Resort management 7


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Resort management 7

  1. 1. Chapter 7 Resort Opening: Management, Staffing, and Human Resources World of Resorts: From Development to Management Third Edition (424TXT or 424CIN)© 2010, Educational Institute
  2. 2. Competencies for Resort Opening: Management, Staffing, and Human Resources 1. Explain how a resort moves through various preopening activities to its grand opening. 2. Explain how resorts are managed, discuss their organizational structures, and summarize their communication issues. 3. Describe managers as leaders and various aspects of how they carry out their leadership role, including building employee morale, conducting effective staff meetings, and building internal and external relationships.© 2010, Educational Institute (continued) 2
  3. 3. Competencies for Resort Opening: Management, Staffing, and Human Resources (continued) 4. Summarize labor force issues for resorts, including the labor shortage, non-traditional sources of labor, and the role of a resort’s human resources department. 5. Discuss wage and salary administration issues at resorts. 6. Summarize employee productivity issues at resorts. 7. Describe the impact of labor unions on management- employee relations. 8. Identify and discuss laws governing employment and other operational concerns at resorts.© 2010, Educational Institute 3
  4. 4. Leisure Concept Variables in Resort Management • Nature of discretionary travel • International/domestic market mix • Social trends and lifestyles • Leisure/business market mix • Service demands in a leisure environment • Larger average party size • Recreation and sports • Entertainment© 2010, Educational Institute (continued) 4
  5. 5. Leisure Concept Variables in Resort Management (continued) • Spa amenities • Multiple dining options • Higher staffing ratios • Seasonal employment • Climatic conditions and seasonality • Logistics in one-off locations • Seasonal packaging© 2010, Educational Institute 5
  6. 6. Elements of an Organization Chart • The division of responsibilities among individuals and between groups. • The grouping or departmentalization of work according to functions, specialization, tradition, process, location, time, etc. • The chain of command by levels of authority and formal channels of communication. • The number of layers of management in the organizational pyramid or structure. • The distinction between line and staff roles, sometimes represented by solid or dotted lines between cells on the chart.© 2010, Educational Institute 6
  7. 7. Variables Affecting Employee Motivation • Characteristics of the individual employee • Characteristics of the job • Relationships among individuals • Group dynamics • Environment of the workplace • Technological considerations • Economic forces • Societal values within the community • Power of the state versus the individual • Management behavior • Leadership influences • Specific contingencies and situations© 2010, Educational Institute 7
  8. 8. Employee Assistance Programs and Incentives • Recognition programs for outstanding company service and individual achievements • Recreational and social activities for employees • High-quality employee canteen • Periodic review of employee sentiments about the workplace and working conditions • Counseling programs for job-related and personal problems© 2010, Educational Institute (continued) 8
  9. 9. Employee Assistance Programs and Incentives (continued) • Assistance to ease relocation and transfer problems • Opportunities to participate in decisions that have a bearing on the employee’s work • Policy of promoting from within • Career development and continuous training programs • Profit-sharing, bonuses, or related incentives tied to performance© 2010, Educational Institute 9
  10. 10. Entities with Whom a Resort’s Management Should Develop Relationships • Owners • Guests • Union representatives • Business community • Travel distributors • Tenants • Local representatives • Local politicians© 2010, Educational Institute (continued) 10
  11. 11. Entities with Whom a Resort’s Management Should Develop Relationships (continued) • Lodging associations, restaurant associations, state/local convention and tourism bureaus • Nearby universities or colleges with hospitality management of culinary programs • Communications/media • Suppliers and service providers to the resort© 2010, Educational Institute 11
  12. 12. Formula for Employee Turnover (Number of Separations ÷ Number of Employees) × 100 • • Moderate employee turnover in resorts = 20–30 percent • High employee turnover in resorts = 31–50 percent© 2010, Educational Institute 12
  13. 13. Basic Questions for a Job Analysis • What are the tasks to be performed? • How should each task be performed? • How often is each task performed? • How long (on average) does each task take to complete? • What equipment and materials are needed to do the job?© 2010, Educational Institute 13
  14. 14. Information Included in New Employee Orientation • General introduction: job responsibilities, relationship of the job to the total objectives of the organization, the resort’s owners, history of the resort, and future plans of the resort. • Pay: rate of pay, payday, shift differentials, deductions from pay, and frequency of pay rate reviews. • Benefits: group insurance programs, holidays, vacation time, sick leave, tuition aid (if available), recreational and social facilities and clubs, resort facilities privileges (if any), and other employee programs.© 2010, Educational Institute (continued) 14
