familiar to most of us. It is useful for
skill-type training showing someone how to do something;
for instance, training a housekeeper to clean a guest
room.
Dialogue Training is a new technique which creates
realistic situations in which the accompanying dialogue is
intended to teach. It usually has the triple effect of
improving the actual ability (motor skill), deepening
understanding (cognitive habit), as well as improving
attitude (affective habit).
Following these types of training methods are discussions
of On-The-Job Training, Role Playing, Conference
Training, and Group Instruction. Each of these has a place
in the training program, and the application of each will
be explained.
JOB INSTRUCTION TRAINING
Contributed by Dr. Tunis H. Dekker and Dr. Peter G.
Haines, Michigan State University.
When a person receives a carefully worked-out sequence of
instruction from one who fully knows the job, he can
master it himself in a surprisingly short time and do a
very acceptable piece of work. Following is a sequence
outline, start to finish:
SEQUENCE OF INSTRUCTION Prepare The Instruction (Get
Ready)
1. Decide the behavior desired.
2. Analyze the material and use job fescription for:
Skill training: List important steps.
Key points
Information training: List important facts.
Minor points
Attitude situations: List observed behavior.
Probable causes
Possible solution
3. Plan the training.
Using training schedule decide: who is to be taught what
how is it to be taught where and when to instruct
performance expected
4. Prepare to Instruct.
Review training checklist.
Secure teaching supplies and equipment
Arrange work place
Study job breakdown
Review four basic steps you will be using
HOW TO INSTRUCT (Use Four Basic Steps)
Step 1. Prepare the learner:
Put learner at ease.
State specific job.
Find out what he knows about job.
Develop interest and desire to learn.
Organize material to be learned in correct learning
sequence.
Step 2. Present the material:
Use the following sequence to present the material:
Tell show demonstrate question the student.
Present one step at a time clearly, patiently' and in
the correct learning sequence as just stated.
Stress key points by emphasis and repetition.
Present no more than learn can master at one time.
Step 3. Try out under supervision:
Have learner do job correct errors.
Have him repeat and explain steps and key points.
Question him why what how.
Continue until you know he knows.
Step 4. Check on learning:
Check on understanding and performance.
Correct errors reteach.
Put him on his own.
Tell him where to go for help.
Taper off coaching to normal supervision.
Your motto throughout preparation and instruction
should be: "If the instructor has taught, the worker
can perform."
EXAMPLE OF RECOMMENDED METHOD
(Instructing housekeeper to clean guest room)
Step 1. Prepare learner:
a. Accompany housekeeper to a guest room which is ready
for cleaning. Have equipment ready in room.
b. Explain what you plan to do.
c. Ask if she has cleaned guests' rooms before and what
she knows about the job.
d. Describe why high standards of cleanliness are vital to
a profitable lodging business.
e. Arrange tools and equipment for use and know the proper
sequence of each item.
Step 2. Present material
1. Push housekeeper's cart loaded Parking the cart here
with linens and cleaning materials will save many steps.
into guest room. Park it between
bathroom and bed(s).
2. If room is to be aired, open windows.
3. Strip bed(s). First remove pillow- Save steps by making
cases. Work from head of the only one trip from
bed to the foot. Put dirty linens cart to bed and back
in dirty-linen bag in cart. to cart.
4. Carry clean linens to bed farthest
from the bathroom.
5. Make the bed(s) by one-corner- This method saves at
complete method. least three trips
around each bed.
a. Spread both sheets, adjust at
head. Put on and adjust blankets
and bedspread.
b. Put on clean pillowcases.
Adjust pillow in place on bed.
c. Adjust and miter sheets at
foot of bed; adjust bedspread.
d. Finish other foot in the same
way.
e. Walk to head of bed and
repeat.
6. Take bathroom cleaning materials
into bathroom. Put disin- Use 2 sponges of dif-
fectant in toilet. Remove soiled ferent colors. One
towels, etc. Clean in this se- for scrub pail to
quence: tub or shower, mirror, clean toilet & floor
lavatory, toilet. & the other for hand
bowl and tub (or use
old towels of
different colors).
7. Wash floor and return cleaning
materials to cart.
8. Replace glasses, towels, bath mat,
soap, etc.
