2
Hospitality Human Resources and Supervision Second || || || || || ||
Edition Ch. 1-5 Questions with accurate answers || || || || || ||
Describe special concerns when an entry-level employee is promoted to a supervisory
|| || || || || || || || || || || ||
position. - ✔✔New supervisors often face challenges, such as confusion between working
|| || || || || || || || || || || ||
and leading, knowing when to assist with tasks, and interacting in the new relationship.
|| || || || || || || || || || || || ||
||
Supervisors must develop trust and respect with team members. This involves being an
|| || || || || || || || || || || || ||
effective communicator and being consistently honest and fair. Experience helps
|| || || || || || || || || ||
supervisors better meet their responsibilities. || || || ||
Explain basic employee motivation strategies. - ✔✔Motivation is an inner drive, but
|| || || || || || || || || || || ||
supervisors can create conditions that employees typically find motivating, including
|| || || || || || || || || ||
making a good first impression and maintaining a professional workforce. They also
|| || || || || || || || || || || ||
support a culturally diverse workplace.
|| || || ||
||
Supervisors should direct the work of their employees as they would like to be supervised.
|| || || || || || || || || || || || || || ||
They prepare for success by providing a clear vision and making plans. They help
|| || || || || || || || || || || || || ||
employees succeed as they develop ongoing training opportunities and review employees'
|| || || || || || || || || || ||
work. They know that appreciation is a powerful motivator.
|| || || || || || || ||
||
Supervisors serve as role models. Their own behavior and attitude set the tone for the
|| || || || || || || || || || || || || || ||
department. They communicate a consistent message about what employees should do and
|| || || || || || || || || || || ||
how.
||
Strategies to encourage a motivational environment include acknowledging employees and
|| || || || || || || || || ||
expressing appreciation. Sharing information and involving employees in problem solving
|| || || || || || || || || ||
are also important. Supervisors demonstrate an interest in employees as individuals.
|| || || || || || || || || || ||
Employees who are involved in planning and decision making know they are valuable.
|| || || || || || || || || || || ||
,2
Describe procedures for building and maintaining effective teams. - ✔✔The best way to
|| || || || || || || || || || || || ||
build teams is to maintain an environment in which employees can work together
|| || || || || || || || || || || || ||
effectively. Good team leaders use several tactics including the use of interpersonal skills,
|| || || || || || || || || || || || ||
allowing team members to make decisions, and creating an environment to reduce turnover
|| || || || || || || || || || || ||
and use available resources.
|| || || ||
||
Effective teams know their establishment's mission and their role. They develop carefully
|| || || || || || || || || || || ||
planned goals focused on team functioning, information flow, specific assignments, and
|| || || || || || || || || || ||
necessary resources. ||
||
Teams cannot be effective if supervisors use a poor management style, high turnover exists,
|| || || || || || || || || || || || || ||
or teams fail to focus on goals. If simple teams are not performing, more training may be
|| || || || || || || || || || || || || || || || ||
required. When a relay team has problems, employees should be reminded that their work
|| || || || || || || || || || || || || ||
affects the entire team. If problem-solving teams are ineffective, corrective procedures are
|| || || || || || || || || || || ||
used and conflicts resolved.
|| || ||
simple teams - ✔✔Members have similar works
|| || || || || ||
Relay teams - ✔✔ms interact with each other, as when servers take orders and cooks
|| || || || || || || || || || || || || || ||
produce them. ||
Problem-Solving Teams - ✔✔work together to resolve problems. || || || || || || ||
Discuss the development and management of employee recognition and incentive
|| || || || || || || || || ||
programs. - ✔✔Employee recognition programs provide a way to publicly express
|| || || || || || || || || || ||
appreciation. Incentive programs encourage employees to meet specific goals by offering a
|| || || || || || || || || || || ||
reward. Planners should determine what motivates their employees and what resources are
|| || || || || || || || || || || ||
available to reward the employees. They must also determine what behaviors or
|| || || || || || || || || || || ||
accomplishments should be recognized, determine the specific rewards for specific behavior || || || || || || || || || ||
and results, and communicate the recognition and incentive program information to the
|| || || || || || || || || || || || ||
employees.
||
,2
Those planning recognition and incentive programs must also determine time frames and
|| || || || || || || || || || || ||
program rules and results. They must also decide how those who achieve program goals
|| || || || || || || || || || || || || ||
should be determined, and how the effectiveness of the program will be evaluated. It is also
|| || || || || || || || || || || || || || || ||
important to continuously implement other recognition and incentive programs based on
|| || || || || || || || || || ||
the evaluation results. Examples of incentive programs include awards for service, sales and
|| || || || || || || || || || || || ||
productivity, customer satisfaction, safety, and longevity. || || || || ||
work team - ✔✔A group of employees who cooperate on the job to attain objectives and
|| || || || || || || || || || || || || || || ||
who hold themselves accountable for their success.
|| || || || || ||
Benefits - ✔✔Compensation other than wages or salary, which may include meals,
|| || || || || || || || || || || ||
uniforms, educational assistance, health care, vacation, sick leave
|| || || || || || ||
Career ladder - ✔✔A plan that explains how job advancement may occur.
