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Case Peppercorn Dining

Organizational development and change management (mgmt 416), university of oregon.

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The partners of Square One Consulting were having lunch at Peppercorn Dining on the campus of University. Although Square One was headquartered near, most of the business was conducted in other cities. The partners were enjoying having the opportunity to attend a seminar on a campus in their hometown. chance, Drew Randall, the manager of noticed the trio and recognized Erica, who had worked her way through college as a student manager at the dining unit. Drew pulled up a chair and started to catch up on the two years that had transpired since she had graduated. The other consultants, Roger and Lynn, listened as they began to reminisce about the old at Peppercorn. Erica recalled the time a swim test coincided with her first shift at the dining hall. She called to let the unit know she would be detained, and she finally arrived about an hour late. When Erica entered the unit, she was greeted a supervisor who took her downstairs to change into the uniform of blue pants, shirt, a hair net, and a name tag, an outfit similar to what was being worn the current employees. Erica was then taken to the dish room and informed she was receiving a verbal warning for being late. As the group laughed, the consultants chided Erica further commenting that her sense of timing changed. Drew, however, suggested that times had changed. DEVELOPING A CONTRACT The consultants were eager to learn about Peppercorn, and Erica, eager to learn about the changes Drew had alluded to, asked about current operations at the unit. Drew, sipping on his coffee, commented, is a nightmare. We find qualified people recruiting and retention has become a constant Drew went on to explain that the labor market in the county had become tight due to the prosperous Reagan years. Garden County had become a boomtown and, as a result, the university was having difficulty gaining employees. Roger wondered aloud about the general steps Peppercorn had taken to offset the current labor shortage. Drew, sensing the interest, openly discussed his perceptions of the dining unit. He stated: I would like to make Peppercorn a more pleasant place for everyone to work. I get great productivity out of these guys and they really care. just that there needs to be something more. Maybe morale is a little low. not much creativity involved in most of the tasks, but the cooks feel great when they sell out of stuff. However, when we sell out, probably because the forecast was incorrect rather than as a response to a good product. I take a humanistic management approach, maybe they just need some kind of support. On the other hand, I may give them too much autonomy since I let them manage themselves to a large degree. I believe that scheduling is right. I base my scheduling on operational need. Ultimately, the manager is responsible for the success or failure of the operation, therefore, I should have the right to put the people where I deem best. You know, niche management. Although, I did inherit a lot of the schedule. As Erica tentatively nodded her head in response to comments, Roger and Lynn caught each gaze and shrugged inquisitively. the behavior, it was apparent they were wondering about the meaning behind words. However, because he was obviously in the mood to talk, the consultants did not interrupt. selected cases Peppercorn Dining 218 PART 2 The Process of Organisation Development Warming up to his listeners, Drew continued, employees have been at Peppercorn, working in the same position, for 20 plus years. Bob, the day cook, has been working here for 28 years. Can you believe that Doug, the night cook, has been here for 10 years and is waiting for Bob to retire so that he can transfer to the day shift? Doug may have to wait a long time since Bob be retiring for at least 15 years. hard for me to believe that Doug looks forward to that time and that he refuses to transfer to another dining said Roger. seem to have loyal employees. It must be easy to manage people who know their job so Drew responded: not that simple. The union contract forms a second set of rules and operating parameters. The contract deals with turnover, sick leave, pay, promotion, and all of the other usual stuff. It seems that there is no reward for but there is a reward for sickness. Now people get one and a half times the pay for sick days if they are on overtime. If they are on overtime, absenteeism is more of a contractual issue than a workplace issue. Frankly, I believe that staffing affects attitudes and attitudes affect both of which affect productivity. Increased productivity means making better use of time. Perhaps I should structure the tasks in a better way, but managing and working behind the lines makes it difficult for me to see the trees through the forest. no time for anyone to stand back and see happening. Drew paused and, as if speaking more to himself than to the consultants, said, been so busy, maybe lost track of some of my Turning to the consultants, Drew inquired about their experience with situations of this type and what advice they might offer. The partners explained they are usually contacted organizations when management believes an external opinion could provide a fresh outlook on operations. They went on to state they normally begin their work performing an operations audit, the results of which are presented to management. Additionally, when the situation warrants, strategic interventions are designed to facilitate the achievement of management objectives. The partners further indicated they believe it is essential to become familiar