Staff Training and Motivation at Mcdonalds
Training and Motivation at McDonalds McDonald trains almost 55,000 employees each year. Each year, it also dedicates over A? 10 million to ongoing employee training, providing people with valuable skills. Work experience at McDonald’s is a foundation for future employability, particularly as the UK labour market continues to evolve.
With the increased demand for skilled workers, a job which offers ongoing training with a leading organisation – is a solid career investment. People from all walks of life credit a first job at McDonald’s with having equipped them with the ingredients for success.
Staff Training McDonald’s Staff Training Programme is an on-the-job vocational experience that teaches skills transferable to other industries. All new hires begin their McDonald’s experience with an induction into the company. Staff trainers work shoulder-to-shoulder with trainees while they learn the operations skills necessary for running each of the 11 workstations in each restaurant, from the front counter to the grill area. All employees-learn to operate state-of-the-art foodservice equipment, gaining knowledge of McDonald’s operational procedures.
Step-by-Step manuals and video tapes cover every detail, from how to make a Big Mac, to how to deliver exceptional service to customers. Employees also learn how to train and supervise others. For the first time employed, McDonald’s is an important “mentor’, teaching the interpersonal and organisational skills necessary for functioning effectively on any job. McDonald’s business demands teamwork, discipline and responsibility; McDonald’s experience results in enhanced communications skills as well as greater self-confidence; and McDonald’s stresses “customer care”, and attitude which industry experts ecognise as an essential ingredient for business success. Management Development Conducted at regional offices and corporate training centres across the country, McDonald’s Management Development Program (MDP) continues to develop the potential leaders which the Crew Training Programme has nurtured. This is followed by a series of training courses designed to back up what is learnt in the restaurant and develop management, communication and leadership.
The Management Training Centre (MTC) is McDonald’s premier UK training facility, providing a variety of business management and restaurant operations courses to franchise and management employees throughout the United Kingdom. The UK Management Training Centre currently puts through approximately 1500 managers annually. The Management Training Centre runs three courses that give the skills required by different levels of management, from restaurant shift management to mid – management. The Basic Operations Course (BOC) equips trainee management candidates with the skills to manage their people and run successful restaurant shifts.
The Advanced Operations Course (AOC) is predominantly for new restaurant managers and department heads, It aims to enhance the candidates leadership and management skills, enabling them to achieve results in all areas of the business by working through and developing their people. The Mid-Management Course (MMC) goes into further leadership skills and management systems, helping these managers to effectively lead and develop their restaurant managers. These three core courses are supported by courses and seminars run by the Regional Training Centres. In addition, managers will work through thea€?
Management Development Programme (MOP) back at the restaurant. MDP gives managers at all levels the technical and functional management skills needed to maintain McDonald’s leadership role in the quick service restaurant industry. Manager Trainee As a Manager Trainee, you are responsible for learning and understanding McDonald’s policies and procedures in order to prepare for managing shifts in a McDonald’s restaurant. The responsibilities include, but are not limited to: a€? Learning the basics of restaurant operations through on-site training, area management and floor management. €? Gaining experience with attaining and maintaining customer satisfaction. a€? Developing an understanding of basic supervision, human relations, interpersonal communication and follow-up skills. a€? Establishing an Individual Development Plan to help focus on personal career development objectives. a€? Ensuring that a respectful workplace exists in the restaurant. From Manager Trainee you will move to the Second Assistant Manager position where you actually begin to apply the skills you have learned as a Manager Trainee. Second Assistant Manager
As a Second Assistant Manager, you are responsible for managing people, products and equipment to execute outstanding Quality, Service, Cleanliness and Value (QSC;V) on all assigned shifts. The responsibilities include, but are not limited to: a€? Developing and training crew employees. a€? Maintaining critical standards for product quality, service speed ; quality, cleanliness ; sanitation. a€? Managing shifts and/or areas without supervision a€? Ensuring all safety, sanitation and security procedures are executed. a€? Controlling food components, labour, waste and cash while managing shifts and or areas. a€?
Completing all assigned shift paperwork. a€? Ensuring that a respectful workplace exists in the restaurant. The next level of restaurant management is the First Assistant Manager. Here you will explore the business skills involved with managing a restaurant. First Assistant Manager As a First Assistant Manager, you are responsible for assisting the Restaurant Manager in executing virtually all aspects of the restaurant operations. The responsibilities include, but are not limited to: a€? Demonstrating and reinforcing the leadership behaviours and basic people standards necessary to gain commitment from crew and other shift managers. €? Recruiting, staffing, scheduling and retaining employees. a€? Managing the development and training of crew and shift management employees. a€? Building sales and controlling costs to deliver optimum business results for all areas of accountability. a€? Maintaining critical standards for product quality, service speed and quality, cleanliness and sanitation. a€? Controlling assigned profit and loss line items. a€? Ensuring that a respectful workplace exists in the restaurant. The next level of restaurant management is the Restaurant Manager.
