Provide details on what concepts or models might help you analyze the data? What conclusions would you draw from the analysis?

Using on organization-level diagnostic model, provide detailed analysis of the collected data. For each component of the diagnostic model, include specific evidence from the case study, and any conclusions would you draw from the analysis.

Include the following diagnostic areas:

• Inputs
• Design Components
  • Strategy
  • Technology
  • Other processes if relevant
  • Structure
  • Management processes
  • Measurement systems
  • Human resource systems
• Alignment and effectiveness
  • Strategy
  • Design components

selected cases Peppercorn Dining The partners of Square One Consulting were recruiting and retention has become a constant having lunch at Peppercorn Dining on the challenge. Drew went on to explain that the campus of All-American University. Although labor market in the county had become tight Square One was headquartered nearby, most due to the prosperous Reagan years. Garden of the consultants' business was conducted in County had become a boomtown and, as a other cities. The partners were enjoying having result, the university was having difficulty the opportunity to attend a seminar on a cam- gaining employees. Roger wondered aloud pus in their hometown. By chance, Drew about the general steps Peppercorn had taken Randall, the manager of Pep-percorn, noticed to offset the current labor shortage. the trio and recognized Erica, who had worked Drew, sensing the consultant's interest, openly her way through college as a student manager discussed his perceptions of the dining unit. at the dining unit. Drew pulled up a chair and He stated: started to catch up on the two years that had transpired since she had graduated. The other I would like to make Peppercorn a more consultants, Roger and Lynn, listened as they pleasant place for everyone to work. I get great productivity out of these guys and began to reminisce about the good old days" they really care. It's just that there needs to at Peppercorn. be something more. Maybe morale is a little Erica recalled the time a swim test coincided low. There's not much creativity involved in with her first shift at the dining hall. She most of the tasks, but the cooks feel great called to let the unit know she would be when they sell out of stuff. However, when detained, and she finally arrived about an we sell out, it's probably because the fore- cast was incorrect rather than as a response hour late. When Erica entered the unit, she to a good product. I take a humanistic man- was greeted by a supervisor who took her agement approach, maybe they just need downstairs to change into the uniform of blue some kind of support. On the other hand, pants, blue-and-white-checkered shirt, a hair I may give them too much autonomy since net, and a name tag, an outfit similar to what I let them manage themselves to a large was being worn by the current employees. degree. Erica was then taken to the dish room and I believe that scheduling is management's informed she was receiving a verbal warning right. I base my scheduling on operational for being late. As the group laughed, the con- need. Ultimately, the manager is responsible sultants chided Erica further by commenting for the success or failure of the operation, that her sense of timing hadn't changed. Drew, therefore, I should have the right to put the people where I deem best. You know, niche however, suggested that times had changed. management. Although I did inherit a lot of the schedule. DEVELOPING A CONTRACT As Erica tentatively nodded her head in response to Drew's comments, Roger and The consultants were eager to learn about Pep- Lynn caught each other's gaze and shrugged percorn, and Erica, eager to learn about the inquisitively. By the consultants' behavior, it changes Drew had alluded to, asked about was apparent they were wondering about the current operations at the unit. Drew, sipping on meaning behind Drew's words. However, his coffee, commented, "Staffing is a nightmare. because he was obviously in the mood to talk, We can't find qualified people anywhere the consultants did not interrupt. Warming up to his listeners, Drew continued, state they normally begin their work by "Some employees have been at Peppercorn, performing an operations audit, the results of working in the same position, for 20 plus which are presented to management. Additi- years. Bob, the day cook, has been working onally, when the situation warrants. Strategic here for 28 years. Can you believe that Doug, interventions are designed to facilitate the the night cook, has been here for 10 years achievement of management objectives. The and is waiting for Bob to retire so that he can partners further indicated they believe it is transfer to the day shift? Doug may have to essential to become familiar with an organiza- wait a long time since Bob won't be retiring tion before appropriate suggestions can be for at least 15 years. It's hard for me to believe made. that Doug looks forward to that time and that Without hesitation, Drew said to the consul. he refuses to transfer to another dining unit." tants. "The situation here at Peppercorn has "That's amazing," said Roger. "You seem to been concerning me for quite some time. have loyal employees. It must be easy to man. I know that you must be very busy, but per- age people who know their job so well." haps you could find the time to work with Drew responded: me. Erica already knows a lot about the oper- It's not that simple. The union contract forms ation, and it wouldn't take long for her to a second set of rules and operating parame- become reacquainted." ters. The contract deals with turnover, sick Because the consultants were planning to be leave, pay, promotion, and all of the other in the area for several days to attend the usual stuff. It seems that there is no reward seminar and to complete some paperwork, for non-sickness, but there is a reward for Erica suggested they observe operations at sickness. Now people get one and a half Peppercorn. The group, discussing Erica's times the pay for sick days if they are on overtime. If they are on overtime, absentee- suggestion, agreed that the first stage should be ism is more of a contractual issue than a a preliminary evaluation of the unit, followed workplace issue by a feedback session with management. Then, Frankly, I believe that staffing affects attitudes based on the outcome, management could and attitudes affect quality: both of which conduct an in-depth operations audit. Drew affect productivity. Increased productivity concurred that evaluation and feedback could means making better use of time. Perhaps be useful first steps in achieving his goals. I should structure the tasks in a better way, He restated that his goals for Peppercorn were but managing and working