FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION

PHASE THREE REPORT TO CLIENT

Submitted in partial fulfillment of the requirements for Major in Instructional Systems

Meizhen Chen, Kathryn Coombs, Gwynn Grandy, Roderick Prescod, Hyoung Seok Shin EME 6691 Performance System Analysis Dr. James Klein, Professor Spring 2013 April 26, 2013

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TABLE OF CONTENTS
Executive Summary ........................................................................................................................ 1 Purpose............................................................................................................................................ 2 Data Collection Methods ................................................................................................................ 3 Interviews .................................................................................................................................... 3 Focus Groups ............................................................................................................................... 3 Surveys ........................................................................................................................................ 4 Findings........................................................................................................................................... 4 Managers and Instructors............................................................................................................. 4 General Workers and Stewards ................................................................................................... 6 Implications and Recommendations ............................................................................................... 8 References ..................................................................................................................................... 10 Appendix A Interview Questions for Managers ........................................................................ 11 Appendix B Focus Group Questions ......................................................................................... 13 Appendix C General Worker Survey Results ............................................................................ 14

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EXECUTIVE SUMMARY
An international team of five Florida State University graduate students in the Instructional Systems program conducted this study of a performance gap of General Workers in the food and beverage department at the Barbados Community College Hospitality Institutes PomMarine Hotel at the request of the Director of the Hospitality Institute. The Director wanted to develop strategies to improve the integration of the General Workers into the workforce by increasing the support they provide to the instructors and students by 20%, which would ideally lead to better student outcomes and smoother food and beverage operations. The team developed a project plan that included a review of relevant documents provided by the Hospitality Institute, interviews with the Operations and Food and Beverage Managers, Focus Groups with the service and kitchen instructors, and surveys of the General Workers. The team developed questions for each group based on feedback from the previous group(s). From the data, the team identified several causes of the performance problem. First, the job descriptions for the General Workers and Stewards did not include tasks for assisting the instructors or interacting with the students. Second, the responsibilities of this group of General Workers are much greater than that normally expected of a General Worker within Barbados Community College. Third, a lack of rewards and incentives hinders the motivation of the General Workers to perform tasks beyond those listed in their job descriptions. Finally, a lack of upward mobility for the workers affected motivation of workers to excel. From this list of causes, the team developed eight recommendations for changes to improve the performance of the General Workers and Stewards. These recommendations include: 1. 2. 3. 4. 5. updating the job descriptions improving communications between management and the workers clearly identifying student and worker responsibilities implementing a reward system providing opportunities for workers to gain experience in instructing students with appropriate support and mentoring 6. upgrading the positions to reflect the additional responsibilities the workers perform 7. implement an informal monthly meeting between the Director and the workers. 8. ensure staffing levels are sufficient for the workload The Director has the discretion to choose which recommendation(s) to accept.

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PURPOSE
This project was undertaken at the request of the Director of the Hospitality Institute at Barbados Community College to develop strategies to improve the integration of the General Workers into the workforce, to increase the support they provide to the instructors and students by 20% over their current level of support, which would ideally lead to better student outcomes and smoother restaurant operations. In the conference with the Director of the Hospitality Institute, the team identified two possible performance problems with the General Workers. One performance problem involved the lack of support of the instructors and students by the General Works. The second problem involved a lack of upward mobility for the General Workers. While the two problems identified may be related, due to the limited time available for this project, the team decided to focus on the lack of support for the instructors and students. After checking with the Director of the Hospitality Institute, the team and client agreed that the problem to be studied is that the General Workers are unsure of their function in the institutional environment, leading to suboptimal engagement with students, complaints by the General Workers when they do engage with students, and generally insufficient support for the instructors. Anecdotally, the Director noted that some General Workers complained that they were overly engaged with teaching the students rather than supporting the instructors. The Director perceives this as a problem because it is affecting the instructors abilities to supervise the training of the students in the dining room and kitchen of the full service commercial restaurants. Instead, the instructors are overworked trying to teach restaurant/kitchen operations to up to twenty students at a time while also working as a chef (in the kitchen) or restaurant supervisor (in the dining room) and supervising the General Workers.

