The Manager in Hospitality Industry

The Manager in
Hospitality
Industry
Presented By Subroto Ghosh
Hospitality Managers:
Manage employees making
products and/or performing
services
Manage first-line supervisors
Often continue to work side-by-
side with the employees they
supervise
Are successful only to the degree
their workers allow them to be
Subroto Ghosh Slide no. 2
Responsibilities of the
Manager
To Employer
 Make the enterprise profitable
 Run it according to the owners’ rules
 Be sensitive to the owners’ expectations
Manager
To Customers To Sub-ordinates
Fulfill their needs and desires Create a positive work
Ensure employees positively environment
represent the enterprise Support and value employees
Respond to customer who interact with customers
complaints
Functions of Management
Planning
Organizing
Staffing
Leading

Functions of Management
Controlling and evaluating
Coordinating
Problems solving and Decision
making
Representing

Management Theory
Timeline
1900s: Scientific Management—Frederick
Taylor/ Frank Gilbert
Standardized work procedures to find the
“one best way” to perform a task
1930s/1940s:Human Relations Theory—
Elton
Employees perform best when they feel
they belong to the work group
1960s/1970s:Participative Management
Workers who participate in making
decisions are more committed to the
outcome Subroto Ghosh Slide no. 6
Management Theory
Timeline
1980s/1990s:Total Quality
Management
Empowers employees to determine
best ways to meet goals
1990s/2000s:Humanistic
Management
Selective blending of management
systems according to the needs of the
situation, workers and the supervisor’s
style of leadership
Managerial Skills

Managerial Skills
Technical Skills
Establish a manager's credibility
with employees
Aid in the management of
employees
Enable manager to select and train
people, plan and schedule work,
and take action in
an emergency
Managerial Skills
Human Skills
Affect their attitude towards their
employees and determines their
level of success
Should create an atmosphere
where employees feel secure and
are willing to do their best

Managerial Skills
Conceptual Skills
Incorporate the work of the
manager’s employees with the
needs of the entire enterprise
Recognize and deal with issues
from a managerial perspective

Leadership

Establishing a foundation for
leadership development
involves:
Investing time, resources, and money to
create a supportive culture
Defining the differences between
management skills and leadership
abilities
Developing quantifiable measurable
that support leadership skills
Focusing on leadership skill during
management training

Establishing a foundation for
leadership development
involves:
Encouraging continuous education
of leadership skills
Recognizing leaders on all levels
Rewarding all enthusiastic leaders

Old-style Leadership
PROS CONS
Some workers Average American does
not respond to this
respond to a autocratic method
command-obey
More likely to increase
style of direction problems than to lessen
Can be effective them
Can be necessary Breeds resentment, low
morale, and adversary
relationship
Customer service suffers
and patrons go
somewhere else Slide no. 15
Subroto Ghosh
Theory X and Theory Y
‘Theory X’ ‘Theory Y’
managemen
staff
t
Theory X - authoritarian, Theory Y - liberating and

repressive style. Tight developmental. Control,
control, no development. achievement and continuous
Produces limited, depressed improvement achieved by
culture. enabling, empowering and
giving responsibility.
staff managemen
t
Theory X’s Faulty Assumptions
2. The “average human being” has an
inborn dislike of work and will avoid it
as much as possible.
3. He or she must be “coerced, controlled,
directed, threatened with punishment”
to get the work done.
4. He or she prefers to be led, avoids
responsibility, lacks ambition, and
wants security above all else.