behind the lines to increase productivity and to improve morale makes it difficult for me to see the trees among the workers. through the forest. There's no time for any one to stand back and see what's happening. The consultants concluded their discussion by telling Drew they would drop off a written Drew paused and, as if speaking more to him- contract by the following afternoon. The con- self than to the consultants, said, "Since I've tract would include their fee structure as well been so busy, maybe I've lost track of some of as a schedule of the dates and times they my priorities." Turning to the consultants, would like to be on the premises. Drew inquired about their experience with situations of this type and what advice they REVIEWING BACKGROUND might offer. INFORMATION The partners explained they are usually con- Two days later, the team gathered around the tacted by organizations when management table in Roger's office to discuss the Peppercorn believes an external opinion could provide a consultation. Roger and Lynn initiated the fresh outlook on operations. They went on to discussion by reintroducing the subject of Erica's objectivity. It became obvious that all to Stan O'Malley, one of the assistant direc- three of the partners were concerned about tors of All-American Dining. Stan supervised how Erica's past experiences would bias her Drew and Beth Clarkson, the manager of view of the operation. The partners also dis- food service in the student union. cussed the fact that Erica's views would influ- John Cerrano was the receiving clerk. He ence Roger and Lynn's perceptions of the always worked closely with Drew. There dining unit. Although Erica believed she never seemed to be any problems with his could recognize and work with her bias, she work; he always knew where everything was suggested she focus on gathering current because he received the goods and then put managerial data. Because their time was lim- them in storage. John, or "Bo-bo* as we ited, Lynn recommended that Erica also con- called him, was the shop steward. He had a close relationship with most of the employ. duct a few on-site interviews with people who ees and a bunch of us used to go out drinking would be more candid with an old friend than with him regularly. with strangers. Matt Copperfield was definitely a key player. As he was reaching for a notepad. Roger Matt was the professional supervisor who asked Erica about the general operating pro- handled inventory, purchasing scheduling cedures and the key personnel at Peppercorn. and other administrative tasks. It always Erica began outlining the operation: seemed as if he was at the heart of the opera- tion. I can't remember her name, but there Peppercorn's hours are 11 A.M. to 7:30 P.M. was a secretary who was also in a pivota! Monday through Friday. When I first started, position. She had access to a lot of informa- we served about 1.500 to 1,600 lunches and tion and she was the source and respondent 900 to 1,000 dinners daily. By the time 1 of all official Peppercorn communication. graduated, the counts were down by about 30 percent at lunch and approximately The student supervisors were the only other 50 percent at dinner key players that I can think of at this point, When I was a student worker at Peppercorn, and they had extensive responsibilities which there were full-time employees, all of whom included daily management, scheduling, and were union members. There were also stu- hiring of the student workers. dent workers, and we had our own student The partners' conversation shifted to the amo- management stall. When I first started unt of time available for the investigation. working, there were more student workers Lynn asked her partners how much time they than when I graduated. Some of the gaps thought was necessary for conducting the ini- were filled by full-time temporary workers, tial investigation. "Well, Lynn," replied Roger. Lynn pointed out that it would be important based on the information we have so far, it's to determine if these changes were affecting possible that the longtime employees may not the operation. Erica agreed and indicated that be as open as we might like. They may be by the time she had graduated, minor con protective of their turf. Lynn agreed but flicts were arising between student and tem- added that they shouldn't jump to any con porary workers at Peppercorn. Erica continued clusions. She noted that often it was the old- her briefing by providing an overview of the time employees who were most interested in key personnel during her tenure with All. talking about their work. American Dining, the parent organization of the consultants agreed that three days should Peppercorn. be an ample amount of time to gather the nec- Erica stated: essary data and to develop a presentation for Drew is obviously the manager of Peppercorn. the management of Peppercom Dining. The He was also the manager of the Salt Mill consultants concluded the meeting by agreeing over at the "B"-School. He was responsible that Lynn would concentrate on the production areas of the unit while Roger would survey The doors to the dining facility were opened front-of-house operations. at 10:55 A.M. at which time the pantry work- ers took a break. DAY ONE: INTERVIEWS Bob, the day chef, was grilling sandwiches in AND OBSERVATIONS the tilt brazier while Robert, the day cook, was Lynn was the first to arrive at Peppercom the breading pork. Robert moved between food following morning. As she approached the lunch service, the kitchen staff appeared to preparation, the fryer, and the steamer. During facility, she noticed that three female employ be relaxed. Although there was not much ees were smoking cigarettes on the leading talking they did joke with each other from dock, joking around with a purveyor. Lynn introduced herself and lingered with the time to time. workers for a few minutes. Shortly after 11:00 A.M., a man wearing a chefs uniform entered the kitchen and greeted Back of House the other workers. He then took a clipboard Entering the kitchen from the loading dock, and a stack of computer printouts to a table Lynn noticed it was clean and most of the near where Lynn was standing. Lynn felt a bit equipment looked relatively new. The kitchen awkward until he introduced himself as Doug, had fairly good fluorescent lighting, and natu- the dinner chef. ral lighting was provided by windows in the Lynn explained she was observing the facility pot washing and food preparation areas. in order to become familiar with the opera- As Lynn placed her coat and briefcase on a tion. Doug showed interest in Lynn's curiosity rack in the storage area, she observed that the and stated: dry goods were neatly arranged, although the I want the kitchen to run as smoothly as supplies were not plentiful. From the store- possible. I believe that it takes organization. room