with an organization before appropriate suggestions can be made. Without hesitation, Drew said to the consultants, situation here at Peppercorn has been concerning me for quite some time. I know that you must be very busy, but perhaps you could find the time to work with me. Erica already knows a lot about the operation, and it take long for her to become Because the consultants were planning to be in the area for several days to attend the seminar and to complete some paperwork, Erica suggested they observe operations at Peppercorn. The group, discussing suggestion, agreed that the first stage should be a preliminary evaluation of the unit, followed a feedback session with management. Then, based on the outcome, management could conduct an operations audit. Drew concurred that evaluation and feedback could be useful first steps in achieving his goals. He restated that his goals for Peppercorn were to increase productivity and to improve morale among the workers. The consultants concluded their discussion telling Drew they would drop off a written contract the following afternoon. The contract would include their fee structure as well as a schedule of the dates and times they would like to be on the premises. REVIEWING BACKGROUND INFORMATION Two days later, the team gathered around the table in office to discuss the Peppercorn consultation. Roger and Lynn initiated the discussion reintroducing the subject of 220 PART 2 The Process of Organisation Development areas of the unit while Roger would survey operations. The doors to the dining facility were opened at 10:55 A. at which time the pantry workers took a break. DAY ONE: INTERVIEWS AND OBSERVATIONS Lynn was the first to arrive at Peppercorn the following morning. As she approached the facility, she noticed that three female employees were smoking cigarettes on the loading dock, joking around with a purveyor. Lynn introduced herself and lingered with the workers for a few minutes. Bob, the day chef, was grilling sandwiches in the tilt brazier while Robert, the day cook, was breading pork. Robert moved between food preparation, the fryer, and the steamer. During lunch service, the kitchen staff appeared to be relaxed. Although there was not much talking, they did joke with each other from time to time. Back of House Entering the kitchen from the loading dock, Lynn noticed it was clean and most of the equipment looked relatively new. The kitchen had fairly good fluorescent lighting, and natural lighting was provided windows in the pot washing and food preparation areas. As Lynn placed her coat and briefcase on a rack in the storage area, she observed that the dry goods were neatly arranged, although the supplies were not plentiful. From the storeroom doorway, she could see that the workers were busy, but not rushed. The members of the kitchen staff chatted as they worked and they appeared to know what tasks to perform without needing direction. The kitchen was divided into five areas (as shown in Exhibit 1). After introducing herself to the workers and taking a brief tour of the kitchen, Lynn positioned herself near the cooler where she could easily see most of the kitchen operations. She noticed that the cooler and freezer were clean and were stocked with a moderate amount of supplies. She also observed that the uniforms were clean. However, some of the workers were wearing aprons and some were not. As if reading her thoughts, a student worker passing through the room commented to no one in particular, out of aprons again. Oh well, no big Lynn wondered what else might not be a to the workers. Shortly after 11:00 A., a man wearing a chefs uniform entered the kitchen and greeted the other workers. He then took a clipboard and a stack of computer printouts to a table near where Lynn was standing. Lynn felt a bit awkward until he introduced himself as Doug, the dinner chef. Lynn explained she was observing the facility in order to become familiar with the operation. Doug showed interest in curiosity and stated: I want the kitchen to run as smoothly as possible. I believe that it takes organization, communication, and a system to have an efficient operation. Communication is important. I ask the servers how things are working out so that I know if I should change anything. I try to maintain a routine system so there be many questions during service. I train all of my workers and I enjoy having the opportunity to teach. been in food service for 25 years and at Peppercorn for 10 years. I started working in the food service industry when I was about 11. I think that Peppercorn has the best food on campus. Some of my own recipes have been accepted management and are now a part of the menu computer bank. also developed ideas that have been adopted here and at other campus dining facilities. For example, I started the trend of keeping plastic tasting spoons the steam kettles. also the person who started using a yellow marker to highlight important items on the computer printouts. 