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DATA COLLECTION METHODS

INTERVIEWS
Three of the team members using a structured interview format conducted individual interviews with the Operations Manager and the Food and Beverage Manager using Skype on March 12, 2013. Each interview began with an explanation of the purpose of the interview, an overview of the performance problem being studied, a promise that the identity of the responses would be confidential and a request for permission to record the interview. The team received permission from the interviewees to audio record the interviews to allow for clarification of any questions when the notes were transcribed. Each team member alternated asking the predetermined questions and all team members took notes. At the conclusion of each interview, the team thanked the interviewee and reiterated that their answers would be kept confidential. Each interview lasted approximately 30 minutes. The interview questions can be found in Appendix A. The purpose of interviewing the managers individually was to acquire the unique perspective of each manager regarding the role of the General Workers. The questions for both managers were the same. It also served as a discussion guide and evolved slightly with follow-up questions that allow participants to provide more insight, and to express their personal experience.

FOCUS GROUPS
The team conducted two structured format focus group one with the restaurant instructors and the other with the chef instructors using a Skype on March 26, 2013. Questions for the focus groups were formulated based on the interviews with the instructors. Each focus group consisted of three instructors and began with an explanation of the purpose of the focus group, an overview of the performance problem being studied, a promise that the identity of the responses would be confidential and a request for permission to record the interview. The team received permission from the members of each focus group to audio record their answers to allow for clarification of any questions when the notes were transcribed. Each team member alternated asking the predetermined questions and all team members took notes. At the conclusion of each focus group, the team thanked the instructors and reiterated that their answers would be kept confidential. Each focus group lasted approximately one hour. The focus group questions can be found in Appendix B. During each focus group the team used probing techniques to allow participants to provide additional insights and specific examples. During each focus group all participants were encouraged to share and detail their honest responses in an open manner. When opinion leaders appeared to begin dominating the discussions, the team encouraged the other members of the

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group to share their opinions. Overall, each participant had an equal opportunity to express his or her opinions.

SURVEYS
The team developed a fourteen-question online survey for the PomMarine Hotel kitchen and dining room General Workers and Stewards using the Florida State University survey software Qualtrics based on the information gathered during the interviews and focus groups. The survey contained multiple choice, multiple answer, matrix table, slider and free response questions and was divided into four sections: Basic Personal Information; Job Description; Job Performance during Class Periods at PomMarine Hotel; and Rewards, Incentives and Discipline. Because the team did not know the level of technology competence of the General Workers and Stewards or their familiarity with taking online surveys, they created a script for the proctor overseeing administration of the survey at one of the computer labs at the Hospitality Institute in Barbados. The script was e-mailed to the Director of the Hospitality Institute to be forwarded to the proctor. The script included a You Tube video (https://www.youtube.com/watch?v=9m_9G-mlVR8 ) to explain to the survey respondents the purpose of the survey; a demonstration of how to complete the survey; an assurance that survey results would be kept confidential and anonymous; and a thank you from the team. The e-mail also included a link to be used to open the survey. Six General Workers and Stewards completed the survey April 18-19, 2013. The complete survey results can be found in Appendix C.

FINDINGS
MANAGERS AND INSTRUCTORS
The managers and instructors agreed that the General Workers are vital to the operation of the restaurants at the PomMarine Hotel. The students are only present during the academic semesters while the hotel and its restaurants are open to the public year round. When the students are not present, the General Workers perform all support functions in the kitchens and dining rooms. When the students are present, the General Workers work under the supervision of the instructors, support the instructors, assist and observe the students, and work independently in various production positions. While they do not teach the students, they may demonstrate skills for the students and they observe the students to ensure they are performing skills to PomMarine standards. From the interviews and focus groups, the following list of duties of the General Workers was developed: 1. Ensuring guests are promptly served 2. Acting as Commis Chefs1
1

A Commis Chef is an assistant to a Station or Line Chef. The Commis Chef works under the Station or Line Chef to learn the stations responsibilities and operations (Wikipedia, 2013).