doorway, she could see that the workers mor-ale, communication, and a system to were busy, but not rushed. The members of have an efficient operation. Communication the kitchen staff chatted as they worked and is important. I ask the servers how things they appeared to know what tasks to perform are working out so that I know if I should without needing direction. change anything, I try to maintain a routine The kitchen was divided into five areas (as system so there won't be many questions during service. I train all of my workers and shown in Exhibit 1). After introducing herself I enjoy having the opportunity to teach. I've to the workers and taking a brief tour of the been in food service for 25 years and at kitchen, Lynn positioned herself near the Peppercorn for 10 years. I started working walk-in cooler where she could easily see most in the food service industry when I was of the kitchen operations. She noticed that the about 11. walk-in cooler and freezer were clean and were I think that Peppercorn has the best food on stocked with a moderate amount of supplies. campus. Some of my own recipes have been She also observed that the workers' uniforms accepted by management and are now a part were clean. However, some of the workers of the menu computer bank. I've also devel- were wearing aprons and some were not. As if oped ideas that have been adopted here and reading her thoughts, a student worker passing at other campus dining facilities. For exam- through the room commented to no one in ple. I started the trend of keeping plastic tast- ing spoons by the steam kettles. I'm also the particular, "We're out of aprons again. Oh well, person who started using a yellow marker to it's no big deal." Lynn wondered what else highlight important items on the computer might not be a "big deal to the workers. printouts. As Lynn and Doug were talking, a man came Coincidentally, Doug explained to Lynn that over and listened to their conversation, Doug's the man was Larry, the professional supervisor. speech became hesitant in this man's pres. He went on to say Larry plans the menus and ence. After only a few minutes, the man left. tries to balance the use of ovens and kettles Lynn wondered who the man was and why so the equipment is not overloaded. According he had such an effect on Doug. From the way to Doug, Larry prints out the menus from a he was dressed, there was no way to deter- computer located in the office. Doug added mine if he worked at Peppercorn, was from that the computer system does not always the union, or was part of the All-American work the way it should. The system is supposed management staff. to print menus, compile order lists, and check {Exhibit 1] Floor Plan of Peppercorn Dining Dry storage Cooler Freezer Loading dock 10 100JE up Pots 115 100SF arbage Kitchen down Meal plan dining Pantry cooler Pantry Serving line Dish room Larry's office Cash dining Drew's office Serving area Cashier Short order Entrance First Floor [Exhibit 11 Floor Plan of Peppercorn Dining, (continued) Storage 4 down Storage Mech room Storage 900TA down Mech room Laundry Student office Women's locker Meal plan dining Bode bs 300T 800CF Ramo Break and uniform Men's locker up 133 Meal plan dining Meal plan dining BOOSF down B248 Dining Meal plan dining Meal plan dining Basement the inventory. Doug commented. "Sometimes The activity in the kitchen seemed to be it works well, and sometimes not. Sometimes getting busier, and Lynn decided she should the menus have to be changed at the last min- move to another position so Doug could ute because of short stock. We haven't had continue his work. Before she left, Doug any salt all semester. This is mostly a result of com-mented about the union. He stated, computer errors." "Skilled workers are on the same union Doug went on to talk about some of his contract as unskilled workers. I think that this co-workers. Bob, the lunch chef, has been at arrangement holds back the skilled workers Peppercorn for 28 years. Chris, the assistant and helps the unskilled to get ahead. It dinner chef, has been with the unit for about doesn't work well, and we don't even have a three years. Chris, who moved to the kitchen shop steward. The only way that I can move from the short-order station, was trained by up in the organization is to become part of Doug. They enjoy sharing ideas and they management." always try to prepare the food a day in Lynn bid Doug farewell and went into the advance service area to get some lunch. As she went While Lynn was talking with Doug, she could through the cafeteria line, she noticed Roger see the cafeteria line by way of a pass-through observing the cafeteria service. Lynn invited window. She noticed that a steady flow of him to join her for lunch, but Roger declined, diners was entering the facility. Realizing that saying he had just begun his observation and Doug enjoyed talking about the unit and he wanted to spend some time watching ser- being curious about Doug's responses, Lynn vice during the busiest hours. felt comfortable continuing the conversation. Observing a student supervisor restocking the Service Areas hot food line, Lynn asked Doug how he felt Roger immediately noticed the line servers about working with students. interacted a great deal with the customers. He He replied, "Some student workers are also noted there was no portion control. The reliable, while others are less committed." students would ask the line servers for "a little Lynn asked Doug about the role of the more spaghetti, just meatballs, no corn, more student supervisor and in response Doug sauce, or a small cup of soup. Each customer called the student over. The student seemed wanted the standard portions or combinations unhurried and went on to explain that student of food items altered to meet their personal supervisors do not have any power over the needs, and they were accommodated. regular workers; only over temps and other The first line server plates the entrees and the students. Students have their own manage- second worker serves the side dishes (see ment structure that includes a student Exhibit 2). The workers must communicate in coordinator, managers, and pay clerk. The order to properly fill each order. The overall student personnel coordinator handles com- atmosphere in the serving area was relaxed. plaints. Temps and regular workers take com- Roger timed the service and discovered it took plaints to the regular personnel worker. More two to four minutes for a customer to enter temps have been needed recently since there the line and be served during a busy period. are less student workers at Peppercorn than As the flow of customers slowed, Roger initi- in previous years. ated a conversation with a line worker who As Lynn, Doug, and the student were talking, introduced herself as Carrie. She told Roger Larry entered the kitchen again. When