Theory Y Propositions
2. Work is as natural as play or rest;
people do not inherently dislike it.
3. People will work of their own accord
toward objectives to which they feel
committed without control or the
threat of punishment.
4. People become committed to
objectives that fulfill their inner
personal needs.
Theory Y Propositions
2. People can learn not only to accept
responsibility but also to seek it. Lack of
ambition, avoidance of responsibility, and
the desire for security are not innate
human characteristics.
3. Capacity for applying imagination,
ingenuity, and creativity to solving on-the-
job problems is “widely, not narrowly,
distributed in the population.”
4. The modern industrial organization uses
only a portion of the intellectual potential
Situational Leadership
Styles
Directing—close supervision most
effective for training or emergencies
Coaching—direct supervision and
support to build commitment
Supportive—assists employees lacking
commitment to improve performance
Delegating—best for employees capable
of making day-to-day decisions on their
own

Transformational
Leadership
Transformational leaders:
Communicate the mission and
objectives of the company
Provide workers with meaningful,
interesting, and challenging jobs
Act as coaches and mentors
Lead by example

Unity In Diversity

Dimensions of Diversity
PRIMARY
Culture SECONDARY
Age Occupation
Gender Work
Physical abilities and experience
qualities Education
Ethnicity Income
Race Marital status
Religion
Language
Sexual preference
Steps for Developing
Cross-Cultural Interaction
Skills
1. Increase personal awareness
2. Learn about other cultures
3. Recognize and practice cross-
cultural interaction skills
4. Maintain awareness, knowledge,
and skills

Managing Diversity
Positively
Get to know your employees
Treat your employees equitably,
but
not uniformly
Watch for any signs of harassment
Foster a work climate of mutual
respect
Encourage the contributions of
diverse employees
Communication
Skills

Types of Communication
Interpersonal
Organizational
Two-way/open
Interviewing
Small group
Mass

The Communication
Process
SENDER RECEIVER
Thinks of Receives message
message (hears or reads)
Expresses Translates/interpr
message in words ets words and/or
and/or symbols symbols
Transmits Understands
message (tells or meaning
writes/sends)

Message distortion can occur
as the result of:
Differences in Other Reasons
sender’s and Prejudices
receiver’s:
Background Assumptions
Education Expectations
Past experiences Emotions of the
Intelligence sender and/or
Attitudes receiver
Opinions
Values
Perceptions
Five Principles of Good
Listening
1. Give the speaker your undivided
attention
2. Hear the speaker out
3. Look for the real message
4. Keep your emotions out of the
communication
5. Maintain your role

How to Give Instructions
Effectively
 Plan what you are going to say,
including to whom, when, where, and
how.
 Establish a climate of acceptance—
explain the why of the task and what
is in it for the listener
 Deliver the instructions calmly and
confidently—request, suggest, or
command

How to Give Instructions
Effectively
 Verify that the instructions have been
understood—ask people to repeat the
instructions and/or see whether they
carry out orders correctly
 Follow up—observe people at work
and measure results; offer
assistance, and further direction if
necessary

MOTIVATION

Some Theories of
Motivation
Motivation Through Fear
Carrot-and-Stick Method
Economic Man Theory
Human Relations Theory (Social
Man Theory)
Maslow’s Hierarchy of Needs
Herzberg’s Motivation-Hygiene
Theory
Subroto Ghosh Transparency
Slide no. 34 5-1
Maslow’s hierarchy of
needs
Self-actualisation
personal growth and fulfilment
Esteem needs
achievement, status, responsibility
reputation
Belongingness and Love needs
family, affection, relationships, work group,
etc
Safety needs
protection, security, order, law, limits, stability, etc
Biological and Physiological needs

basic life needs - air, food, drink, shelter, warmth, sex,
sleep, etc.

Maslow’s Hierarchy of
Needs
SECONDARY NEEDS
Self-actualization/self-fulfillment
Esteem Needs

PRIMARY NEEDS
Social
Safety
Physiological

Limiting Factors in the
Application of Motivation
Theory
Nature of many hospitality industry jobs
Company policy, administration, and
management philosophy
Extent of responsibility, authority, and
resources
Employees with personal priorities or
those with dependent personalities
Constant pressures and lack of time
Lack of motivational theory that is
easily and scientifically applicable