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3. Assisting the instructors and students in kitchen production 4. Mis-en-place for any tasks or shifts2 5. Kitchen area cleaning and garbage removal The instructors specified the tasks that involved assisting the chef or students mostly were the mise-en-place, helping certain student-groups speed up their pace of tasks with the class, or leading students on the line for cafeteria service3. It was difficult for the instructors to estimate the amount of time the General Workers spent assisting the instructors and students because the amount of time varied throughout the year. When the students were not present (students are not present during school breaks) the General Workers spent more of their time on production to keep the full-service restaurants in operation. When the students are present, the amount of support depends on the stage of training for the students earlier in the term, the instructor and students required more assistance than later in the term when the students are more experienced. In general, the instructors estimated that the General Workers spent 40-50% of their time assisting the instructors and 10% of their time assisting students. The managers and instructors also agreed that for most of the General Workers collaborate quite successfully with the instructors and students. There is some concern that not every instructor spends enough time providing professional development for the General Workers. In addition, there has been one unofficial complaint from a General Worker that the individual was overly involved with teaching students; however, the managers considered this an isolated incident and not credible because the instructors jobs involve more than just teaching skills in the kitchen. Overall, there was consensus that collaboration problems between the instructors, students, and General Workers were generally due to poor interpersonal skills on the part of a small number of the General Workers and not on a lack of culinary abilities. The instructors felt they were well equipped to deal with any collaboration issues with the General Workers. The managers and instructors noted that there are limited incentives for the General Workers to take on additional responsibilities. It was noted that expectations for General Workers, as an entry-level position, were higher in the Hospitality Institute than in other departments within Barbados Community College. Further, as a government entity there is no reward system in place within the Hospitality Institute or the Barbados Community College at large. Management at the Institute considers the opportunity for General Workers to attend classes for little or no fee as the only incentive for good work. In addition, there are limited opportunities for General Workers to advance within the Hospitality Institute. Those wishing to advance often have to leave the Hospitality Institute for one of the other restaurants on the island or to open their own
2

Mise-en-place is a term in the restaurant industry used to describe stocking of ingredients that the cooks will need to prepare meals for the shift (Wikipedia, 2013). 3 Cafeteria service is food service provided to the hotel employees.

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business. Therefore, there are very little reasons for General Workers to take on additional responsibilities.

GENERAL WORKERS AND STEWARDS

According to the survey results, the General Workers and Stewards at the PomMarine Hotel restaurants are all middle aged, have some education beyond secondary school, and have worked at the PomMarine for more than five years. They were evenly divided between food production General Workers, food service General Workers, and Stewards4. All agreed that they had received a copy of their job description either when hired or during on-the-job training. On the job, most General Workers and Stewards understand their role/function in the workplace and understanding their job responsibilities helps them improve their performance. However, a minority also noted that their job description was not clear and that it did not match the tasked performed. For the most part, the workers acknowledged performing the tasks delineated in their job descriptions when students were present (see table 1). The most common task they reported performing was assisting in maintaining the cleanliness and tidiness of the production and service areas. Interestingly, only 50% reported preparing, cooking and serving food and beverage offerings for all meal periods. Answer Assist in maintaining the Institutes properties and buildings Assist in maintaining the general cleanliness and tidiness of production and food service Ensuring the security of food and beverage stock/inventory Ensure guests orders are promptly served for all meal periods Prepares, cooks, and serves food and beverage offerings for all meal periods Prepares and fixes equipment needed for daily services or operations Maintains guests comfort and satisfaction throughout the dining experience Response (%) 50% 83% 67% 67% 50% 67% 67%

According to the Steward job description, Stewards are primarily responsible for the cleanliness and tidiness of the kitchens and dining rooms. They clean equipment, clean production and service areas, and dispose of trash (Steward Job Description, n.d.).