the she had been at Peppercorn for 10 years and student noticed him, he quickly went back to was a door checker for 9% of those years. She work restocking the food line. explained the door checker made sure that [Exhibit 21 Line Servers Setup Starch Vegetable Backup Entree Entree Soup Entree Entree Vegetable Server 2 Entree Server only diners on the university meal plan were Peppercorn. Roger asked the student if he allowed in the noncash dining area. She went could take a moment to tell him about the on to say she had become bored with her relationship between student and nonstudent position. She was also dissatisfied with her workers. former hours, which were from 11 A.M. to The student explained that Peppercorn is 7:30 PM. Carrie attained her new position supposed to be staffed primarily by students. with Drew's help. He facilitated a trade The students are grouped into three segments: between her and a line server. Now that the student managers, student supervisors. swap is final, Carrie believes the other woman and student workers. However, he said, "Since who is now the door checker, may not think the supply of students has been diminishing the trade was equitable. over the years, more temps have had to fill During his conversation with Carrie, Roger the positions. There's a lot of tension between saw the chef come out of the kitchen and pick students and temps as well as between stu- up an empty pan. The chef lingered for a min. dents and full-timers. This isn't surprising ute. He appeared to be watching the line ser- since the students supervise the operation. vice. Roger returned his attention to Carrie They call us students' as opposed to 'supervi- and continued the conversation by asking her sors and we seem to be stereotyped." about line staffing, Carrie explained. "Usually He clarified his statement, saying, "There's a there are three main workers on the line, two discrepancy with age, economic status, and full-timers at one station and one student or experience in many cases. Only the full-timers temp at the other. We choose our own positions and the professional managers are not under on the line and we usually stick to the same the supervision of students. Students have spots. When it gets busy, additional student a difficult time supervising older people, and workers fill in. Today one full-timer is sick, so older people have a difficult time taking a temp from another area filled the position orders from young people who they probably Sometimes they can't find substitutes, so we consider similar to their own children." just have to work that much harder." The student went back to work, leaving Roger Roger stepped aside as a student worker to his thoughts. He was reminded of the con carrying a tray of soup cups began to restock versation that he had with his partners about the service line. Roger apologized for any the conflicts between student and nonstudent inconvenience and explained he was a member workers. It was becoming clear to Roger that of a group learning about the operations at this was an important issue. Just as Roger was beginning to consider the at the end of the line. The sorter said, "We're problems that can arise from role conflict and concerned that plates and especially the silver role ambiguity, he was startled by the sound are dean. We wouldn't want people catching of shattering glass. Roger turned in time to something from someone else. notice a student stepping away from a bro- The sorter asked Roger what he was doing in ken glass, acting as if nothing had happened. the dish room. Roger explained and then Several dishwashers, on their way to the asked the worker how long he had been at drink station, also saw the broken glass as Peppercorn. The worker said he had been at they walked by. Roger was curious to see how Peppercorn for a year. Further discussion rev- long it would take for someone to clean up ealed the worker is on a split shift. He works the mess. Two minutes later, a dishwasher from noon to 4 P.M. and then from 6 P.M. until returned and swept up the glass. During this 10 P.M. He said he likes having a midday time, a student supervisor was informed of break in order to get things done in his per- the problem. Roger noted she never returned sonal life. He explained that he knew three of to make sure the situation was corrected. the other workers before he started the job. Roger followed the dishwasher toward the Because he was the newest employee in the dish room. As he rounded the corner of the dish room, he was stationed at the hottest serving area, Roger heard the sound of blaring position. He pointed out that the two full rock music. Roger had to weave his way timers he worked with had held their posi- through a narrow passage that was blocked tions for four and two years, respectively. The with customers at the cashier's station. other three workers, including him, were As he entered the dish room through an open temps. doorway, Roger was greeted by a mixture of The worker finished sorting and left the dish machinery noise, loud music, and a hot, humid room to get his co-workers a cold drink, Roger atmosphere. The machinery was arranged in a went over to the area where workers were pattern that allowed many people to perform scraping and sorting dirty plates. The dishes different tasks simultaneously. The five work- and filled racks were piling up. Roger noted ers gave Roger a cursory glance and continued the dish machine was not able to keep up with their tasks. with the demand. He also saw that the paper Roger, feeling a bit out of place and self- items were shredded with the food scraps and conscious stood to one side of the work area that Styrofoam was sorted separately. and watched the activity. There was a lot of The oldest woman in the dish room yelled out joking, talking and interacting as the workers from time to time, "Come on, keep it movin". sorted and cleaned dishes, silverware, glasses. Roger spent a few more minutes observing. and trays, Full dish trays were stacked at the As he recalled Erica's story about her first day rinse station. Each rack was rinsed and then at Peppercorn, Roger wondered why there sent through the dishwashing machine. When were no students working in the dish room. the dishes completed their cyde, a worker As he was leaving a student supervisor came sorted the dishes. Roger noted the worker put in to get trays for the service area. several freshly washed dishes into racks with Roger proceeded to the cashier station where dirty dishes. He also noticed the silverware he found the dish sorter chatting with the was run through the dishwasher twice. cashier. After a minute, the sorter returned to Roger wanted to know why the silverware the dish room. Roger struck up a conversation had to go through the wash cycle two times, with the cashier. After briefing her about his so he asked the dish