Your performance and available positions will determine the time frame for progression from First Assistant Manager to Restaurant Manager. Restaurant Manager As a Restaurant Manager, you are responsible for the entire operation of a single McDonald’s restaurant, including: a€? Developing and training Assistant Managers. a€? Measuring external customer satisfaction and executing plans to increase brand loyalty. a€? Implementing and conducting in-restaurant new products and procedures. a€? Ensuring execution of all security, food safety and maintenance of the restaurant. a€?
Projecting and controlling accurate profit & loss line items. a€? Administering all in-restaurant records and procedures including benefits, payroll, inventories, security and employee personnel flies. a€? Ensuring that a respectful workplace exists in the restaurant. Opportunities beyond the Restaurant Manager position are also available based on interest and performance. These opportunities are as follows: Operations Consultant a€? Provide leadership, coaching and direction to assigned restaurants. a€? Maximize long-term sales and profit potential of each restaurant. a€?
Build a positive business relationship with Restaurant Managers and Restaurant Leadership Team Training Consultant a€? Conduct training that motivates and improves individual’s performance and contribution to restaurant results. a€? Serve as operations expert and consultant on McDonald’s operation standards, management tools and training systems. Business Consultant a€? Consult to an assigned group of franchisees to optimize sales, QSC, profit, and people development. a€? Assist with maximizing the business potential for the franchisee organization. Human Resources Consultant a€?
Provide leadership and support to the operations team, regional staff and franchisees on Recruiting and Staffing Management/Crew Employees, Employee Relations, Management Development, Diversity Development, Benefits/Compensation and Management/Crew Retention systems. Management Programs are also available for personal development, which will prepare you for each step along the way. These opportunities are as follows: Shift Management Program When you experience the Shift Management Program, you will receive instruction through a combination of self-study modules and on-the-job coaching.
You’ll also participate in the Basic Shift Management Course and the Advanced Shift Management Course, which are offered by the Regional Training Department. The Shift Management Program assists you in developing and sharpening management skills in: a€? Area Managements a€? Food Safety a€? Basic People Skills a€? Respectful Workplace a€? Delivering QSC;V a€? Customer Satisfaction and Customer Recovery a€? Shift Management* a€? Coaching and Counselling a€? Valuing Diversity a€? Understanding the Business * Indicates self-study modules McDonald’s Internal Seminars
Seminars are designed to establish a common foundation of leadership and management knowledge and skills for McDonald’s officers. These seminars will focus on key business issues identified by senior management and create a platform for effective implementation of strategic business initiatives. A team of McDonald’s senior management and external providers lead the seminars sessions. The external providers are recognized leaders in their area and have extensive experience consulting with and teaching executives. Types of Conflict Within the Business ————————————-
By evaluating a conflict according to the five categories below — relationship, data, interest, structural and value — we can begin to determine the causes of a conflict and design resolution strategies that will have a higher probability of success. There are many types of reasons why conflicts may happen between Human Resources Functions, such as; Relationship Conflicts ====================== Relationship conflicts occur because of the presence of strong negative emotions, misperceptions or stereotypes, poor communication or miscommunication, or repetitive negative behaviours. Relationship problems ften fuel disputes and lead to an unnecessary escalating spiral of destructive conflict. Supporting the safe and balanced expression of perspectives and emotions for acknowledgment (not agreement) is one effective approach to managing relational conflict. Data Conflicts ————– Data conflicts occur when people lack information necessary to make wise decisions, are misinformed, disagree on which data is relevant, interpret information differently, or have competing assessment procedures. Some data conflicts may be unnecessary since they are caused by poor communication between the people in conflict.
Other data conflicts may be genuine incompatibilities associated with data collection, interpretation or communication. Most data conflicts will have “data solutions. ” Interest Conflicts —————— Interest conflicts are caused by competition over perceived incompatible needs. Conflicts of interest result when one or more of the parties believe that in order to satisfy his or her needs, the needs and interests of an opponent must be sacrificed. Interest-based conflict will commonly be expressed in positional terms.