221 SELECTED CASES Coincidentally, Doug explained to Lynn that the man was Larry, the professional supervisor. He went on to say Larry plans the menus and tries to balance the use of ovens and kettles so the equipment is not overloaded. According to Doug, Larry prints out the menus from a computer located in the office. Doug added that the computer system does not always work the way it should. The system is supposed to print menus, compile order lists, and check As Lynn and Doug were talking, a man came over and listened to their conversation. speech became hesitant in this presence. After only a few minutes, the man left. Lynn wondered who the man was and why he had such an effect on Doug. From the way he was dressed, there was no way to determine if he worked at Peppercorn, was from the union, or was part of the management staff. Floor Plan of Peppercorn Dining Dry storage Cooler Freezer Loading dock 10 100JE up Pots 115 100SF Garbage Kitchen Meal plan dining down Serving line Pantry cooler Pantry Dish room office office Cash dining Serving area Cashier Short order First Floor Entrance 223 SELECTED CASES the inventory. Doug commented, it works well, and sometimes not. Sometimes the menus have to be changed at the last minute because of short stock. We had any salt all semester. This is mostly a result of computer Doug went on to talk about some of his Bob, the lunch chef, has been at Peppercorn for 28 years. Chris, the assistant dinner chef, has been with the unit for about three years. Chris, who moved to the kitchen from the station, was trained Doug. They enjoy sharing ideas and they always try to prepare the food a day in advance. While Lynn was talking with Doug, she could see the cafeteria line way of a window. She noticed that a steady flow of diners was entering the facility. Realizing that Doug enjoyed talking about the unit and being curious about responses, Lynn felt comfortable continuing the conversation. Observing a student supervisor restocking the hot food line, Lynn asked Doug how he felt about working with students. He replied, student workers are reliable, while others are less Lynn asked Doug about the role of the student supervisor and in response Doug called the student over. The student seemed unhurried and went on to explain that student supervisors do not have any power over the regular only over temps and other students. Students have their own management structure that includes a student coordinator, managers, and pay clerk. The student personnel coordinator handles complaints. Temps and regular workers take complaints to the regular personnel worker. More temps have been needed recently since there are less student workers at Peppercorn than in previous years. As Lynn, Doug, and the student were talking, Larry entered the kitchen again. When the student noticed him, he quickly went back to work restocking the food line. The activity in the kitchen seemed to be getting busier, and Lynn decided she should move to another position so Doug could continue his work. Before she left, Doug about the union. He stated, workers are on the same union contract as unskilled workers. I think that this arrangement holds back the skilled workers and helps the unskilled to get ahead. It work well, and we even have a shop steward. The only way that I can move up in the organization is to become part of Lynn bid Doug farewell and went into the service area to get some lunch. As she went through the cafeteria line, she noticed Roger observing the cafeteria service. Lynn invited him to join her for lunch, but Roger declined, saying he had just begun his observation and he wanted to spend some time watching service during the busiest hours. Service Areas Roger immediately noticed the line servers interacted a great deal with the customers. He also noted there was no portion control. The students would ask the line servers for little more spaghetti, just meatballs, no corn, more sauce, or a small cup of Each customer wanted the standard portions or combinations of food items altered to meet their personal needs, and they were accommodated. The first line server plates the entrees and the second worker serves the side dishes (see Exhibit 2). The workers must communicate in order to properly fill each order. The overall atmosphere in the serving area was relaxed. Roger timed the service and discovered it took two to four minutes for a customer to enter the line and be served during a busy period. As the flow of customers slowed, Roger initiated a conversation with a line worker who introduced herself as Carrie. She told Roger she had been at Peppercorn for 10 years and was a door checker for 9½ of those years. She explained the door checker made sure that 224 PART 2 The Process of Organisation Development Line Servers Setup Starch Vegetable Backup Entree Entree Soup Vegetable Entree Entree Entree Server 2 only diners on the university meal plan were allowed in the noncash dining area. She went on to say she had become bored with her position. She was also dissatisfied with her former hours, which were from 11 A. to 7:30 P. Carrie attained her new position with help. He facilitated a trade between her and a line server. Now that the swap is final, Carrie believes the other woman, who is now the door checker, may not think the trade was equitable. During his conversation with Carrie, Roger saw the chef come out of the kitchen and pick up an empty pan. The chef lingered for a minute. He appeared to be watching the line service. Roger returned his attention to Carrie and continued the conversation asking her about line staffing. Carrie explained, there are three main workers on the line, two at one station and one student or temp at the other. We choose our own positions on the line and we usually stick to the same spots. When it gets busy, additional student workers fill in. Today one is sick, so a temp from another area filled the position. Sometimes they find substitutes, so we just have to work that much Roger stepped aside as a student worker carrying a tray of soup cups began to restock the service line. Roger apologized for any inconvenience and explained he was a member of a group learning about the operations at Server 1 Peppercorn. Roger asked the student if he could take a moment to tell him about the relationship between student and nonstudent workers. The student explained that Peppercorn is supposed to be staffed primarily students. The students are grouped into three segments: student managers, student supervisors, and student