sorter who was positioned project, the cashier proceeded to tell Roger about some of her observations and experi- with not feeling well on the job. I have a ences at Peppercorn. sore back every night because I set on a bar She explained that the cashier's job is a full- stool all day time, nonunion position she has held for two Before Roger could inquire if she had ever years. She replaced the person who is currently talked to management about her work condi- the secretary. She enjoys having the opportu- tions, she stated. "I'm the only cashier. I have nity to meet people and getting to know the to call on the secretary when it's really busy, regulars, but she has found that some of the but I know she has a lot of work to do. I also students are rude. restock silverware. This entails shutting down The cashier stated, "I usually get along well the register, running to the dish room, and with management. Everyone has their good then restocking before the register line gets and bad days. I was a manager in my previ- too long. Our job descriptions say that if some- ous job, so I understand what Drew has to one sees something that needs doing, they are deal with. I also understand the problems supposed to do it. Therefore, during slow peri- that the student supervisors have. Roger ods I help clean tables, do the menu board, wondered what the cashier meant by this and look around for other things to do." statement. What does Drew have to deal with Roger asked the cashier about her plans for and what problems do the student supervi- the future, and she explained she would like sors really have to deal with? Thus far, he had to have a secretarial job so she could get away noted that the operation appeared effective, from food service for a while. The cashier although some communication problems went on to say there are temps and students were evident that make more money than she does as a The cashier, seeing Drew passing by, stopped full-timer and this disparity makes her resent- him and asked him for more change and small ful. The wages seem to be based on job posi- bills. Roger asked if it was standard procedure tion or union membership. Only four positions for her to ask managers for more money, or if are nonunion. These positions include the she was able to get it herself. She replied she cashier, secretary, supervisor, and manager. is authorized to get cash, but it is difficult for the rest of the workers at Peppercorn are her to leave her station. temporary, union members, or students. The While the cashier was waiting for Drew to cashier added there are only five single people return, Roger asked her about work condi- on the staff. tions. The cashier replied: When Roger asked the cashier about the rela- tionship between student and full-time work- I get cold in the winter because I'm so close ers, she replied there is a lot of pressure in the to the entrance and the wind blows in. It's dish room. She believes the pressure builds up ironic because the rest of the workers com- plain about it being too hot at their stations. because the student supervisors never send Peppercorn is built over heating ducts, so it's student workers in to help. The supervisors very hot everywhere except at my station excuse is that they are short of help elsewhere. People's biggest complaint is the heat. There Drew returned with the cash, and Roger went isn't adequate ventilation or air flow. Another to see if he could find his partners. common complaint is that there's not enough room in the dining, kitchen, and service Administrative Information areas. This is because Peppercorn used to be Roger found Lynn and Erica sitting in the dining a riding stable. area. Erica was telling Lynn she had arranged In the winter I get sick easily, but I only miss for them to have dinner with some students about five days per year. I've learned to live that evening, Roger sat down with his partners and asked Erica if she could clarify some details Erica if she would clarify the distinction between about the organizational structure. the different levels of employees. Erica clarified Erica responded, "There are three tiers of the organizational structure stating: management at Peppercorn (Exhibit 3). There There are full-time union employees, full- is the professional management staff, which time nonunion temporary employees, and consists of Drew and Larry. They oversee the student labor. Full-time employees hold the full-time workers. There are also student man- positions of cooks, short order chefs. pantry agers and student supervisors. The student workers, and cashiers. In past years, students managers oversee student supervisors as well filled all the other supplementary positions as the student workers. The student supervi. including dishwashers, servers. cooks, help- sors are responsible for daily operations. The ers, short order helpers, pantry helpers, bever- age servers, and serving area floaters. For the student workers and the temporary employees past four to five years, fewer students have report to them. It seems, however, that the wanted jobs at Peppercorn. This phenomena temporary workers also report to, and are has resulted in the addition of the third type trained by the professional managers." of employee, the full-time temporary worker. Roger and Lynn interjected that they had Erica went on to tell her partners that she had noticed difficulties between the students and gathered enough information to update them the other workers at Peppercorn. Lynn asked on the key players at All-American Dining. Exhibit 3] Peppercorn Dining Organizational Chart Professional Manager Drew Randall Professional Supervisor Larry Pendleton Dish Room Student Coordinator Molly Receiving John Cerrano Cooks Pantry Short Order Administrative Secretary-Patricia Cashier-Carrie Student Personnel Manager Shaun Student Supervisors Student Workers Temporary Workers She explained that Larry Pendleton is the new cared about them. They said that the new professional supervisor, replacing Matt Cop- personnel director doesn't come around at perfield at Peppercorn. In the central office, all and probably doesn't even know who the Nancy Lawrence is still the director of All- full-time employees are. American Dining (Exhibit 4). She has been The workers also told me that there is mini- spending a great deal of time traveling to dif- mal union representation for food service ferent universities in order to analyze their employees. According to the workers, food food service operations. Stan O'Malley is still service members are a minority faction of the union and aren't considered important unless an assistant director of All-American Dining. a strike is in progress. Apparently, the union's Although there is a central office, each unit is primary concern is with maintenance work- independently operated. ers, groundskeepers, janitors, and bus