How to Build a Positive Work
Climate
THE INDIVIDUAL THE JOB

Get to know your people Provide an
Deal with security needs attractive job
environment
Deal with social needs
Provide a safe and
Reward your employees
secure work
Develop your people environment
Put the right person
THE SUPERVISOR in the right job
Set a good example Make the job
Establish a climate of interesting and
honesty challenging
Guidelines for
Rewarding Employees
Always give recognition in a positive and
sincere manner
Contest should offer all employees an
opportunity to win
Champion average employees, as well as
the heroes
Recognize employees using objective
criteria
Recognize employees in a timely fashion
Recognize employees when they least
expect it
Tie rewards to true accomplishments
Important Terms
Position—Duties and
responsibilities performed by one
employee
Job—A group of positions with the
same duties and responsibilities
Job analysis—Process that presents
a picture of how the world of work
looks for a specific job

Important Terms
Job description—Describes a fair day’s
work, including performance standards
Job specification—Spells out the
qualifications a person must have in
order to get a job
Job evaluation—Process of examining
the responsibilities and difficulties of
each job in order to determine which
jobs are worth more than others

Causes for Low
Productivity and Low
Employee Retention
Workers do not know what they are
supposed to
be doing
Workers do not know how to do what
they are supposed to be doing
Workers do not know how well they are
doing
The supervisor has not given any
direction, help,
or support
Workers have a poor relationship with
the supervisor Subroto Ghosh Slide no. 42
Parts of a Job Description
Performance Department name
standards Grade level
Job title Job location
Job summary Whether job is
exempt or
Units of work nonexempt
Job setting Work hours
Social Reporting
environment relationship
Qualifications
Developing a Performance
Standard System
1. Define the purpose for which the
standards are to be used
2. Analyze the job and break it down into
units
3. Write the performance standards
4. Develop standard procedures
5. Train the worker to meet the
performance standards
6. Evaluate on-the-job performance

Writing Performance
Standards
What is to be done?
How is it to be done?
To what extent is it to be done?

How to Make a
Performance Standard
System Succeed
Get workers’ cooperation in the
development stage and their agreement to
the standards of performance.
Put the system to work slowly over a period
of time, one job at a time.
Create and incorporate an award or
incentive system.
Recognize your workers’ potential and use it
as fully as you can within the limits of your
authority.
Review the system periodically, evaluating,
updating, and modifying it as needed.Slide no. 46
Subroto Ghosh
TRAINING

Benefits of Training
To the Supervisor
More time to manage
Results in less absenteeism and lower
turnover
Reduces tensions between
management and employees

Makes it easier to maintain consistency of
products
and services
Lowers costs
Results, ultimately, in happier customers—
and more
of them
Helps supervisors advance their careers

To the Employee
Can eliminate the five reasons that
people do
poor work
Reduces employee confusion,
allowing them to
work independently

Can reduce employee tension
Can boost employee morale and
job satisfaction
Can reduce accidents and injuries
Can provide advancement
opportunities

Why Hospitality Managers
Do Not Train Their People
1. Urgent need
2. Training time
3. Training time costs the company
money
4. High employee turnover
5. Diversity of workers’ skills and abilities
6. Great variety of jobs
7. Not knowing exactly what managers
expect from employees
Employees Learn Best
When:
They are actively involved in the
learning process
Training is relevant and practical
Training material is well-organized and
presented in small, easy-to-grasp
chunks
The learning environment is informal,
quiet, and comfortable
They have a good trainer
They receive feedback on their
performance and are rewarded for doing
well Subroto Ghosh Slide no. 53
How to Develop a Job
Training Program
1. Write a performance standard
2. Write a training objective derived from
the performance standard
3. Develop standard procedures
4. Develop unit training plan
5. Pretest
6. If the training results are negative,
repeat training, try a simpler job, or
terminate employee. If the training
results are positive, put the worker on
the job; evaluate and follow up
Job Instruction Training
Steps
1. Prepare the worker for training
2. Demonstrate what the worker is
to do (show and tell)
3. Have the worker do the task as
shown
4. Follow through (put the worker on
the job, checking and corrected as
needed)

Before correcting an
employee, ask:
Does the employee know what is
supposed to be done and why?
Are there any reasons for poor
performance that the employee cannot
control?
How serious are the consequences of
this problem?
Have you previously addressed the
concern with the employee?