A variety of interests and intentions underlie and motivate positions in negotiation and must be addressed for maximized resolution. Interest-based conflicts may occur over substantive issues (such as money, physical resources, time, etc. ); procedural issues (the way the dispute is to be resolved); and psychological issues (perceptions of trust, fairness, desire for participation, respect, etc. ). For an interest-based dispute to be resolved, parties must be assisted to define and express their individual interests so that all of these interests may be jointly addressed.
Interest-based conflict is best resolved through the maximizing integration of the parties’ respective interests, positive intentions and desired experiential outcomes. Structural Conflicts ==================== Forces external cause structural conflicts to the people in dispute. Limited physical resources or authority, geographic constraints (distance or proximity), time (too little or too much), organizational changes, and so forth can make structural conflict seem like a crisis. It can be helpful to assist parties in conflict to appreciate the external forces and constraints bearing upon them.
Structural conflicts will often have structural solutions. Parties’ appreciation that a conflict has an external source can have the effect of them coming to jointly address the imposed difficulties. Value Conflicts =============== Value conflicts are caused by perceived or actual incompatible belief systems. Values are beliefs that people use to give meaning to their lives. Values explain what is “good” or “bad,” “right” or “wrong,” “just” or “unjust. ” Differing values need not cause conflict. People can live together in harmony with different value systems.
Value disputes arise only when people attempt to force one set of values on others or lay claim to exclusive value systems that do not allow for divergent beliefs. It is of no use to try to change value and belief systems during relatively short and strategic mediation interventions. It can, however, be helpful to support each participant’s expression of their values and beliefs for acknowledgment by the other party. Working Hours One functions working hours may be flexible than another functions working hours, the employees are prone to complain as they want more flexible working hours as well. Technology
There may conflicts between different functions technology wise in a sense that one function may get better technology than another function, e. g. one function within human resources may get the newest state-of-the-art computers so they will be able to work more efficiently, as opposed to another function who may have computers which are 4 or 5 years old so they will not be able to work as efficiently, so the will complain and the business as a whole will not work as efficiently. Placement ; Selection Placement and selection are both important factors to be considered when assessing conflicts between human resources.
This can be caused by a many number of things such as, if a new employee has been recruited into the business and as soon as he starts work the business puts him as a manager, but there has been someone there working with the business for 20 years and has worked his way up the hierarchy to become assistant manager to the manager before and was looking to fill in the place of manager but this new recruit has just filled that place, the business will expect them to work together, but they will be conflicts between the two managers. Wages
One-function employees might get paid more for the same job that another functions employees are doing. This will cause friction between the functions as pay is a high motivation factor in how efficiently the staff work. Training/Costs Training and costs are a major conflict factor as they contribute a lot to the efficiency of the function, for example if a function has better training and training facilities they will be able to work more efficiently. As apposed to a function who has little money to spend on training and bad training facilities, this will result in poor training throughout the function and poor efficiently.
Performance Management Performance management is the systematic process by which an agency involves its employees, as individuals and members of a group, in improving organizational effectiveness in the accomplishment of agency mission and goals. The revisions made in 1995 to the Government wide performance appraisal and awards regulations support sound management principles. Great care was taken to ensure that the requirements those regulations establish would complement and not conflict with the kinds of activities and actions practiced in effective organisations as a matter of course.
Planning In an effective organization, work is planned out in advance. Planning means setting performance expectations and goals for groups and individuals to channel their efforts toward achieving organizational objectives. Getting employees involved in the planning process will help them understand the goals of the organization, what needs to be done, why it needs to be done, and how well it should be done. The regulatory requirements for planning employees’ performance include establishing the elements and standards of their performance appraisal plans.
Performance elements and standards should be measurable, understandable, verifiable, equitable, and achievable. Through critical elements, employees are held accountable as individuals for work assignments or responsibilities. Employee performance plans should be flexible so that they can be adjusted for changing program objectives and work requirements. When used effectively, these plans can be beneficial working documents that are discussed often, and not merely paperwork that is filed in a drawer and seen only when ratings of record are required. Monitoring ———-
In an effective organization, assignments and projects are monitored continually. Monitoring well means consistently measuring performance and providing ongoing feedback to employees and work groups on their progress toward reaching their goals. Regulatory requirements for monitoring performance include conducting progress reviews with employees where their performance is compared against their elements and standards. Ongoing monitoring provides the opportunity to check how well employees are meeting predetermined standards and to make changes to unrealistic or problematic standards.
