Organizational Dynamics and the Role of Managers in the Retail Services Industry
The highly competitive nature of modern retail restaurant services makes traditional supervisory and management practices comparatively ineffective, especially in areas outside of direct operational dynamics. Traditional supervisor-subordinate relationships are sufficient to provide training in mechanical procedures and operations; they are comparatively ineffective at cultivating a commitment to becoming part of an organizational culture (George & Jones, 2008).
Especially with respect to inexperienced, part-time, non-career, and seasonal employees, it is preferable for organizational leaders (Bennis, 2009) and managers (Lencioni, 2009) to develop a more personal connection to their staff members. In fact, the low median age of servers and hosts in particular only increases the importance of the ability of managers to develop the type of rapport and communications channels with their direct reports. When it comes to cultivating diversity sensitivity among restaurant personnel, the relative youth of restaurant staff is a distinct advantage to managers who know how to connect with their subordinates.
Conversely, the same age dynamic can magnify the inability of managers to increase diversity sensitivity in any genuine way where they are not skilled at connecting or communicating with young employees. Ultimately,...
Behavior Management in Special Education Special Education Author's note with contact information and more details on collegiate affiliation, etc. Special Education utilizes a combination of methods of behavior management. Behavior management is a vital part of the service that Special Education provides. Behavior management is a series of systems and strategies to help develop more socially significant, useful, and appropriate behaviors. Special Education teachers in conjunction with the students' families and specialists, compose
325). Robertson & Tang (1998) demonstrate through systematic analysis how commitment in an organization can be empirically measured and how organizations can use that information to improve organizational structures, systems, behaviors and thought processes. This can only be achieved through consistent, objective and systematic processes that automatically work to support a more diverse and functioning work environment. Q4. Explain what is meant by the term "workforce diversity?" Workforce diversity means different things
An analysis of the B-level factors show the greatest variation is in creating and giving effective presentations and the focus on self-control and personal growth. My manager has very high expectations for each of their direct reports, and this is illustrated in the differences of these B-level factors. An analysis of the B-Level factors is shown in Figure B. Consistent with feedback on the a-Level Factors Analysis, my manager sees
Behavior Management EDFD260 ASSESSMENT A: BEHAVIOUR Management PLAN Discuss your overall philosophy of behaviour management. Refer to theoretical models / approaches which have influenced you. On the whole, behavior cannot be controlled, but can only be guided. This overall philosophy of behavior management in the classroom, built in part on Glasser's Choice Theory and stemming strongly from Bill Roger's Theory of discipline, especially the concept of directional choices (Andrius, 2012). These theories both
Behavior Management in Education -- Empowerment, not Punishment When having a conversation with an educational colleague who does not believe in the concept of behavior management for young children, one would first explain what exactly the concept of behavior management is. Fundamentally, behavior management is an empowering educational tool by which students are rewarded for exhibiting positive and desirable behavior in the classroom towards others and in regards to their learning, and
Behavior Management Lee Canter's theory on classroom discipline is designed to accomplish two primary objectives: 1) Increase teachers' efficiency when dealing with student disruption, and 2) to reduce incidences of unacceptable behavior by students by providing proactive instruction about expected student behavior (Burden, 2003). Canter recommends a three-step cycle of behavior management to increase the positive behavior of students and ensure a productive learning environment. The three-steps of the positive behavior
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