9. Dust the guest room and furni- To save time have two
ture. Start at nearest corner and dust mitts, one for
work around the room ending up each hand.
at the cart. Check dresser draw-
ers and wardrobe for forgotten
items and litter. Clear tops of
tables and other furniture before
dusting. Don't overlook light
bulbs in lamps, mirror tops, tele-
phone and stand, window sills,
and Venetian blinds. Dust desk,
checking needed desk supplies.
Empty waste baskets, pick up
desk supplies and put in place.
Check:
a. Arrangement and supply of
stationery and cards.
b. Pen to see if clean and usable.
10. Take vacuum cleaner & starting Use a lightweight
at farthest corner from door, vacuum cleaner and
vacuum rug (or floor). If you vacuum every day so
have hard surfaced floors, a dry that dirt does not
mop treated with wax-base ma- stay in the rug
terial is good for removing fine foundation. When
dirt and grit. walked on, such
dirt cuts the rug
fibers. (Carpet
sweepers can be
used to pick up
noticable litter.)
EXAMPLE OF RECOMMENDED METHOD
(Instructing housekeeper to clean guest room)
Step 2. Present material (Continued)
11. Return vacuum cleaner to cart.
Remove cart from room. Make
a final room inspection. Balance
pictures, arrange furniture in
balance, etc.
12. Note items that should be at- This periodic
tended to during next weekly or cleaning includes
periodic cleaning. washing rugs,
drapes, bedspreads,
blankets, mattress
pads, and venetian
blinds, washing and
waxing of tile
floors, etc.
Step 3. Try out under supervision.
After you have completely done a room (explaining as you
go), then move to another room which is to be made up.
Now have the learner clean the room while you observe her
methods and thoroughness. Ask her to give you the reasons
why the job should be done in this particular way. Correct
any errors which might be committed. Question the learner
and ask her about the various key points which you wish
stressed. Continue the supervision until learner has done
several rooms so that you are convinced that she knows
exactly how it is to be done.
Step 4. Check on learning.
For about two weeks after the instruction, make a careful
inspection of each guest room which was cleaned by the new
housekeeper to ascertain the quality of her work. If any
weak spots occur, show her where the problem is and how to
correct it. Explain to her where to get advice and help if
it is needed. After the two-week period, place her under
normal supervision. An occasional expression of interest
and concern for her work on your part will show her you
are interested in her success and achievements on the job.
DIALOGUE TRAINING
Foremost among the methods for achieving motivational
results as well as job-know-how is that of dialogue
training. Dr. Joseph W. Thompson, formerly Director,
School of Hotel, Restaurant and Institutional Management,
Michigan State University, has applied dialogue training
to the public hospitality business with excellent results.
He states in a series of articles in the Hotel Monthly:*
*Joseph W. Thompson, "Situation Management: A Strategy of
Selling and Training for the Hotel Industry." Evanston:
The Hotel Monthly, series of articles, 1961.
"If you want to put reality and creativity based upon
sound psychological and educational learning principles
into your training program, try dialogue. That is, create
realistic situations involving relations between people,
and then have participants discuss the dialogue which
illustrates these situations. Dialogue eliminates the need
for skits or play acting, and it doesn't have the
disadvantages of these traditional training devices. It
reduces the problem of horseplay, it eliminates the
trainee's embarrassment at play acting and it saves time.
Above all, it trains people to think; it isolates and
pinpoints the idea that the trainer wants to make. But the
ideas come from the trainees, not the trainer."**
**Some original research work in the application of
dialogue training to restaurant management has been made
by Dianne Adams Heuston former graduate student in
Restaurant Management at Michgan State University.
PLANNING DIALOGUE TRAINING
First step in planning the use of dialogue training is to
obtain verbatim transcriptions of conversations held on
the job. These may be recorded by the trainer posing as a
guest, between waitress and guest, or the waitress
instructed to report on some examples of dialogue between
waitress and hostess or cashier.
After representative samples of actual situations have
been collected (a sample dialogue is presented in the next
few pages to give you the idea), the next step is to
carefully study and analyze the dialogues. You should look
for situations that particularly point up needs; i.e., for
giving the guest hefter service, showing more courtesy, or
using an improved sales approach. The trainer should be
able to identify those phrases that embody the desired
sales principles and hospitality techniques he wishes to
convey; that is, the hospitality message he wishes to
"sell."
Dialogues finally selected for the first phases of the
training program should be prepared on lantern slides so
they can be projected on a screen. We recommend that the
dialogues also be duplicated on paper. The trainees like
to make notes about the dialogues and the written sheets
provide a convenient way to do this. This also instills
self-confidence in the trainee and encourages him to enter
into the discussion. As you have noted, this method should
influence the employee's attitude, improve his interest,
and build self-reliance. It usually increases enthusiasm
as well.