workers. However, he said, the supply of students has been diminishing over the years, more temps have had to fill the positions. a lot of tension between students and temps as well as between students and This surprising since the students supervise the operation. They call us as opposed to and we seem to be He clarified his statement, saying, a discrepancy with age, economic status, and experience in many cases. Only the and the professional managers are not under the supervision of students. Students have a difficult time supervising older people, and older people have a difficult time taking orders from young people who they probably consider similar to their own The student went back to work, leaving Roger to his thoughts. He was reminded of the conversation that he had with his partners about the conflicts between student and nonstudent workers. It was becoming clear to Roger that this was an important issue. 226 PART 2 The Process of Organisation Development about some of her observations and experiences at Peppercorn. She explained that the job is a fulltime, nonunion position she has held for two years. She replaced the person who is currently the secretary. She enjoys having the opportunity to meet people and getting to know the regulars, but she has found that some of the students are rude. The cashier stated, usually get along well with management. Everyone has their good and bad days. I was a manager in my previous job, so I understand what Drew has to deal with. I also understand the problems that the student supervisors Roger wondered what the cashier meant this statement. What does Drew have to deal with and what problems do the student supervisors really have to deal with? Thus far, he had noted that the operation appeared effective, although some communication problems were evident. The cashier, seeing Drew passing , stopped him and asked him for more change and small bills. Roger asked if it was standard procedure for her to ask managers for more money, or if she was able to get it herself. She replied she is authorized to get cash, but it is difficult for her to leave her station. While the cashier was waiting for Drew to return, Roger asked her about work conditions. The cashier replied: I get cold in the winter because so close to the entrance and the wind blows in. ironic because the rest of the workers complain about it being too hot at their stations. Peppercorn is built over heating ducts, so very hot everywhere except at my station. biggest complaint is the heat. There adequate ventilation or air flow. Another common complaint is that not enough room in the dining, kitchen, and service areas. This is because Peppercorn used to be a riding stable. In the winter I get sick easily, but I only miss about five days per year. learned to live with not feeling well on the job. I have a sore back every night because I set on a bar stool all day. Before Roger could inquire if she had ever talked to management about her work conditions, she stated, the only cashier. I have to call on the secretary when really busy, but I know she has a lot of work to do. I also restock silverware. This entails shutting down the register, running to the dish room, and then restocking before the register line gets too long. Our job descriptions say that if someone sees something that needs doing, they are supposed to do it. Therefore, during slow periods I help clean tables, do the menu board, and look around for other things to Roger asked the cashier about her plans for the future, and she explained she would like to have a secretarial job so she could get away from food service for a while. The cashier went on to say there are temps and students that make more money than she does as a and this disparity makes her resentful. The wages seem to be based on job position or union membership. Only four positions are nonunion. These positions include the cashier, secretary, supervisor, and manager. The rest of the workers at Peppercorn are temporary, union members, or students. The cashier added there are only five single people on the staff. When Roger asked the cashier about the relationship between student and workers, she replied there is a lot of pressure in the dish room. She believes the pressure builds up because the student supervisors never send student workers in to help. The excuse is that they are short of help elsewhere. Drew returned with the cash, and Roger went to see if he could find his partners. Administrative Information Roger found Lynn and Erica sitting in the dining area. Erica was telling Lynn she had arranged for them to have dinner with some students that evening. Roger sat down with his partners 227 SELECTED CASES and asked Erica if she could clarify some details about the organizational structure. Erica responded, are three tiers of management at Peppercorn (Exhibit 3). There is the professional management staff, which consists of Drew and Larry. They oversee the workers. There are also student managers and student supervisors. The student managers oversee student supervisors as well as the student workers. The student supervisors are responsible for daily operations. The student workers and the temporary employees report to them. It seems, however, that the temporary workers also report to, and are trained , the professional Roger and Lynn interjected that they had noticed difficulties between the students and the other workers at Peppercorn. Lynn asked Erica if she would clarify the distinction between the different levels of employees. Erica clarified the organizational structure stating: There are union employees, fulltime nonunion temporary employees, and student labor. employees hold the positions of cooks, short order chefs, pantry workers, and cashiers. In