|| || || || || || || || || || ||
Compensation - ✔✔All financial and no financial rewards given to employees for there || || || || || || || || || || || || ||
work
continuous quality improvement (CQI) - ✔✔A management philosophy that emphasizes
|| || || || || || || || || ||
that most work processes can be improved.
|| || || || || ||
Cross cultural team - ✔✔A special type of problem-solving team, composed of members
|| || || || || || || || || || || || ||
representing different departments who work together || || || || ||
Diversity - ✔✔The concept that people are unique with individual differences and
|| || || || || || || || || || || ||
variations in race, ethnicity, gender, socioeconomic status, age and physical abilities,
|| || || || || || || || || || ||
amount others ||
Employee Incentive Program - ✔✔A program designed to encourage employees to meet
|| || || || || || || || || || || ||
specified goals by offering some kind of reward.
|| || || || || || ||
, 2
employee recognition program - ✔✔A program that provides a way for establishments to
|| || || || || || || || || || || || ||
publicly express appreciation for employees, or to acknowledge and celebrate them as
|| || || || || || || || || || || ||
individuals.
entry-level employee - ✔✔An employee who works in a position that requires little
|| || || || || || || || || || || || ||
experience and has no supervisory duties. || || || || ||
fast-track employee - ✔✔An employee who meets work requirements in his or her present
|| || || || || || || || || || || || || ||
position and participates in a professional development program that allows the employee
|| || || || || || || || || || || ||
to advance quickly in the operation.
|| || || || ||
harassment - ✔✔Unwanted and annoying actions by one or more persons, including
|| || || || || || || || || || || ||
threats, or demands || ||
income statement - ✔✔A summary of an operations profitability that shows revenues
|| || || || || || || || || || || ||
generated, expenses incurred, and profits or losses realized during a specific accounting
|| || || || || || || || || || || ||
period
Maslow's hierarchy of needs - ✔✔A theory that people have basic needs that typically arise
|| || || || || || || || || || || || || || ||
in a certain order; when one need is fulfilled to the extent desired by the person, her or she
|| || || || || || || || || || || || || || || || || || ||
is achieved to fulfill the next need
|| || || || || ||
Maslow's hierarchy of needs pyramid levels - ✔✔1st - physiological
|| || || || || || || || || ||
2nd - Safety || ||
3rd - social
|| || ||
4th- esteem || ||
5th - self actualization
|| || ||
Hospitality Human Resources and Supervision Second || || || || || ||
Edition Ch. 1-5 Questions with accurate answers || || || || || ||
Describe special concerns when an entry-level employee is promoted to a supervisory
|| || || || || || || || || || || ||
position. - ✔✔New supervisors often face challenges, such as confusion between working
|| || || || || || || || || || || ||
and leading, knowing when to assist with tasks, and interacting in the new relationship.
|| || || || || || || || || || || || ||
||
Supervisors must develop trust and respect with team members. This involves being an
|| || || || || || || || || || || || ||
effective communicator and being consistently honest and fair. Experience helps
|| || || || || || || || || ||
supervisors better meet their responsibilities. || || || ||
Explain basic employee motivation strategies. - ✔✔Motivation is an inner drive, but
|| || || || || || || || || || || ||
supervisors can create conditions that employees typically find motivating, including
|| || || || || || || || || ||
making a good first impression and maintaining a professional workforce. They also
|| || || || || || || || || || || ||
support a culturally diverse workplace.
|| || || ||
||
Supervisors should direct the work of their employees as they would like to be supervised.
|| || || || || || || || || || || || || || ||
They prepare for success by providing a clear vision and making plans. They help
|| || || || || || || || || || || || || ||
employees succeed as they develop ongoing training opportunities and review employees'
|| || || || || || || || || || ||
work. They know that appreciation is a powerful motivator.
|| || || || || || || ||
||
Supervisors serve as role models. Their own behavior and attitude set the tone for the
|| || || || || || || || || || || || || || ||
department. They communicate a consistent message about what employees should do and
|| || || || || || || || || || || ||
how.
||
Strategies to encourage a motivational environment include acknowledging employees and
|| || || || || || || || || ||
expressing appreciation. Sharing information and involving employees in problem solving
|| || || || || || || || || ||
are also important. Supervisors demonstrate an interest in employees as individuals.
|| || || || || || || || || || ||
Employees who are involved in planning and decision making know they are valuable.
|| || || || || || || || || || || ||
,2
Describe procedures for building and maintaining effective teams. - ✔✔The best way to
|| || || || || || || || || || || || ||
build teams is to maintain an environment in which employees can work together
|| || || || || || || || || || || || ||
effectively. Good team leaders use several tactics including the use of interpersonal skills,
|| || || || || || || || || || || || ||
allowing team members to make decisions, and creating an environment to reduce turnover
|| || || || || || || || || || || ||
and use available resources.
