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Managerial work of entry-level resta...

Dana, Janice Traynham.

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Managerial work of entry-level restaurant managers: Implications for curriculum development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Managerial work of entry-level restaurant managers: Implications for curriculum development./
作者:	Dana, Janice Traynham.
面頁冊數:	165 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2449.
Contained By:	Dissertation Abstracts International53-07A.
標題:	Business Administration, Management. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9235620

Managerial work of entry-level restaurant managers: Implications for curriculum development.
Dana, Janice Traynham.

Managerial work of entry-level restaurant managers: Implications for curriculum development. - 165 p.

Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2449.

Thesis (Ed.D.)--Kansas State University, 1992.

Activities performed by entry-level restaurant managers were identified and commonality of activities present in their positions were determined. Knowledge of activities performed could assist in developing hospitality management courses and curricula. Consequently, educators could improve the knowledge and skills of restaurant managers and impact positively on practice.Subjects--Topical Terms:

626628
Business Administration, Management.

Managerial work of entry-level restaurant managers: Implications for curriculum development.
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245 1 0 $a Managerial work of entry-level restaurant managers: Implications for curriculum development.
300 $a 165 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2449.
500 $a Major Professor: Gerald D. Bailey.
502 $a Thesis (Ed.D.)--Kansas State University, 1992.
520 $a Activities performed by entry-level restaurant managers were identified and commonality of activities present in their positions were determined. Knowledge of activities performed could assist in developing hospitality management courses and curricula. Consequently, educators could improve the knowledge and skills of restaurant managers and impact positively on practice.
520 $a This was a descriptive study with qualitative characteristics in which structured observation was the data collecting technique. The sample consisted of three entry-level restaurant managers employed in a cafeteria, quick service, and atmosphere restaurant.
520 $a The researcher shadowed each manager for one week. Information on activities was recorded and included start time, description, and location. Also, participant(s) in verbal communication, topics discussed, and simultaneous activities were recorded.
520 $a A total of 235 activities were coded and analyzed. Total and percent of time, number of occurrences, and mean time per activity occurrence were computed for each manager and all three managers (composite). Similar activities were grouped into 35 activity categories and analyzed.
520 $a Activities involving the greatest percent of both composite occurrences and time were talking to employees about work, preparing food, and delivering or serving food. Activity categories involving the greatest percent of both composite time and occurrences were talking to employees, checking, nonproductive activity, producing food items, and delivering food or equipment. Average duration of all activities was 1.66 minutes, and 49% lasted one minute or less.
520 $a A panel of foodservice professionals classified the 35 activity categories according to 12 work roles. Entry-level managers spent the greatest amount of time in the substitute worker, leader, and monitor roles.
520 $a The following conclusions were drawn: entry-level restaurant managers frequently talk to employees about work, talking is the major interaction between managers and customers, checking is frequently performed to maintain product and service quality, a variety of technical skills are performed, many activities are considered nonmanagerial, activities are brief and fragmented, and managers average 57 hours per week at work. These conclusions have implications for hospitality educators, students, and employers in addition to hospitality curriculum development and revision.
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