past years, students filled all the other supplementary positions, including dishwashers, servers, cooks, helpers, short order helpers, pantry helpers, beverage servers, and serving area floaters. For the past four to five years, fewer students have wanted jobs at Peppercorn. This phenomena has resulted in the addition of the third type of employee, the temporary worker. Erica went on to tell her partners that she had gathered enough information to update them on the key players at Dining. Peppercorn Dining Organizational Chart Professional Manager Drew Randall Professional Supervisor Larry Pendleton Dish Room Student Coordinator Molly Receiving John Cerrano Student Personnel Manager Shaun Student Supervisors Student Workers Temporary Workers Cooks Pantry Short Order Administrative Catering Supervisor Catering Supervisor Meal Plan Coordinator Catering Manager Accounting Supervisor Personnel Manager Purchasing Manager Systems Assistant Director Adminstrative Services Short Stop Supervisor Vending Manager Assistant Chef Chef Director Supervisor Supervisor Supervisor Roberts Hall Supervisor Baker Hall Supervisor Chef Supervisor Salt Mill Supervisor End Supervisor Supervisor Supervisor Supervisor Supervisor Chef Student Unions Operations Manager Assistant Director Dining Services Salt Mill Manager Peppercorn Supervisor Nachos Operations Manager Assistant Director Dining Services Manager Executive Dietitian Catacombs Manager Supervisor Esprit Operations Manager Assistant Director Dining Services Department of Dining Services SELECTED CASES 229 230 PART 2 The Process of Organisation Development As Lynn and Erica began to engage in an intense discussion about the future of Peppercorn dining, Roger, in true form, looked at his watch and stated, not only do we have a contract, we also have a dinner engagement in 20 minutes. get some fresh air before we meet with the The partners began laughing and, recognizing the sanity of comment, decided a break was in order. Dinner with Student Managers After freshening up, the trio returned to Peppercorn to meet the students for dinner. Molly, the student coordinator, and Shaun, the student personnel manager, were waiting for the consultants at main entrance. The five of them went through the cafeteria line and then entered the dining room, where they found a quiet table to have their dinner. Shaun seemed to know why the consultants had asked them to dinner and began to tell them about his tenure at Peppercorn. Shaun explained that when he had started at Peppercorn four years ago, there were two to three times the number of student workers. He went on to say more students made the work fun and the operation ran more efficiently. Shaun explained it is hard for the students who have been at Peppercorn for a long time because they know how it used to be. Molly agreed with Shaun, saying students would work at Peppercorn because it had a reputation for being social. attract student Molly said, must become special, more conducive to meeting needs. In the early days, students were proud to be Peppies and looked forward to seeing their She proceeded to say they have to treat students well because they risk alienating anyone. They afford to fire students or give them too many warnings. Erica asked the students to comment on working with the temporary workers. Shaun said, relationship is not great. Temps are under the student authority, but it really work that way. Temps are less efficient than students, but they are needed to fill the vacant positions. They are probably not as efficient because they have less loyalty to Peppercorn than the Molly interjected, year, no students and temps work in the same areas except for emergencies. Temps are trained the professional management but are supervised students. Last year, it was unclear who was in charge of the temps. This year it is better. Most things are written in manuals. regular and temporary workers talk much to the continued Molly. and think students are they have an attitude toward students. hard for the students to get cooperation and respect from the Lynn asked the students about their relationships with Drew. Shaun and Molly explained that while most students interact with Drew frequently, they, as supervisors, meet with him regularly. Most of the students think Drew is rude and cold and unapproachable, but they have found he can be very patient. Additionally, many students believe Drew is knowledgeable about food service operations. Molly and Shaun have discovered that he is, in fact, an astute person. They attributed his reputation to a lack of accessibility, noting that Drew is generally more accessible to the and temporary workers than to the students. Lynn further inquired about the reactions to the forthcoming management changes. Molly replied, most of the students work closely with Drew, we really foresee the change having much of an effect on them. Most students have any preconceived ideas about the new Shaun disagreed with Molly stating, going to be hard for a new manager to come in midyear. The transition will cause problems since the new manager have the experience. I think that the new manager should change things 232 PART 2 The Process of Organisation Development Noticing that the cleaning crew was beginning to break down the dining room, the partners decided to call it a night. DAY TWO: INTERVIEWS AND OBSERVATIONS Erica arrived at the dining hall at 10:30 A. As she climbed the stairs beside the loading dock, she noticed a worker was in the car wash, hosing down the trash cans. As she entered the kitchen, Erica spotted Drew helping out in the pantry. They greeted each other cordially and chatted for a few minutes. Drew, taking off his lab coat, said he was due at a meeting on the other