|| || || ||
||
Effective teams know their establishment's mission and their role. They develop carefully
|| || || || || || || || || || || ||
planned goals focused on team functioning, information flow, specific assignments, and
|| || || || || || || || || || ||
necessary resources. ||
||
Teams cannot be effective if supervisors use a poor management style, high turnover exists,
|| || || || || || || || || || || || || ||
or teams fail to focus on goals. If simple teams are not performing, more training may be
|| || || || || || || || || || || || || || || || ||
required. When a relay team has problems, employees should be reminded that their work
|| || || || || || || || || || || || || ||
affects the entire team. If problem-solving teams are ineffective, corrective procedures are
|| || || || || || || || || || || ||
used and conflicts resolved.
|| || ||
simple teams - ✔✔Members have similar works
|| || || || || ||
Relay teams - ✔✔ms interact with each other, as when servers take orders and cooks
|| || || || || || || || || || || || || || ||
produce them. ||
Problem-Solving Teams - ✔✔work together to resolve problems. || || || || || || ||
Discuss the development and management of employee recognition and incentive
|| || || || || || || || || ||
programs. - ✔✔Employee recognition programs provide a way to publicly express
|| || || || || || || || || || ||
appreciation. Incentive programs encourage employees to meet specific goals by offering a
|| || || || || || || || || || || ||
reward. Planners should determine what motivates their employees and what resources are
|| || || || || || || || || || || ||
available to reward the employees. They must also determine what behaviors or
|| || || || || || || || || || || ||
accomplishments should be recognized, determine the specific rewards for specific behavior || || || || || || || || || ||
and results, and communicate the recognition and incentive program information to the
|| || || || || || || || || || || || ||
employees.
||
,2
Those planning recognition and incentive programs must also determine time frames and
|| || || || || || || || || || || ||
program rules and results. They must also decide how those who achieve program goals
|| || || || || || || || || || || || || ||
should be determined, and how the effectiveness of the program will be evaluated. It is also
|| || || || || || || || || || || || || || || ||
important to continuously implement other recognition and incentive programs based on
|| || || || || || || || || || ||
the evaluation results. Examples of incentive programs include awards for service, sales and
|| || || || || || || || || || || || ||
productivity, customer satisfaction, safety, and longevity. || || || || ||
work team - ✔✔A group of employees who cooperate on the job to attain objectives and
|| || || || || || || || || || || || || || || ||
who hold themselves accountable for their success.
|| || || || || ||
Benefits - ✔✔Compensation other than wages or salary, which may include meals,
|| || || || || || || || || || || ||
uniforms, educational assistance, health care, vacation, sick leave
|| || || || || || ||
Career ladder - ✔✔A plan that explains how job advancement may occur.
|| || || || || || || || || || ||
Compensation - ✔✔All financial and no financial rewards given to employees for there || || || || || || || || || || || || ||
work
continuous quality improvement (CQI) - ✔✔A management philosophy that emphasizes
|| || || || || || || || || ||
that most work processes can be improved.
|| || || || || ||
Cross cultural team - ✔✔A special type of problem-solving team, composed of members
|| || || || || || || || || || || || ||
representing different departments who work together || || || || ||
Diversity - ✔✔The concept that people are unique with individual differences and
|| || || || || || || || || || || ||
variations in race, ethnicity, gender, socioeconomic status, age and physical abilities,
|| || || || || || || || || || ||
amount others ||
Employee Incentive Program - ✔✔A program designed to encourage employees to meet
|| || || || || || || || || || || ||
specified goals by offering some kind of reward.
|| || || || || || ||
, 2
employee recognition program - ✔✔A program that provides a way for establishments to
|| || || || || || || || || || || || ||
publicly express appreciation for employees, or to acknowledge and celebrate them as
|| || || || || || || || || || || ||
individuals.
entry-level employee - ✔✔An employee who works in a position that requires little
|| || || || || || || || || || || || ||
experience and has no supervisory duties. || || || || ||
fast-track employee - ✔✔An employee who meets work requirements in his or her present
|| || || || || || || || || || || || || ||
position and participates in a professional development program that allows the employee
|| || || || || || || || || || || ||
to advance quickly in the operation.
|| || || || ||
harassment - ✔✔Unwanted and annoying actions by one or more persons, including
|| || || || || || || || || || || ||
threats, or demands || ||
income statement - ✔✔A summary of an operations profitability that shows revenues
|| || || || || || || || || || || ||
generated, expenses incurred, and profits or losses realized during a specific accounting
|| || || || || || || || || || || ||
period
Maslow's hierarchy of needs - ✔✔A theory that people have basic needs that typically arise
|| || || || || || || || || || || || || || ||
in a certain order; when one need is fulfilled to the extent desired by the person, her or she
|| || || || || || || || || || || || || || || || || || ||
is achieved to fulfill the next need
|| || || || || ||
Maslow's hierarchy of needs pyramid levels - ✔✔1st - physiological
|| || || || || || || || || ||
2nd - Safety || ||
3rd - social
|| || ||
4th- esteem || ||
5th - self actualization
|| || ||