  15. 15. Information Included in New Employee Orientation (continued) • Employment conditions: hours, required clothing, identification cards, parking, employee cafeteria and meal periods, and reporting absences and injuries. • Human relations on the job: importance of cooperation, formal communication, guest-employee contacts, and public relations. • Introduction to the job: introduction to the supervisor and fellow employees, tour of the department and possibly the entire resort, location of smoking and restroom areas, location of bulletin boards, assignment of an “advisor” or “buddy,” and information on how to contact the supervisor.© 2010, Educational Institute (continued) 15
  16. 16. Information Included in New Employee Orientation (continued) • Rules and regulations: fire and safety regulations, rules of conduct, and formal complaint and grievance procedures. • Job instruction: initial training meetings, job instruction by the supervisor, instruction by fellow employees, and job performance evaluation and review. • Follow-up: questions regarding pay and benefits, working conditions, job performance, explanations of opportunities for advancement, and explanations of grievance procedures.© 2010, Educational Institute 16
  17. 17. Four Training Program Goals 1. To create service awareness and an understanding of the importance of quality standards and consistency in rendering service to guests. 2. To build employee morale, confidence, professionalism, and loyalty to the organization. 3. To instill the desire to maintain and improve existing skills, aptitudes, and capabilities. 4. To engage all employees and staff in environmental awareness and conservation practices.© 2010, Educational Institute 17
  18. 18. Formal Training Program Format 1. Identify the ideal set of skills, attitudes, and knowledge needed for the job. 2. Do a training needs assessment based on deficiency gaps identified by comparing current employees’ performances with the ideals identified during Step 1. 3. Determine the training time required to develop optimal proficiencies. 4. Design a course of training. 5. Specify the resources required—funding, space, materials, equipment, etc.© 2010, Educational Institute (continued) 18
  19. 19. Formal Training Program Format (continued) 6. Prepare the trainees. 7. Select the trainers (or qualify them through “training the trainer” courses). 8. Schedule and conduct the training. 9. Do follow-up evaluations to measure training effectiveness.© 2010, Educational Institute 19
  20. 20. Five-Step Process for Project Resolution 1. Define the targeted project. 2. Measure from the baseline. 3. Analyze date to ascertain the root cause of the problem. 4. Improve by pilot-testing a solution before permanent adoption. 5. Dashboard monitor the solution to ensure sustainability.© 2010, Educational Institute 20
  21. 21. Five Assumptions of a QA Program • Management approach. Employees should consult the person who dos the job if they have questions about how to do a job properly. • Communication. Management should provide employees with a mechanism of channel for speaking freely on problems that hinder profitability or hurt guest and employee relations. • Problem-solving. Group problem-solving is demonstrably more effective than individual problem-solving.© 2010, Educational Institute (continued) 21
  22. 22. Five Assumptions of a QA Program (continued) • Costing-out solutions. QA task teams must be able to demonstrate to management the cost of problems under discussion and the cost of potential solutions. • Training. The foundation of the QA program is the development of job standards with employee involvement and the use of these standards to train and evaluate employees.© 2010, Educational Institute 22
  23. 23. Productivity Indexes Output per Worker-Hour = Output Index ÷ Worker-Hours Index Labor Cost Percentage = Cost of Labor ÷ Gross Resort Receipts© 2010, Educational Institute 23
  24. 24. Basic Instruments of an Employee File • Written job description • Quantitative standards • Qualitative standards • Specific objectives • Incident file • Performance reviews • Personal history records© 2010, Educational Institute 24
  25. 25. Reasons Given by Employees for Wanting Union Representation • Employees have only minimum information about the company, and feel insecure about their jobs. • Managers are inconsistent in setting or enforcing policies and rules. • Managers are one-sided in dealing with complaints, always favoring the company instead of getting all the facts. • The competition offers the same or better wages and benefits. • Poor working conditions.© 2010, Educational Institute (continued) 25
  26. 26. Reasons Given by Employees for Wanting Union Representation (continued) • Supervisors play favorites instead of ensuring fairness to all. • Changes are made by the company without first asking employees for their opinions. • Discrimination on the basis of age, ethnicity, or gender exists within the organization. • Managers have not followed through on promises of pay raises, vacations, or better uniforms or working conditions.© 2010, Educational Institute (continued) 26
  27. 27. Reasons Given by Employees for Wanting Union Representation (continued) • Employees believe there is safety in numbers with regard to attempting to settle their grievances. • Employees want to retaliate for past grievances. • Employees think they will get more pay for less work. • Employees buy the union’s promises of a better life, better pay, better benefits, and job security. • Employees have security concerns from witnessing increasing amounts of work being outsourced.© 2010, Educational Institute 27
  28. 28. EEOC Regulation Focus Points 1. Effective fair employment distribution with respect to race and sex in all areas of employment. 2. Ending discrimination against women, minority groups, the elderly, and the physically handicapped in all areas of employment.© 2010, Educational Institute 28
  29. 29. Workers’ Compensation System Primary Objectives 1. Provision of adequate compensation (including medical care) to injured workers. 2. Encouragement of safety in working conditions. 3. Achievement of administrative efficiency relative to the insurance system itself.© 2010, Educational Institute 29