side of the campus. Erica left the kitchen and went into the office to gather more information on the structure and operations of Peppercorn. When she entered through the open office door, she found Larry working at the computer, placing orders with the central purchasing system. Larry explained to Erica that the computer system had not been working properly. It is supposed to generate order lists and inventories based on the menus that he inputs. He indicated, however, there must be some problem with the system because the orders are not coming in, and when they do, they frequently are late. After providing Erica with some literature such as employee handbooks, Larry suggested she talk to Patricia, the secretary at the main office. the end of the lunch period, the cafeteria was short on silverware. As the lunch service slowed, Roger decided to take a look at the student office. As he entered the downstairs dining room, he immediately noticed it was very hot, that a large percentage of the tables were dirty, and that many of the light bulbs in the dining room needed replacement. Roger located the student office and what appeared to be a small gathering or meeting area. From the open office doorway, Roger could see a bank of time cards on the wall. Roger also noted the office contained a suggestion box. As he peered in the door, he was greeted the sound of a voice. Roger entered and introduced himself. In response, the woman identified herself as Sarah Lange. Roger asked Sarah if she would be willing to discuss her work experiences at Peppercorn. Sarah began saying she had worked at Peppercorn for three years and had been a student supervisor two years. Sarah stated, at Peppercorn is not as much fun as it used to be. Although the job was never easy, it has become increasingly difficult. As supervisors, we really manage any more, and the student managers like Shaun work and care. He even help out when we are short Erica followed suggestion and on her way out of the unit she met Roger. She explained she was planning to visit the main office and said she would meet her partners in the late afternoon to discuss her findings. Sarah described an incident when Naomi, another student supervisor, was working a snack shift that was understaffed. Shaun, aware of the problem, stayed downstairs at his desk. When Naomi went downstairs to ask him for help, he acted ambivalent. Shaun finally helped in the dining room for about 20 minutes. Roger wandered around the unit for over an hour, observing the lunch service. During the first hour, the cafeteria was packed with customers. Roger noticed the student supervisors were busy refilling the salad and beverage stations. Shaun helped restocking glasses and trays. The cafeteria line became long and at one point, Drew, having returned from his meeting, helped serve food. Roger noted that contrast to Sarah commented, is willing to pitch in when we are short staffed, but this has caused her to become burnt out. Molly has a hard time dealing with problems that arise among the student supervisors. A few days ago, she called a meeting and told us there was a new policy restricting the snacks that we were allowed to eat. She also told us that we were scheduled to work on 233 SELECTED CASES special dining programs, which are always at dinnertime. The whole time that Molly spoke with us, she was really curt and acted like she was annoyed. We even have a student rep to complain to anymore. At least Molly is leaving at the end of the school Sarah said that although she is not very happy working at Peppercorn, she does not want to quit. She has loyalty to both her fellow workers and to the unit. Sarah said she would definitely quit if some of her friends, who are also supervisors at Peppercorn, stopped working at the unit. Roger thanked Sarah for talking with him and wished her luck in the future. As he walked up the stairs to the service area, Roger made a mental note to talk to his partners about information flow and to further discuss coalitions within the unit. While Roger had been observing service, Lynn, who arrived at 12:30, had entered the unit from the loading dock. Hoping the workers would be less if she was undetected, Lynn quietly observed operations for almost an hour. During that time, Lynn noticed the steam kettles were draining, and much like the previous day, the kitchen workers appeared unhurried but attentive to their tasks. The manner in which they worked seemed highly professional and reflective of the long years the employees had worked together. When Doug finally noticed Lynn, he greeted her warmly and began to chat with her. As Doug and Lynn were talking, a man who Doug said was a cook walked through the kitchen. He stopped and stared at Lynn for a moment and then asked, you with the health department or the Lynn introduced herself and explained the nature of her project. The man stared at her again briefly and then walked away. Doug excused himself and Lynn, left to her thoughts, wondered if the man had accurately stated the paranoia she had perceived in Doug the previous day. Doug returned a few minutes later with a cup of soup and offered it to Lynn, saying he thought she should have the opportunity to taste good food. As Lynn was finishing the soup, she saw two students walk through the kitchen carrying tacos. They proceeded to the loading dock and began to eat their meal. Lynn, wanting some fresh air, went out to the dock and began to converse with the students. The students told Lynn they had worked at Peppercorn for three years. One of the students said, used to be a better place to work. We used to have more students working here. The unit always used to be cheerful, and they used to buy beer and have parties on Friday Lynn asked what