And by monitoring continually, unacceptable performance can be identified at any time during the appraisal period and assistance provided to address such performance rather than wait until the end of the period when summary rating levels are assigned. DEVELOPING ———- In an effective organization, employee developmental needs are evaluated and addressed. Developing in this instance means increasing the capacity to perform through training, giving assignments that introduce new skills or higher levels of responsibility, improving work processes, or other methods.
Providing employees with training and developmental opportunities encourages good performance, strengthens job-related skills and competencies, and helps employees keep up with changes in the workplace, such as the introduction of new technology. Carrying out the processes of performance management provides an excellent opportunity to identify developmental needs. During planning and monitoring of work, deficiencies in performance become evident and can be addressed. Areas for improving good performance also stand out, and action can be aken to help successful employees improve even further. RATING —— From time to time, organizations find it useful to summarize employee performance. This can be helpful for looking at and comparing performance over time or among various employees. Organizations need to know who their best performers are. Within the context of formal performance appraisal requirements, rating means evaluating employee or group performance against the elements and standards in an employee’s performance plan and assigning a summary rating of record.
The rating of record is assigned according to procedures included in the organization’s appraisal program. It is based on work performed during an entire appraisal period. The rating of record has a bearing on various other personnel actions, such as granting within-grade pay increases and determining additional retention service credit in a reduction in force, although group performance may have an impact on an employee’s summary rating, a rating of record is assigned only to an individual, not to a group. Rewarding ——— In an effective organization, rewards are used well.
Rewarding means recognizing employees, individually and as members of groups, for their performance and acknowledging their contributions to the agency’s mission. A basic principle of effective management is that all behaviour is controlled by its consequences. Those consequences can and should be both formal and informal and both positive and negative. Good performance is recognized without waiting for nominations for formal awards to be solicited. Recognition is an ongoing, natural part of day-to-day experience. A lot of the actions that reward good performance – ike saying “Thank you” – don’t require a specific regulatory authority. Nonetheless, awards regulations provide a broad range of forms that more formal rewards can take, such as cash, time off, and many no monetary items. The regulations also cover a variety of contributions that can be rewarded, from suggestions to group accomplishments. Managing Performance Effectively ——————————– In effective organizations, managers and employees have been practicing good performance management naturally all their lives, executing each key component process well. Goals are set and work is planned routinely.
Progress toward those goals is measured and employees get feedback. High standards are set, but care is also taken to develop the skills needed to reach them. Formal and informal rewards are used to recognize the behaviour and results that accomplish the mission. All five-component processes working together and supporting each other achieve natural, effective performance management. THEORIES OF MOTIVATION Writers such as FW Taylor (1856 – 1915) believed workers would be motivated by obtaining the highest possible wages through working in the most efficient / productive way.
In short, the more money you offer the worker, the more motivated they will be to work. Taylor, identified as the Father of Scientific Management, was obsessed with optimising efficiency and productivity in all areas of life. (Whilst out walking he would attempt to ascertain the optimum length of stride required to cover a distance! ). His most well known research focused on scientifically analysing the tasks performed by workers, and it is through these studies that we can understand Taylor’s approach to motivation of the worker.
Through the scientific study of work Taylor sought to enable the worker to achieve the maximum level of output, and in return gain the maximum financial reward for their labour. The best way to pay a worker according to Taylor was on a performance related basis. In one study he looked at the work of steel workers, and by identifying the optimum load of coal per shovel, which would enable the worker to lift the maximum tonnage each day, the steel works plant reduced its workforce from 600 to 140.
The reward for those workers lucky enough to keep their jobs – 60% higher wages if they met their scientifically calculated targets for the week, by following the instructions laid down by Taylor, on how to do their jobs. Unfortunately, the way in which Taylor appeared to view the ‘worker’ as just a pair of hands, and the job losses, which seemed to follow him round the companies he advised, labelled Taylor as ‘The Enemy of the Worker’. In truth, F. W. Taylor only sought to enable the worker to reach their full earning potential, and honestly believed his work was in the best interests of the worker.
Subsequent motivational theorists have pointed to Taylor’s limited appreciation of the fact that ‘workers’ are you and me – people, complex individuals, with heads and hearts – and not just simple pairs of hands. This said, Taylor’s ideas are just as prevalent today as they were in the early 1900s, consider the current wave of dot. com start-ups, which offer large share options to their staff, and thus the potential for huge financial rewards in the future, if they work hard now. There is no escaping the fact that money is still a central reason why people work, but is it the key to motivating people.