When conducting
coaching sessions:
1. Speak in private to the employee
2. Calmly express your concern about the
specific aspect of the job
3. Ask the employee for his or her
thoughts and opinions, including
possible solutions
4. Ask the employee to restate what has
been agreed upon to check on
understanding
5. State your confidence in the
employee’s ability to turn the situation
around Subroto Ghosh Slide no. 57
Steps in the Performance
Evaluation Process
1. Prepare for the evaluation
2. Make the evaluation
3. Share it with the worker
4. Provide follow-up

How to Avoid Pitfalls in
Rating Employee
Performance
Be objective
Evaluate the performance, not the
employee
Give specific examples to back up
ratings

How to Avoid Pitfalls in
Rating Employee
Performance
Where there is substandard
performance, ask “Why?”
Think fairness and consistency
when evaluating performance
Get input from the employee’s
coworkers
Note and discuss ideas on how the
employee can improve
performance.
DISCIPLINE

Essentials of Successful
Discipline
1. Complete set of rules that everyone
knows and understands
2. Clear statement of the consequences
of failing to observe the rules
3. Prompt, consistent, and impersonal
action to reinforce the rules
4. Appropriate recognition and
reinforcement of employees’ positive
actions

The Hot Stove as a Model
of Administering Discipline
1. Warning: You can feel the hot air
around it.
2. Immediate: The instant you touch
it, it burns your finger.
3. Consistent: It burns your finger
every time you touch it.
4. Impersonal: It reacts to the touch,
not the person who touches it.

Negative Versus Positive
Approach to Discipline
Negative Four-stage
Discipline equals formula for
punishment disciplinary
Used by: action:
Autocratic, X-style 2. Oral warning
managers 3. Written warning
Effectiveness: 4. Punishment
Does not work 5. Termination
very well

Negative Versus Positive
Approach to Discipline
Positive Four-stage formula for
Discipline disciplinary action:
equals rule 2. Oral reminder
compliance 3. Written reminder
Used by:
Theory Y- 4. Suspension
style 5. Termination/complian
managers ce/
Effectiveness resignation
: works very
well
Administering Discipline
1. Collect all the facts
2. Discuss the incident with the
employee
3. Decide on the appropriate action
4. Take the appropriate action
5. Write down all pertinent details
6. Follow up

Planning Process

Planning Process
1. Define the purpose or problem
and set objectives
2. Collect and evaluate data relevant
to forecasting the future
3. Develop alternate courses of
action
4. Choose the best course of action
5. Carry out the plan
6. Control and evaluate results
Qualities of a Good Plan
Provides a workable solution to the
original problem and meets the stated
objectives
Comprehensive; it raises all relevant
questions and answers them
Minimizes the degree of risk involved in
meeting the objectives
Specific as to time, place, supplies,
tools, and people needed to carry it out
Flexible; it can be adapted if the
situation changes, or replaced by a
contingency plan Subroto Ghosh Slide no. 69
Planning for Change
Define the problem and set
objectives
Gather data to forecast possible
solutions
Generate alternate plans and
weigh the risks of each
Decide on the best plan to meet
objectives
Make the change and follow up
Examining How You Spend
Your Time
Is the amount of time spent per day
appropriate to the activity?
How does the time spent on
unimportant activities compare to the
time spent on highly important
activities?
Are you doing things that are not really
necessary?
Are you doing things that you could
delegate to someone else?

Examining How You Spend
Your Time
Can you group activities better as
to time and place?
Was time wasted that could have
been avoided by better planning?
Did you spend any time at all on
certain important but time-
consuming activities you should be
doing?

Qualities of A Well-
Organized and Efficient
Unit
Lines of authority and
responsibility are clearly drawn—
and observed
Jobs, procedures, and standards
are clearly defined—and followed
People know what to do and how
to do it—and they do it
Standards of quality, quantity, and
performance are clearly set—and
met
Control Techniques
Require records and reports
Develop and enforce performance
standards
Develop and enforce productivity
standards
Develop and enforce departmental
policies and procedures

Control Techniques
Observe and correct employee
actions
Train and retrain employees
Discipline employees when
appropriate
Be a good role model

Making a Conscious
Choice
Recognize alternatives rather than
influences
Choose a course of action to fulfill
a specific result.
Put the choice into action and
make sure it is carried out.