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Overall, the General Workers and Stewards responded that they performed their duties well. The table below shows the mean for each item from a five-point Likert scale5. Answer I have access to the necessary resources, tools and equipment to do my job I always follow the instructors guidance when assisting students The instructor always finds my assistance helpful I actively interact with students The students always find my assistance useful I can always accomplish the daily duties in addition to supporting the instructor Overall, I am productive Mean 3.50 4.33 4.00 4.50 4.50 4.50 4.83

The workers identified a number of barriers that decrease their performance. While the General Workers and Stewards self-reported in the survey that they were productive and supported the instructors, they identified three primary barriers to their performance. These barriers are additional tasks assigned by the instructors, a limited length of time to balance the daily duties and the instructor assistance, and the increasing number of students who need assistance. When conducting the survey, the team learned that a number of General Workers and Stewards had resigned over the last few months and several others were out on medical leave. This has left the work force critically understaffed. Finally, the workers agree that rewards, incentives and recognition are important motivators to improving performance; however, 83% did not agree that the PomMarine rewards hard work or provides opportunities for advancement. One hundred percent agreed or strongly agreed that professional development is a good reward to improve performance. Eighty-three percent agreed or strongly agreed that the current discipline system is effective for regulating undesirable behavior.

In the Likert scale Strongly Disagree=1, Disagree=2, Neutral=3, Agree=4 and Strongly Agree=5.

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IMPLICATIONS AND RECOMMENDATIONS

After a review of the job descriptions, interviews with the managers, focus groups with the instructors, and surveys of the General Workers and Stewards, the team concluded that the General Workers and Stewards are generally performing the tasks listed in their job descriptions to the satisfaction of the managers and instructors. However, only performing the tasks listed on their job description may not match the expectations of the Director. While some of the workers are not clear about the tasks listed in their job descriptions, they reported that they understand their roles and functions within the organization and are confident that they can perform their duties. Some of the confusion about the job description may be because most have not seen it since they were hired. The team discovered that the workers are performing two additional duties that are not in their written job description. 1. Providing support to the instructors 2. Engaging with the students The General Workers, managers, instructors and the Director agree these duties are part of the General Workers job description, the groups only differ on the amount of time they expect the General workers to perform the tasks. The greatest challenge to General Worker and Steward performance is the amount of time they have to balance their duties as defined in their job descriptions with additional tasks assigned by the instructors. This appears to be at least partially due to a shortage of staff after the loss of ten workers over the past nine months. While the small respondent population makes it difficult to generalize, the survey suggests that the General Workers and Stewards feel that that PomMarine does not sufficiently reward hard work. This correlates with interview data from managers who seem ambivalent about whether workers would all be motivated by opportunities to take professional development courses. Otherwise, limited rewards, incentives or opportunities for promotion also hinder their motivation when faced with additional duties beyond those in their job descriptions. To improve the performance of the General Workers, the team makes the following recommendations. These recommendations may be implemented separately or in combination.

To address the differing expectations in job duties: 1. If the strategic goal for the Hospitality Institute includes an increased role for the General Workers and Stewards assisting the students a larger percentage of the time to reduce the workload on the instructors, consider updating the job descriptions. For this change to take place, it is important to clearly communicate the change to the staff (managers, 8

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instructors, and General Workers), and update the annual evaluation form to include a guided rubric to reflect the change. 2. Ensure messages regarding duties and task from all levels of management are consistent and documented. 3. Provide a time-based chart of sliding responsibilities for the students and General Workers to clarify roles and responsibilities for each group.