The discussion constitutes the most important and final
part of the dialogue training.
TRAINING PROCEDURE
Here is the suggested procedure for the whole training:
(a). Trainer presents a brief explanation of the dialogue
situation prior to presenting the dialogue, and explains
the viewer's role.
(b). Dialogue presented on screen. Dittoed copies handed
out.
(c). Silent period during which trainees study the screen
and their copies of the dialogue. They think about what
was wrong and what should be improved - the proper way to
have conducted the dialogue.
(d). Trainer now proceeds to ask questions of the group
such as "what was wrong?" "do you think the employee said
the right thing?" "was the guest satisfied?" "could an
additional sale have been made?" "could the conversation
be improved?" "how?", etc.
(e). Group members give their ideas as to how the dialogue
should have been conducted. Trainer should try to involve
every person in the discussion. If some don't speak up, he
should call on them and ask for their opinions.
(f). The trainer then presents a brief review of the
dialogue, and summarizes the consensus of the group as to
what the best way would have been for handling the
particular situation presented in the initial dialogue.
(g). The above steps are repeated for each dialogue
projected on the screen.
SOME RESULTS
The objective of dialogue training is to teach employees
to think about typical situations they meet on the job and
about the best possible dialogue to use in that particular
situation. Actually it is the fact that dialogue training
is based upon actual situations between customers and
employees, employees and supervisors that makes it so
interesting and enjoyable. No unrealistic material dulls
the learner's interest. He enters into the training
experience enthusiastically because he senses that the
material presented is exactly what really happens. His
interpretation of what would have been said and done makes
a lasting impression on his mind. This type of thinking
strongly motivates him to try to handle the situation
"right" at the first opportunity which next presents
itself. Thus, dialogue training helps him to understand a
situation thoroughly, and so he becomes more confident,
assured, and capable.
Remember, though, that the immediate purpose of dialogue
training is to give the guest and customer better service.
Better and more satisfying service results in greater
sales and profits.
SAMPLE DIALOGUES
In order to furnish guidelines toward organizing a
training program, nine sample dialogues are given.
Dialogues 1 through 4 involve waitress and guest;
dialogues 5 through 9 relate to reservations or room
service.
Dialogue 1 -Knowledge of the menu.
WAITRESS:"May I take your order now"
GUEST:"I see you have lasagne on the menu. What is this
dish, anyway?"
WAITRESS:"Well, ah now I don't really know just what that
is .... let me go and ask the chef."
GUEST:"Never mind, I'll take a cheeseburger and a cup of
coffee."
Dialogue a-Making suggestions.
GUEST:"What do you have special out there tonight?"
WAITRESS:"We have all kinds of good stuff."
GUEST:"I notice you have chicken cacciatore on the menu.
Is it good? How does it look?"
WAITRESS:"Everything is good."
GUEST:"Bring me some of that chicken cacciatore."
WAITRESS:(No reply, writes notation on check and leaves
table.)
Dialogue 3-Increasing sales through suggestions.
(Guest escorts his best girl into fine restaurant for
dinner. There is an attractive display of wines near their
table.)
WAITRESS:"Are you ready to order now?"
GUEST:"Yes, we would like that sirloin dinner for two,
medium, with the chef's salad, lima beans, and coffee."
WAITRESS:"Thank you. It will take a few minutes to prepare
your steaks."
GUEST TO GIRL FRIEND(After waitress leaves) "I would have
ordered wine, but she didn't ask me if we wanted any and
I"ll be darned if I'm going to beg her to sell us a
bottle."
Dialogue 4-Responding to from supervisor.
HOSTESS:"Mary, Mr. Hanson (the manager) would like to
increase the sales of soup and we are stressing this for
the next two months. When you are taking orders, why don't
you suggest a delicious cup or bowl of soup?"
MARY: "That's fine. Are we going to have a special card on
the menu about the soup?"
HOSTESS:"Yes, there will be a different soup each day."
(To the first guest the following day) "We're featuring
garbanzo soup today, have you ever tried it? It's
delicious"
GUEST:"Never heard of it, what's it like?"
MARY:"It's a Spanish soup. It has beans in meat broth and
flavored with chorizo sausage."
GUEST:"I'll take a chance, bring me some."