drivers. Roger asked Erica is she had the opportunity There's no shop steward and union officials to speak with any employees and if she had don't come to Peppercorn unless there is an been able to uncover any information about official grievance. management-employee relations. Erica told Lynn added that Doug had also commented her partners she had spoken with John on the union. She stated. "Based on what we Cerrano and some of the pantry workers. have heard so far, no one is thrilled with the Erica went on to say she and John spoke about union. Workers and management alike seem changes that had occurred at Peppercorn to find the union a burden." since she had left. John told Erica the lack of Roger asked Erica about how each unit on the student help has hurt operations at the unit. campus was staffed. Erica explained that the For example, a special dining event that Pep- units were independently staffed and at the percorn sponsored last night was difficult for beginning of each semester, the different units the workers. There were virtually no students held recruitment campaigns. on the staff. As a result, the full-time workers Erica became quite excited as she stated. "OK. and temps had to pick up the slack. enough of the routine stuff. One thing that I John also commented that Larry doesn't listen found out today is that the university is build- to his advice about ordering food. John spends ing a new 400-seat dining facility. Also, a pri- a lot of his time getting food items that should vately funded food service operation that will have come in from the suppliers from the other include a variety of dining concepts is opening units on campus. According to John, Larry nearby. Of course, these things will impact doesn't have the respect of the staff. He doesn't Peppercorn, but the scoop is that Drew will be take anyone's advice and acts like a know-it- the manager of the new facility!" all. The situation is made worse because Larry Erica, acting quite pleased, sat back, smiled, doesn't do his job very well. and waited for her partners to respond. Lynn Erica went on to discuss the pantry workers paused only for a moment and then, turning stating: to Erica, said, "This isn't making much sense, The workers seemed to indicate a general but, before I ask the obvious, why don't you belief that the management of All-American tell us the rest of the facts?" Dining, as well as the management at Pep- percorn, doesn't really care about them. Erica, a little disappointed at the response her They mentioned how All-American's previ- comment evoked, went on to explain that ous personnel director used to visit the dif- Drew would be leaving Peppercorn in about ferent dining units at least once a month and five months and that Eric Weston, the current talk with the full-time employees. During vending manager, would take charge of the that time, the workers felt that someone unit as soon as Drew left. {Exhibit 4) Department of Dining Services Director Assistant Director Adminstrative Services Assistant Director Dining Services Assistant Director Dining Services Assistant Director Dining Services Systems Catering Manager Vending Manager Esprit Operations Manager Catacombs Manager Baker/Roberts Manager Nachos Operations Manager Peppercorn Student Unions Salt Mill Operations Manager Manager Purchasing Manager Chef Supervisor Cher Chef Personnel Manager Executive Dietitian Peppercorn Supervisor Assistant Chef Supervisor Supervisor Accounting Supervisor Catering Supervisor Supervisor Baker Hal Supervisor Supervisor Salt Mill Supervisor Supervisor Supervisor Meal Plan Coordinator Catering Supervisor Nickles/ Short Stop Supervisor Roberts Hall Supervisor Supervisor Supervisor Journey's End Supervisor As Lynn and Erica began to engage in an Temps are under the student supervisors intense discussion about the future of Pepper-authority, but it doesn't really work that way. corn dining, Roger, in true form, looked at Temps are less efficient than students, but they his watch and stated, "Well, not only do we are needed to fill the vacant positions. They have a contract, we also have a dinner are probably not as efficient because they have engagement in 20 minutes. Let's get some less loyalty to Peppercorn than the students." fresh air before we meet with the students!" Molly interjected, "This year, no students and The partners began laughing and recogniz- temps work in the same areas except for ing the sanity of Roger's comment, decided a emergencies. Temps are trained by the profes- break was in order sional management but are supervised by students. Last year, it was unclear who was in Dinner with Student Managers charge of the temps. This year it is better. After freshening up, the trio returned to Most things are written in manuals. Peppercorn to meet the students for dinner. The regular and temporary workers don't Molly, the student coordinator, and Shaun, the talk much to the students." continued Molly. student personnel manager, were waiting for "Temps and full-timers think students are the consultants at Peppercorn's main entrance. stupid they have an attitude toward students. The five of them went through the cafeteria It's hard for the students to get cooperation line and then entered the dining room, where and respect from the temps." they found a quiet table to have their dinner. Lynn asked the students about their relation- Shaun seemed to know why the consultants ships with Drew. Shaun and Molly explained had asked them to dinner and began to tell that while most students don't interact with them about his tenure at Peppercorn. Shaun Drew frequently, they, as supervisors, meet explained that when he had started at Pep- with him regularly. Most of the students think percorn four years ago, there were two to Drew is rude and cold and unapproachable, three times the number of student workers. He but they have found he can be very patient. went on to say more students made the work Additionally, many students don't believe fun and the operation ran more efficiently. Drew is knowledgeable about food service Shaun explained it is hard for the students operations. Molly and Shaun have discovered who have been at Peppercorn for a long time that he is, in fact, an astute person. They because they know how it used to be. attributed his reputation to a lack of accessi- Molly agreed with Shaun, saying students bility, noting that Drew is generally more would work at Peppercorn because it had a accessible to the full-time and temporary reputation for being social. "To attract student workers than to the students. workers." Molly said. "Peppercorn must Lynn further inquired about the students' reac- become special, more conducive to meeting tions to the forthcoming management changes. students' needs. In the early days, students Molly replied, "Since most of the students were proud to be Peppies and looked