To address issues of motivation: 4. Consider implementing a systematic reward system. Some suggestions include an employee of the month program, small monetary awards, or additional paid time off. 5. Consider upgrading the formal categorization of General Worker positions to reflect the expectations and responsibilities of the positions at the PomMarine hotel, which may differ from other General Worker positions at the BBC Hospitality Institute. 6. Consider providing workers with instructor potential and desire with opportunities to assist instructors and act as proctors with a mentor and coach. 7. Consider implementing an informal monthly lunch meeting between the Director and General Workers to foster a closer relationship between the workers and the Director. 8. Ensure staffing levels are sufficient to cover duties without placing undue burden on other staff when staff members are on sick or vacation leave.

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REFERENCES
Chef (2013). Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Chef. Mise en place (2013). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Mise_en_place. Steward job description (n.d.). Barbados Community College.

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APPENDIX A INTERVIEW QUESTIONS FOR MANAGERS

Section 1: Vision 1. 2. 3. 4. What is the overall vision of the Operations division? What is the overall vision of the Academic division? Is the collaboration of two divisions important to the success of both visions? What is the vision for the position you currently hold?

Section 2: Processes 5. Can you describe the processes you currently use to facilitate your assigned tasks in the corresponding section? 6. How do two sections collaborate and support each other? 7. Are there processes currently in place to facilitate effective collaboration with each other? Section 3: Performance Capacity 8. What tasks and collaborations do you find most difficult to deal with and overcome? 9. What tasks/processes do you find the easiest to complete? Section 5: Expectation 10. What is expected of you in the operation/academic process? Who oversees these expectations? 11. In terms of job responsibilities, what expectation do you have of instructors and general workers? 12. How the instructors and general workers should do to reach your expectation? 13. What is the actual performance in operation/ academic process? Did it meet your expectation? 14. In the capacity of instruction development, what expectations do you have of instructors/general workers? Section 6: Feedback 15. What feedback do you receive from the instructors/general workers concerning their work? 16. What feedback do you receive from the supervisors concerning your work? 17. Did you know any complain from the general workers? What were they? Are they still existing? 18. What suggestion/solutions do you provide to address their concerns? 19. What sources can support your suggestions/ solutions? ( policy? Individual experience? Or higher level management, executives?) 20. Do you consider your suggestion/solutions feasible and efficient to solve the problem? Did they turn out workable? 11

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21. What is the employees attitude and actions to your feedback? Section 7: Rewards and Recognition 22. How important do you feel successful food production/service is to the success of BCC? 23. What is the policy of rewards/punishment to the employees? 24. What recognition do you offer to the employees for their expected performances? Should there be more? 25. Are there opportunities for promotion for general workers? 26. How often? For what percentage of the workers? 27. What kinds of opportunities? What counts as promotion? Section 8: Incentives 28. What is the policy of incentives to the employees? 29. What incentives are there for timely and thorough contribution to food production and service? 30. What incentives exist for participate in instructional support?

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APPENDIX B FOCUS GROUP QUESTIONS

Section 1: Processes 1. What tasks do the GWs perform during the class? Are these the tasks they should be performing? 2. How do the general workers fit into the work flow of the restaurant? 3. What percentage of the time do the GWs spend assisting students? 4. How much time the GWs spend assisting the instructors and/or performing work. 5. What percentage of the time should GWs spend assisting students? 6. What kinds of tasks should General workers perform to provide support for instructors? 7. How is their performance monitored / tracked reinforced? Section 2: Performance Capacity 8. What barriers to successful collaboration do you encounter? Section 3: Knowledge and Skills 9. What knowledge/skills do general workers need in order to be able to assist / support you with tasks? 10. Do General workers have these skills and knowledge? Section 4: Feedback 11. What feedback do you give to general workers concerning their work? Section 5: Rewards and Recognition 12. What recognition or incentives do general workers receive? (For which activities?) (Should there be more? ) 13. What kinds of opportunities for promotion are there for general workers? (If necessary, probe for specifics on which roles or job titles count as promotion) 14. Is there anything else we should know about your job or the General Workers? Additional Questions 15. How often do promotions occur? For what percentage of the workers? 16. What incentives exist for participating in instructional support? Section 6: Resources and Tools 17. Do you have all the tools you need to do your job? (Probing: If not, what would help you do your job better?) 18. On a daily or weekly basis, do you encounter any barriers to your success? (Define success) 19. Which barriers are the most problematic?