Dialogue 5-Being polite, use of words. (front desk)
PROSPECTIVE GUEST:"I'd like to register for a room."
DESK CLERK:"Do you have a reservation?"
PROSPECTIVE GUEST:"No."
DESK CLERK:"Then you will have to step over to the
reservation desk."
Dialogue 6-Being helpful and polite. (front desk)
PROSPECTIVE GUEST:"Do you have a room?"
DESK CLERK:"I'm sorry but we are all booked up for today."
PROSPECTIVE GUEST:"Well, where could I find a room?"
DESK CLERK:"As far as I know, every place in town is
filled."
Dialogue 7-Room sales technique (front desk)
PROSPECTIVE GUEST:"What are your rates for rooms?"
DESK CLERK:"Well, sir, how many are in your party?"
PROSPECTIVE GUEST:"Just the wife and myself."
DESK CLERK:"That will be $8.00."
Dialogue 8-Guest's complaint
GUEST (TO DESK CLERK):"That shower head in my room just
doesn't work right."
CLERK:"Oh myl Did you get that room? I'll put it down
again and see if we can't get it fixed this time."
Dialogue 9-Guest Courtesy
(Bellman near front desk, greeting guest with considerable
luggage): "Good afternoon, sir, may I help you with your
luggage."
GUEST:"Yes, that will be fine."
BELLMAN:(Obtaining key from desk clerk): "You are in 631.
You take the passenger elevator to the sixth floor. I'll
take the freight elevator and you meet me on the sixth
floor."
OTHER TRAINING METHODS ROLE PLAYING
Role playing is a training device in which the trainee
learns by observing and taking part in a dramatization of
actual problem situations. For example, a waitress
pretends she is serving one of her fellow workers as a
guest. Under the supervision of an experienced trainer,
she learns to do and say things correctly by play-acting
the part.
CONFERENCE TRAINING
Conference training utilizes the technique of group
discussion of problems and an exchange of ideas. It also
affords an effective method of influencing the attitude of
group members. Each person receives practice in
influencing other members of his immediate conference
group. This is a stimulating and rewarding experience for
the employee.
GROUP INSTRUCTION
Group instruction makes use of group classes. A competent
instructor must be provided. This might be organized
under the study program of the Educational Institute of
the American Hotel and Motel Association. This
organization, located at Kellogg Center, Michigan State
University, East Lansing, also offers a good selection of
home study (correspondence) courses available at nominal
prices. University or college short courses or study of
books and trade journals are additional ways of providing
training and educational opportunities.
APPRENTICE TRAINING
Another training concept is that of apprentice training.
This is an organized program consisting of the formal
study of prescribed training manuals or books, lectures
and demonstrations, the showing of films, visits to
suppliers, etc., in addition to understudy training under
an experienced trainer. The apprentice learns by being an
assistant for a prescribed period of time on the job in
addition to classroom work.
ON-THE -JOB-TRAINING
Learning by doing is the most meaningful way to teach an
employee. Listening to a description of the job and
viewing training films are helpful to insure top quality
training. However, the actual doing is culmination of any
training system. This makes the most lasting and
influential effect on the employee. So dialogue training,
role playing, and other progressive methods, while
strongly recommended, must be supplemented by the
learning-doing process itself. Good supervision in the
actual working situation is essential for good on-the-job
training. How well does your supervisor or department head
train? Has he taken instruction or attended a short course
on training methods? It is one thing to know the job and
another thing to train the employee. The trainer usually
needs training in his role of teacher, administered either
by the manager or by a professional educator such as a
local school teacher. A manager with a large staff can
often arrange a short course of his own for his entire
staff or, better, for a select group of staff teachers,
using the help of his state university school of education
in cooperation with local school personnel. Supervisors or
department heads who have received such instruction in
teaching methods are then much better equipped to do an
effective job of training the employees.
TRAINING CONTINUITY
Regardless of the methods used in any training system,
every employee, supervisor, and manager needs new
educational experiences which constantly keep him informed
and increase his knowledge and ability.
All training must be considered as only a part of a
regular program of continuing education. New ways of doing
things, new equipment, new processes, new materials, and
new food items are appearing continually and should be
taught. Few people can operate continually at top-notch
efficiency. They tend to get sloppy or indifferent from
time to time, and to develop bad habits through lack of
good supervision. Progressive management must therefore
provide every employee with the opportunity to study and
improve himself. A regular training program coupled with
re-training is the answer to superior employee
performance.