Factors to Examine When
Making a Decision
Risk—Which course of action provides the
most benefit with the least risk?
Economy—Which course of action will give
the best results with the least expenditure
of time, money,
and effort?
Feasibility—Is each course of action
feasible?
Acceptability—Will each course of action be
acceptable to the people it will affect?
Objectives—Which course of action will best
meet Subroto Ghosh Slide no. 77
Problem-solving Pattern
1. Define the problem and set
objectives
2. Analyze the problem
3. Develop alternative solutions
4. Decide on the best solution
5. Implement the decision
6. Follow up
Subroto Ghosh Transparency

Slide no. 78 12-3
Pros and Cons of
Participative Problem
Solving
PROS
More information and expertise
relevant to the decision
More good ideas and better
alternatives
People thinking together can arrive at
better decisions because of the
stimulation and interplay of different
points of view
Pros and Cons of
Solving
PROS
People who have participated in making the
decision are generally committed to
carrying it out.
The coordination and communication
necessary to carry out the decision are
simpler and better because everyone
already understands what is happening.

Pros and Cons of
Solving
CONS
It takes longer for a group to decide
something than it does for one person to
make the decision
The process takes everyone away from their
other work
Groups are often dominated by one person
Group participants often get involved in
winning arguments or showing off rather
than working to make the best decision.

Pros and Cons of
Solving
CONS
If consensus is required, people might go
along with a decision they do not like to
finish the process quickly
Consensus leads to mediocre decisions that
will appease everyone rather than the best
decision.
Consensus can lead to “groupthink” or
conformity rather than to the creativity that
group decision making is supposed to spark.

Problem-solving
Possibilities
Win-lose stance (supervisor wins,
worker loses)
Lose-win posture (retreat and
appeasement)
Lose-lose compromise (nobody is
satisfied)
Win-win approach (everyone is
satisfied)

How to Build Decision-
Making Skills
Make sure that the decision is yours to
make, that you have both the authority
and the responsibility.
Accept your responsibility fully.
Sort out the important decisions from
the inconsequential ones.
Calculate the risks.
Adapt your decision making so that the
timing is right.

How to Build Decision-
Making Skills
Be alert to signs of problems.
Keep an open mind when investigating
a problem.
Avoid the habit of running to others for
advice.
Make sure that you are not part of the
problem yourself.
Follow up on your important decisions
to see how they are working.
Look at each situation from its own
unique perspective.
Three Essentials of
Delegation
1. Responsibility
2. Authority
3. Accountability

Conditions for
Successful Delegation
Advance planning
Positive attitude toward employees
Mutual trust between employer
and employee
Ability to let go and take risks
Good communication
Commitment

Steps in Delegation
1. Plan
Identify tasks that can be assigned
Choose competent employees willing
to accept the tasks
4. Develop each task as a responsibility
to be delegated
Define the area of responsibility,
expected results, and the authority
necessary to fulfill the responsibility

Steps in Delegation
1. Delegate responsibility for the task and the
results expected
Delegate the authority necessary to complete
the task
Establish accountability
4. Follow up
Train employees as needed
Communicate the new status to everyone
concerned
Slip into the coaching role

Delegating to the Right
employee
Employees Who Are:
Able but unwilling need motivation
Unable and unwilling are not good
candidates
Unable but willing need training
Able and willing are the best
candidates

Common Mistakes in
Delegation
Not communicating Job loading
clearly Assigning
Over supervising unchallenging tasks
Not taking enough without offering an
time to train incentive
employees Delegating to the
Not giving wrong people
employees enough Abdicating
support unpleasant parts of
Delegating without the job such as firing
setting up controls Setting up
overlapping
responsibilitiesSlide no. 91
Subroto Ghosh
Any Questions…


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The Manager in

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Theory X - authoritarian, Theory Y - liberating and

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Biological and Physiological needs

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THE INDIVIDUAL THE JOB

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