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APPENDIX C GENERAL WORKER SURVEY RESULTS

Filter By: Report Subgroup

1. Age
# 1 2 3 4 5 Answer 19 or under 20-25 26-30 31-40 41 or above Total Response 0 0 0 1 5 6 % 0% 0% 0% 17% 83% 100%

Statistic Min Value Max Value Mean Variance Standard Deviation Total Responses

Value 4 5 4.83 0.17 0.41 6

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2. Education
# 1 Answer Secondary School Community College/ Polytechnic Diploma (Certificate) Associate Degree Total Response 0 % 0%

83%

1 6

17% 100%

Statistic Min Value Max Value Mean Variance Standard Deviation Total Responses

Value 2 3 2.17 0.17 0.41 6

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3. Length of employment at the PomMarine Hotel of the Hospitality Institute at Barbados Community College
# 1 2 3 4 Answer Less than 1 year 1 to 2 years 3 to 5 years More than 5 years Total Response 0 0 0 6 6 % 0% 0% 0% 100% 100%

Statistic Min Value Max Value Mean Variance Standard Deviation Total Responses

Value 4 4 4.00 0.00 0.00 6

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4. Occupation category
# 1 2 3 4 Answer Food Production in Kitchen Steward in Kitchen Food Service in Dining Room Other, please specify Total Response 2 2 2 0 6 % 33% 33% 33% 0% 100%

Other, please specify

Statistic Min Value Max Value Mean Variance Standard Deviation Total Responses

Value 1 3 2.00 0.80 0.89 6

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5. The main tasks I perform on the job when students are present in the production areas include: (Click on a box to choose one or more than one answers.)
# Answer Assist in maintaining the maintenance of the Institute's properties and buildings. Assist in maintaining the general cleanliness and tidiness of production and food service. Ensure the security of food and beverage stock/inventory. Ensure guests' orders are promptly served for all meal periods. Prepares, cooks and serves food and beverage offerings for all meal periods. Prepares and fixes equipment needed for daily services or operations. Maintains guests' comfort and satisfaction throughout the dining Response %

50%

83%

67%

67%

50%

67%

67%

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experiences.

Statistic Min Value Max Value Total Responses

Value 1 7 6

6. My job description was provided to me (Click on a box to choose one or more than one answers.)
# 1 2 3 4 5 6 Answer During the hiring process During orientation During on the job training In the employee manual During formal training Other, please specify Response 4 0 2 0 0 0 % 67% 0% 33% 0% 0% 0%

Other, please specify

Statistic Min Value Max Value Total Responses

Value 1 3 6

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7. Appraise my understanding of the job description (Clic...

# Question The duties in the job description are all clear The job description matches the tasks I perform. I understand my role/function in the workplace Understanding the job responsibilities helps improve my performance Strongly Disagree 0 Disagree Neutral Agree Strongly Agree 0 Total Responses 6 Mean

3.17

3.50

4.17

4.00

Statistic

The duties in the job description are all clear 2 4 3.17 0.97 0.98 6

The job description matches the tasks I perform. 2 4 3.50 0.70 0.84 6

I understand my role/function in the workplace 3 5 4.17 0.57 0.75 6

Understanding the job responsibilities helps improve my performance 3 5 4.00 0.40 0.63 6

Min Value Max Value Mean Variance Standard Deviation Total Responses

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8. Describe any tasks of the job description that are in need of clarification. (Type your answer in the box)
Text Response clarification between the staff and the students in terms of cleaning As a General Worker I am required to do all tasked, therefore clarification depends on the task at the time.