had caused the situation to change and the second student replied, is much tighter about things. The management is only concerned about customers and not about workers. When I first started working here, we had to mop the floor, but there were a lot of students so it was more fun. Then they make us mop any more. Now we have to mop again, but there is not as much camaraderie among the The worker continued, makes the situation worse is that we even mop properly because we are always short of supplies. We had any bleach for a Doug came out to the loading dock and said he was going on break. He wanted the students to come inside so he could give them instructions before he left. Doug told the students that because there was not much work to be done, they could work at a slow pace or even sweep the floor so they could work their full shift. Lynn followed Doug and the students back into the kitchen. Bob and Robert were finishing the lunch cleanup, and Chris was looking at the dinner menu while eating a snack. When Chris saw Lynn standing alone, he approached her and immediately began to tell her about his work experiences and views of Peppercorn. Chris told Lynn he likes working at Peppercorn. In the same breath, he said he had recently 235 SELECTED CASES Goals and Objectives The goals of Dining are closely interwoven with those of the Division of Campus Living and the University. These goals and related objectives are outlined below. I. Customer Satisfaction. The primary goal is to provide the community with a nutritious, economical, and quality dining program. The objectives are to: Provide cuisine at an affordable price. Conduct surveys to determine customer satisfaction and provide guidelines for change. Maintain a variety of quality dining services, including: cafeterias, professional catering, vending, and retail food outlets. Offer special dining experiences such as gourmet cuisines, unit specials, and community dining events. Create flexible and meal plans and options that give customers a wide choice of dining times and locations. Maintain the highest standards of health and safety. II. Excellent Facilities. The goal is to maintain dining facilities in superior condition. The objective is to continually assess and maintain the functional and aesthetic design of facilities in the comprehensive context of the following: An and varied customer market. The need to assure that production and service areas are clean, safe, efficient, and comfortable. Budgetary constraints. Department and university master facilities planning processes. Energy conservation goals. Professional Management. Recruit and maintain a professional management staff that can meet the challenges of a dynamic food service enterprise. The objectives are to: Encourage a participatory, decentralized management style. Recruit exceptional talent and support internal promotions. Provide a stimulating work environment through interunit transfers, challenging staff assignments, and intradepartmental competition of programs and services. Maintain a compensation program that attracts and motivates an innovative, skilled staff. Maintain open and positive lines of communication among management, staff, and customers. Provide and encourage education and training opportunities that promote professional and personal growth. continued 236 PART 2 The Process of Organisation Development Goals and Objectives, (continued) Conduct regular performance evaluations that are based on predetermined goals and objectives. Maintain policy and procedural manuals that will ensure consistent and efficient administration. IV. Sound Financial Management. Develop and maintain effective financial accounting and reporting systems that facilitate effective planning, decision making, and accountability. The objectives are to: Be financially Encourage financial responsibility providing timely, accurate statements, emphasizing the management budget process and requiring managers to be financially accountable. Maintain an effective system of internal controls. Control labor costs through efficient use of employee time and control the costs of goods with purchasing, menuing, forecasting, and precosting policies and procedures. Protect the department against fluctuation in meat costs through hedging in the commodities market. Evaluate and budget effectively for future facilities and equipment replacement needs. Conduct thorough analyses of potential programs and products. Cut costs with a comprehensive energy conservation program. Use resources in a reasonable manner. Evaluate possibilities with perspective. V. Contribution to the University Mission. program must contribute to the educational, economic, and community service goals of the University. The objectives are to: Support the educational goals of the University through staff teaching and lecturing. Provide educational opportunities for the students. Use the diverse dining facilities as laboratories for student research and job training. Contribute professional time in support of the community. Encourage staff participation in University committees and projects. VI. Industry Leadership. Maintain position as a leader through continual educational and professional contributions to the food service industry. The objectives are to: Develop active and creative food service leaders. Participate in professional organizations and committees. Communicate our ideas and techniques to others in the industry.

• Multiple Choice

Course : Organizational Development and Change Management (MGMT 416)

University : university of oregon.

• Discover more from: Organizational Development and Change Management MGMT 416 University of Oregon 42   Documents Go to course
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