forward don't work closely with Drew, we really can't to seeing their co-workers. She proceeded to foresee the change having much of an effect on say they have to treat students well because them. Most students don't have any precon- they can't risk alienating anyone. They can't ceived ideas about the new management." afford to fire students or give them too many Shaun disagreed with Molly stating "It's going warnings. to be hard for a new manager to come in mid- Erica asked the students to comment on work- year. The transition will cause problems since the ing with the temporary workers. Shaun said, new manager won't have the experience. I think "The temp-student relationship is not great. that the new manager should change things special dining programs, which are always at saying he thought she should have the oppor- dinnertime. The whole time that Molly spoke tunity to taste Peppercorn's good food. As with us, she was really cunt and acted like she Lynn was finishing the soup, she saw two was annoyed. We don't even have a student students walk through the kitchen carrying rep to complain to anymore. At least Molly is tacos. They proceeded to the loading dock and leaving at the end of the school year. began to eat their meal. Lynn, wanting some Sarah said that although she is not very happy fresh air, went out to the dock and began to working at Peppercorn, she does not want to converse with the students. quit. She has loyalty to both her fellow workers The students told Lynn they had worked at and to the unit. Sarah said she would definitely Peppercorn for three years. One of the stu- quit if some of her friends, who are also supervi- dents said. "Peppercorn used to be a better sors at Peppercorn, stopped working at the unit place to work. We used to have more students Roger thanked Sarah for talking with him and working here. The unit always used to be wished her luck in the future. As he walked cheerful, and they used to buy beer and have up the stairs to the service area, Roger made a parties on Friday nights." mental note to talk to his partners about Lynn asked what had caused the situation to information flow and to further discuss coali- change and the second student replied, "Drew tions within the unit. is much tighter about things. The manage While Roger had been observing service, Lynn, ment is only concerned about customers and who arrived at 12:30, had entered the unit not about workers. When I first started work- from the loading dock. Hoping the workers ing here, we had to mop the floor, but there would be less self-conscious if she was unde. Then they didn't make us mop any more. were a lot of students so it was more fun. almost an hour. During that time, Lynn noticed Now we have to mop again, but there is not the steam kettles were draining, and much like as much camaraderie among the workers." the previous day, the kitchen workers appeared The worker continued, "What makes the situ- unhurried but attentive to their tasks. The ation worse is that we can't even mop properly manner in which they worked seemed highly because we are always short of supplies. We professional and reflective of the long years haven't had any bleach for a week." the employees had worked together. Doug came out to the loading dock and said he When Doug finally noticed Lynn, he greeted was going on break. He wanted the students to her warmly and began to chat with her. As come inside so he could give them instructions Doug and Lynn were talking, a man who before he left. Doug told the students that Doug said was a short-order cook walked because there was not much work to be done through the kitchen. He stopped and stared at they could work at a slow pace or even sweep Lynn for a moment and then asked, "Are you the floor so they could work their full shift. with the health department or the union?" Lynn followed Doug and the students back into Lynn introduced herself and explained the the kitchen. Bob and Robert were finishing the nature of her project. The man stared at her lunch deanup, and Chris was looking at the again briefly and then walked away. dinner menu while eating a snack. When Chris Doug excused himself and Lynn, left to her saw Lynn standing alone, he approached her thoughts, wondered if the man had accurately and immediately began to tell her about his stated the paranoia she had perceived in Doug work experiences and views of Peppercorn. the previous day. Doug returned a few minutes Chris told Lynn he likes working at Peppercorn. later with a cup of soup and offered it to Lynn. In the same breath, he said he had recently seen ads for positions at a hotel and plans on As Lynn was wondering about Drew's com- applying for jobs. Chris said, I think the food ment on being a participatory manager, Erica service industry is hard. We're always work- entered the kitchen and came over to tell her ing when other people are off, and it's hard to she was able to gather some information from get good financial compensation." the main office. Lynn thanked Chris for Chris went on to explain that the manage-speaking with her, and she and Erica went ment at Peppercorn does not give the kitchen into the service area to find Roger. Roger was staff feedback. He believes this is because man- chatting with some customers near the salad agement does not eat at Peppercorn often. Hebar. When he saw his partners approaching. also said the management is very cost oriented he concluded his conversation. and won't bring in the best quality products. The consultants each purchased a beverage Chris went on to state: and on their way to the dining room, Roger told his partners that customers generally Dining used to pay for us to attend profes- had a favorable impression of Peppercorn. sional culinary classes. Now they don't want They like the food but thought the service to spend the money, so they present lectures was too slow. The only other comment the by campus chefs. It doesn't accomplish much since we are usually taught things that we customers made was that the dining areas already know how to make or things that were too warm. Erica added that when she are not within the budget constraints. It had worked at Peppercorn there were rarely doesn't make sense that they are willing to any complaints about the food, but they shell out bucks for things like unit specials constantly received negative feedback about and management classes and not spend any the heat money on us. After the consultants were seated, Roger asked It's hard to get new recipes on the menu. I've Erica what she was able to discover about the tried, but I'm usually met with resistance. I structure of the All-American Dining organi- guess that in large quantities they can't afford mistakes. Once they let us try to test zation. Erica showed her partners copies of the organizational chart, mission statement market a new recipe by putting