An additional bonus of a continuous program is more
employees within the organization who are prepared to
accept jobs of greater responsibility. Because they were
encouraged to undergo training and improve themselves,
they are now ready to step into higher level jobs when
needed.
EVALUATION SHEET (An additional management aid)
Purpose of an evaluation sheet is to list items which are
oftentimes areas of weakness in individual employees and
which need to be strengthened. An additional use of the
sheets is to point up items which should be covered in
training.
The evaluation sheet is used only by supervisors. For
instance, for a housekeeper it would be used by the
manager in cooperation with the head housekeeper. No
information concerning the rating should be given to the
individual worker. After some period of trial, particular
weaknesses, if uncorrected, should be brought to the
worker's attention.
This should be done with the proper use of psychology by
saying something complimentary about the person's work
and then mentioning the weak spot. The thought uppermost
in mind should always be, what can you, as manager, do to
help the employee? Giving her plenty of encouragement and
understanding would be one way to show that you are truly
interested in helping her to become a superior housekeeper
in every respect.
For each housekeeper, review each item on the evaluation
sheet and rate as "poor," "fair," "good," or "excellent,"
placing entries under the heading Present Status. Without
doubt a variety of ratings will be given and of course,
the objective is to eventually make them all "excellent."
Do not make any entries in the Progress column at outset
of the training program. As the program progresses,
make entries such as "some," "much," "none" or similar
appropriate remark. A monthly rating program is suggested
but this will depend upon the nature of the training
program.
Keep in mind that the end objective of the evaluation
program is to create superior guest services through high
quality personnel. This means employees who have received
effective and imaginative training. Individual favoritism
towards any particular employee has no place in the rating
process. Supervisors and managers must be as fair and
impersonal as possible, trying to help each employee
improve and make the most of his potentialities. An
abundance of deficits found on Evaluation Sheets may
reflect on the training rather than the employees.
JOB INSTRUCTION TRAINING CHECK LIST*
(A Reference and Guide for Instructors) Prepared Dr. Peter
G. Haines, College of Education, Michigan State
University.
Can I say "Yes" in answering the following questions?
A. GET READY TO INSTRUCT
1. Plan the training: In planning, do I know
(a) of the worker: Yes No
That he needs to learn a job?
The job he must learn?
What can he do now?
From his background and interests, what can be used in his
framing?
How quickly he learns?
(b) of the training situation? Yes No
Where instruction will be most effective?
When instruction can be arranged?
When instruction will be most effective?
(c) of the job:
What specific job operations are to be learned? Yes No
The level of performance the job requires?
How to do the job myself at that level?
2. Analyze the material:
Have I asked myself: Yes No
Is the learning time available adequate to teach the job?
What type of break-down shall I use?
if a manipulative skill- Yes No
Is the job title descriptive of job?
Do I know where training should be done?
Do I know time required in training?
Are training equipment and supplies available at training
place?
Are important steps arranged in logical order?
Are all key points included?
Has break-down been checked against jobs?
if information training- Yes No
What type of information is needed?
For which purpose is it needed?
What time is required?
What equipment and supplies are needed?
What are the important steps?
What is the logical order of steps for the "purpose?"
What are technical names and minor points?
Have I checked information needed against break-down?
if an attitude situation- Yes No
Do I know the attitude needing corrections
Do I know the parties concerned?
Have I considered the personalities involved?
Have I considered the best time to discuss the problem?
Have any needs for equipment and supplies been arranged?
How much time will be needed?
Do I have all the facts on "observed behavior?"
Have I considered all possible causes?
Have I satisfactory remedies to suggest?
Is situation still m the annoyance stage?
Have I considered all possible results of failure?
B. USE OF FOUR-STEP METHOD
Step 1-Prepare the learner Have I considered how: to put
him at ease
What actions will put him at ease?
What interests can be aroused to get the participants on a
cordial basis?
How to make a natural approach?
How I can make an honest and tactful approach?
to state the specific job-can I
Describe the job accurately and simply?
Relate it to his work?
to find out what he knows about the job-Do I know
What experience he has had?
What to ask to find out what he knows about job?
to develop his interest and desire to learn-Do I know
The interesting features of the job?
The story of the job?
The importance of the job to his success?
The need he has for the job m satisfying a natural desire
or ambition?
to place him in the most advantageous learning
position-Have I considered
Where he can more nearly be in position of the manager?