Statistic Total Responses

Value 2

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9. For each statement, select the button that best matches your perception of your job performance in each of the statements below.
# Question I have access to the necessary resource, tools and equipment to perform my job I always follow the instructor's guidance when assisting students The instructor always finds my assistance helpful I actively interact with students The students always find my assistance useful I can always accomplish the daily duties in addition to Strongly Disagree Disagree Neutral Agree Strongly Agree Total Responses Mean

3.50

4.33

4.00

4.50

4.50

4.50

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supporting the instructor. 7 Overall, I am productive 0 0 0 1 5 6 4.83

Statistic

I have access to the necessary resource, tools and equipment to perform my job 1 5 3.50 2.30 1.52 6

I always follow the instructor's guidance when assisting students

The instructor always finds my assistance helpful

I actively interact with students

The students always find my assistance useful

I can always accomplish the daily duties in addition to supporting the instructor. 4 5 4.50 0.30 0.55 6

Overall, I am productive

Min Value Max Value Mean Variance Standard Deviation Total Responses

4 5 4.33 0.27 0.52 6

3 5 4.00 0.40 0.63 6

4 5 4.50 0.30 0.55 6

4 5 4.50 0.30 0.55 6

4 5 4.83 0.17 0.41 6

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10. When students are present at the PomMarine Hotel, what percent of your time do you spend on each set of activities or tasks? (Type a number in the box for each statement A-D. You may enter a 0. The numbers must add up to 100.)
# 1 2 3 4 Answer A. General duties B. Assisting the instructor C. Assisting students D. Other Min Value 25.00 5.00 5.00 0.00 Max Value 90.00 50.00 25.00 10.00 Average Value 67.14 17.86 13.57 1.43 Standard Deviation 22.33 15.51 6.27 3.78

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11. The factors that have decreased my performance include (More than one answer can be chosen)
# 1 Answer Unclear guidance from the instructor Additional tasks assigned by the instructor Increasing number of students who need assistance Negative feedback from the instructor to my assistance Limited length of time to balance the daily duties and the instructional assistance Low motivation Other, please specify Response 0 % 0%

67%

50%

33%

67%

6 7

1 0

17% 0%

Other, please specify

Statistic Min Value Max Value Total Responses

Value 2 6 6

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12. Please describe any challenges that have prevented you from assisting an instructor, or any suggestions to improve interaction with the instructor.
Text Response conflicting instructions from instructor and management the need to bring on extra staff for large functions

Statistic Total Responses

Value 2

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13. Evaluate the following statements (Click on a button to choose an answer for each statement)
# Question PomMarine recognizes and rewards hard work. A reward system is as important as a discipline system to optimize performance The current discipline system can effectively regulate undesired behaviors Appropriate recognition and appreciation can engage me to improve my performance I regard professional development training as a good reward There are internal opportunities of promotion available to those who work hard. Strongly Disagree 1 Disagree Neutral Agree Strongly Agree 0 Total Responses 6 Mean

2.50

4.50

4.00

4.17

4.17

2.67

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I regard the available opportunities of promotion as a good reward

3.67

Statistic

PomMari ne recognize s and rewards hard work.

A reward system is as important as a discipline system to optimize performan ce

The current disciplin e system can effective ly regulate undesire d behavior s 3 5 4.00 0.40 0.63

Appropriat e recognitio n and appreciatio n can engage me to improve my performan ce 4 5 4.17 0.17 0.41

I regard profession al developme nt training as a good reward

There are internal opportuniti es of promotion available to those who work hard.

I regard the available opportuniti es of promotion as a good reward

Min Value Max Value Mean Variance Standard Deviatio n Total Respons es

1 4 2.50 1.10 1.05

4 5 4.50 0.30 0.55

4 5 4.17 0.17 0.41

1 4 2.67 1.47 1.21

2 5 3.67 1.07 1.03

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14. Please provide any suggestions regarding appropriate engagement of the support staff during the class period. (Type your answer in the blank)
Text Response

Statistic Total Responses

Value 0

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