out small chaffing dishes in the meal plan dining room (Exhibit), and goals and objectives (Exhibit 6). and then asking students for comments on Erica went on to describe a few of the things the product. It worked out fairly well and she had discovered that day. For example, we've used the recipe several times. menu and staffing changes had to be approved [Exhibit 51 Mission The mission of All-American Dining is to meet the nutritional, social, aesthetic, and economic needs of the university community with varied and innovative dining services. By meeting these needs we: Exert a strong and positive influence on community life. Provide educational opportunities for students, staff , and faculty Create a living environment that will help maintain All-American's position as an outstanding center of leaming. The challenge is to accomplish all this within the framework of the enterprise concept. {Exhibit 6] Goals and Objectives The goals of All-American 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 All-American community with a nutritious, economical, and quality dining program. The objectives are to: Provide high-quality 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 cost-effective 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 department's 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 ever-changing 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. III. 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 [Exhibit 61 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 account- ing and reporting systems that facilitate effective planning, decision making, and accountability. The objectives are to: Be financially self-sufficient. Encourage financial responsibility by 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 cost-benefit analyses of potential programs and products. Cut costs with a comprehensive energy conservation program. Use resources in a reasonable manner. Evaluate short-term possibilities with long-range perspective. V. Contribution to the University Mission. Dining's 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 Dining's 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 problem-solving techniques to others in the industry. [Exhibit 71 All American Divning and Peppercorn Dining Personnel Chart (partial) 8 yrs. 28 yrs. 11 yrs. 10 yrs. 3 yrs. 10 yrs. 36 X X X X X 35 Part- Full time Name Job Title Education Seniority Age time Student Management Peppercorn Drew Manager A.S. 37 X Restaurant Bob Day chef 48 Robert Day cook Navy cook 44 Doug Night chef Navy cook Chris Night cook 31 Carrie Server 28 Larry Supervisor A.S.-Mgmt. 1 mo. 32 X John Receiving Bonnie Cashier 28 Molly Coordinator Senior A&S 21 Shaun Senior-E.E. 21 manager Sarah Supervisor Senior- 21 Gov't. All-American Dining Nancy Director A.S. 41 Restaurant Stan Asst. B.S.-Hotel 32 director Larry Supervisor A.S.-Mgmt. 32 Eric Vending B.A.- 34 manager English XX 11 yrs. 2 yrs. 4 yrs. 4 yrs. H.R. 4 yrs. 12 yrs. X X 9 yrs. 6 yrs. 8 yrs. XX As Lynn and Erica began to engage in an Temps are under the student supervisors intense discussion about the future of Pepper- authority, but it doesn't really work that way. corn dining, Roger, in true form, looked at Temps are less efficient than students, but they his watch and stated, "Well, not only do we are needed to fill the vacant positions. They have a contract, we also have a dinner are probably not as efficient because they have engagement in 20 minutes. Let's get some less loyalty to Peppercorn than the students." fresh air before we meet with the students!" Molly interjected, "This year, no students and The partners began laughing and recogniz- temps work in the same areas except for ing the sanity of Roger's comment, decided a emergencies. Temps are trained by the profes- break was in order sional management but are supervised by students. Last year, it was unclear who was in Dinner with Student Managers charge of the temps. This year it is better. After freshening up, the trio returned to Most things are written in manuals. Peppercorn to meet the students for dinner. "The regular and temporary workers don't Molly, the student coordinator, and Shaun, the talk much to the students," continued Molly. student personnel manager, were waiting for "Temps and full-timers think students are the consultants at Peppercorn's main entrance. stupid they have an attitude toward students. The five of them went through the cafeteria It's hard for the students to get cooperation line and then entered the dining room, where and respect from the temps." they found a quiet table to have their dinner. Lynn asked the students about their relation- Shaun seemed to know why the consultants ships with Drew. Shaun and Molly explained had asked them to dinner and began to tell that while most students don't interact with them about his tenure at Peppercorn. Shaun Drew frequently, they, as supervisors, meet explained that when he had started at Pep- with him regularly. Most of the students think percorn four years ago, there were two to Drew is rude and cold and unapproachable, three times the number of student workers. He but they have found he can be very patient. went on to say more students made the work Additionally, many students don't believe fun and the operation ran more efficiently. Drew is knowledgeable about food service Shaun explained it is hard for the students operations. Molly and Shaun have discovered who have been at Peppercorn for a long time that he is, in fact, an astute person. They because they know how it used to be. attributed his reputation to a lack of accessi- Molly agreed with Shaun, saying students bility, noting that Drew is generally more would work at Peppercorn because it had a accessible to the full-time and temporary reputation for being social. "To attract student workers than to the students. workers, Molly said. "Peppercorn must Lynn further inquired about the students' reac- become special, more conducive to meeting tions to the forthcoming management changes. students' needs. In the early days, students Molly replied, "Since most of the students were proud to be Peppies and looked forward don't work closely with Drew, we really can't to seeing their co-workers. She proceeded to foresee the change having much of an effect on say they have to treat students well because them. Most students don't have any precon- they can't risk alienating anyone. They can't ceived ideas about the new management." afford to fire students or give them too many Shaun disagreed with Molly stating "It's going warnings to be hard for a new manager to come in mid- Erica asked the students to comment on work- year. The transition will cause problems since the ing with the temporary workers. Shaun said, new manager won't have the experience. I think "The temp-student relationship is not great. that the new manager should change things