Where learner can see, hear, and get the "feel" of the
job?
Step 2-Present the material: Have I considered how I shall
Tell-show- demonstrate- question
What I shall "tell" and how?
What I shall "show" and how?
What combinations of various methods I shad use?
The use I can make of visual aids and exhibits?
How I can provoke thought through questions?
Present one step at a time, (clearly, patiently, and in
correct learning sequence,
Have I considered:
How to explain steps clearly?
The places at which the learner can go wrong and how to
overcome them?
The best approach to each step?
The reasons for each step (if needed)
Stress key points
Do I know an the key points?
Can I show their bearing on the important step?
Present no more than learner can master
Am I sure of the safety precautions?
Do I know what the learner can master?
Do I realize difficulty of the job to a beginner?
Have I made special preparation to present the job in a
simple manner?
Have I considered how much to teach before asking for a
response from learner?
Step 3-Apply the learnings (Try out under supervision)
Have learner do the job-correct errors.
Am I prepared to provide adequate practice by the learner?
Have I decided what errors are commonly made and am I
prepared to reteach them?
Have him repeat and explain steps and key points.
Am I sure he clearly understands the steps and key points?
Question him-why-what-how.
Do I have questions in mind I can ask?
Will my questions indicate the worker's judgment of the
job?
Continue until you know he knows.
Am I prepared to insist on sufficient repetition to get
correct performance?
Step 4-Check on learnings
Have I considered how to
Check on understandings and performance
Is questioning enough?
Is watching his performance enough?
Correct error-reteach
Am I prepared to stop the learner courteously and reteach
when he makes an error?
Put him on his own
Have I considered how soon to put him on his own?
Tell him where to go for help
Have I decided to whom he should go?
Does the other person know he may come for help?
Taper off coaching to normal supervision
Have I considered how often to check on learner?
Have I made note on a calendar of gradually reduced
checking until it becomes normal supervision?
Do I feel that success of the worker in learning the job
is largely my responsibility?
Am I ready to teach?
REFERENCES
Chruden, Herbert J. and Sherman, Arthur W., Personnel
Management. Cincinnati: South-Western Publishing Company,
1972. Emphasizes the role of the manager, department
heads, and supervisors in managing subordinates according
to company objectives and policies.
Educational Institute, American Hotel and Motel
Association, 77 Kellogg Center, Michigan State University,
East Lansing, Michigan 48823. This organization offers a
catalogue of home study courses including several on
employee management.
Heckman, I. L. Jr. and Huneryager, S. G. Human Relations
in Management. Cincinnati: South-Western Publishing
Company, 1960.-A textbook which provides a unique blending
of text material and selected articles written by
authorities in the human relations field. Basic concepts
and principles concerning people at work are emphasized.
Job Descriptions for Club Occupations. Washington, D.C.:
Club Managers Association of America, S530 Wisconsin
Avenue, N.W., Suite 705, Washington, D.C. 20015, 1964.ÄAn
analysis of 201 jobs in the private club industry. These
include job descriptions in food preparation,
housekeeping, maintenance, recreation, etc., which are
essentially the same in motels, hotels, resorts, or
restaurants.
Josephson, Matthew. Union House, Union Bar. New York:
Random House, S01 Madison Avenue, 1956. The history of the
hotel and restaurant employees and bartenders
international union, AFL-CIO.
Lundberg, Donald E. and Armatas, James P., The Management
of People in Hotels, Restaurants, and Clubs. Dubuqe: Wm.
C. Brown Company, 1964.-The information, techniques, and
philosophy expressed in this book are those which can be
used by a person with the title of personnel manager and
also by any person who is managing people.
Megginson, Leon C., Personnel, A Behavioral Approach to
Administration, Homewood, Illinois: Richard D. Irwin,
1972, (revised edition). A comprehensive coverage of the
personnel function with emphasis on technological change
and current changing concepts.
Odiorne, George S., Personnel Administration By
Objectives, Homewood, Illinois: Richard D. Irwin, 1971.
Stresses new concepts of managing people by cases and
discussion.
Studies in Personnel Policy, New York: The Conference
Board 1971. A high quality group of reports covering most
aspects of personnel management
This information is for educational purposes only. References
to commercial products or trade names does not imply
endorsement by MSU Extension or bias against those not
mentioned. This information becomes public property upon
publication and may be printed verbatim with credit to MSU
Extension. Reprinting cannot be used to endorse or advertise
a commercial product or company.
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