Staff Training and Motivation at McDonalds
Length: 3355 words (9.6 double-spaced pages)
McDonald trains almost 55,000 employees each year. Each year, it also
dedicates over Â£10 million to ongoing employee training, providing
people with valuable skills.
Work experience at McDonald's is a foundation for future
employability, particularly as the UK labour market continues to
evolve. With the increased demand for skilled workers, a job which
offers ongoing training with a leading organisation - is a solid
career investment. People from all walks of life credit a first job at
McDonald's with having equipped them with the ingredients for success.
McDonald's Staff Training Programme is an on-the-job vocational
experience that teaches skills transferable to other industries.
All new hires begin their McDonald's experience with an induction into
the company. Staff trainers work shoulder-to-shoulder with trainees
while they learn the operations skills necessary for running each of
the 11 workstations in each restaurant, from the front counter to the
grill area. All employees-learn to operate state-of-the-art
foodservice equipment, gaining knowledge of McDonald's operational
Step-by-Step manuals and video tapes cover every detail, from how to
make a Big Mac, to how to deliver exceptional service to customers.
Employees also learn how to train and supervise others.
For the first time employed, McDonald's is an important "mentor',
teaching the interpersonal and organisational skills necessary for
functioning effectively on any job. McDonald's business demands
teamwork, discipline and responsibility; McDonald's experience results
in enhanced communications skills as well as greater self-confidence;
and McDonald's stresses "customer care", and attitude which industry
experts recognise as an essential ingredient for business success.
Conducted at regional offices and corporate training centres across
the country, McDonald's Management Development Program (MDP) continues
to develop the potential leaders which the Crew Training Programme has
This is followed by a series of training courses designed to back up
what is learnt in the restaurant and develop management, communication
The Management Training Centre (MTC) is McDonald's premier UK training
facility, providing a variety of business management and restaurant
operations courses to franchise and management employees throughout
the United Kingdom. The UK Management Training Centre currently puts
through approximately 1500 managers annually.
The Management Training Centre runs three courses that give the skills
required by different levels of management, from restaurant shift
management to mid - management.
The Basic Operations Course (BOC) equips trainee management candidates
with the skills to manage their people and run successful restaurant
The Advanced Operations Course (AOC) is predominantly for new
restaurant managers and department heads, It aims to enhance the
candidates leadership and management skills, enabling them to achieve
results in all areas of the business by working through and developing
The Mid-Management Course (MMC) goes into further leadership skills
and management systems, helping these managers to effectively lead and
develop their restaurant managers.
These three core courses are supported by courses and seminars run by
Regional Training Centres. In addition, managers will work through
Management Development Programme (MOP) back at the restaurant.
MDP gives managers at all levels the technical and functional
management skills needed to maintain McDonald's leadership role in the
quick service restaurant industry.
As a Manager Trainee, you are responsible for learning and
understanding McDonald's policies and procedures in order to prepare
for managing shifts in a McDonald's restaurant. The responsibilities
include, but are not limited to:
â€¢ Learning the basics of restaurant operations through on-site
training, area management and floor management.
â€¢ Gaining experience with attaining and maintaining customer
â€¢ Developing an understanding of basic supervision, human relations,
interpersonal communication and follow-up skills.
â€¢ Establishing an Individual Development Plan to help focus on
personal career development objectives.
â€¢ Ensuring that a respectful workplace exists in the restaurant.
From Manager Trainee you will move to the Second Assistant Manager
position where you actually begin to apply the skills you have learned
as a Manager Trainee.
Second Assistant Manager
As a Second Assistant Manager, you are responsible for managing
people, products and equipment to execute outstanding Quality,
Service, Cleanliness and Value (QSC&V) on all assigned shifts. The
responsibilities include, but are not limited to:
â€¢ Developing and training crew employees.
â€¢ Maintaining critical standards for product quality, service speed &
quality, cleanliness & sanitation.
â€¢ Managing shifts and/or areas without supervision
â€¢ Ensuring all safety, sanitation and security procedures are
â€¢ Controlling food components, labour, waste and cash while managing
shifts and or areas.
â€¢ Completing all assigned shift paperwork.
â€¢ Ensuring that a respectful workplace exists in the restaurant.
The next level of restaurant management is the First Assistant
Manager. Here you will explore the business skills involved with
managing a restaurant.
First Assistant Manager
As a First Assistant Manager, you are responsible for assisting the
Restaurant Manager in executing virtually all aspects of the
restaurant operations. The responsibilities include, but are not
â€¢ Demonstrating and reinforcing the leadership behaviours and basic
people standards necessary to gain commitment from crew and other
â€¢ Recruiting, staffing, scheduling and retaining employees.
â€¢ Managing the development and training of crew and shift management
â€¢ Building sales and controlling costs to deliver optimum business
results for all areas of accountability.
â€¢ Maintaining critical standards for product quality, service speed
and quality, cleanliness and sanitation.
â€¢ Controlling assigned profit and loss line items.
â€¢ Ensuring that a respectful workplace exists in the restaurant.
The next level of restaurant management is the Restaurant Manager.
Your performance and available positions will determine the time frame
for progression from First Assistant Manager to Restaurant Manager.
As a Restaurant Manager, you are responsible for the entire operation
of a single McDonald's restaurant, including:
â€¢ Developing and training Assistant Managers.
â€¢ Measuring external customer satisfaction and executing plans to
increase brand loyalty.
â€¢ Implementing and conducting in-restaurant new products and
â€¢ Ensuring execution of all security, food safety and maintenance of
â€¢ Projecting and controlling accurate profit & loss line items.
â€¢ Administering all in-restaurant records and procedures including
benefits, payroll, inventories, security and employee personnel flies.
â€¢ Ensuring that a respectful workplace exists in the restaurant.
Opportunities beyond the Restaurant Manager position are also
available based on interest and performance. These opportunities are
â€¢ Provide leadership, coaching and direction to assigned restaurants.
â€¢ Maximize long-term sales and profit potential of each restaurant.
â€¢ Build a positive business relationship with Restaurant Managers and
Restaurant Leadership Team
â€¢ Conduct training that motivates and improves individual's
performance and contribution to restaurant results.
â€¢ Serve as operations expert and consultant on McDonald's operation
standards, management tools and training systems.
â€¢ Consult to an assigned group of franchisees to optimize sales, QSC,
profit, and people development.
â€¢ Assist with maximizing the business potential for the franchisee
Human Resources Consultant
â€¢ Provide leadership and support to the operations team, regional
staff and franchisees on Recruiting and Staffing Management/Crew
Employees, Employee Relations, Management Development, Diversity
Development, Benefits/Compensation and Management/Crew Retention
Management Programs are also available for personal development, which
will prepare you for each step along the way. These opportunities are
Shift Management Program
When you experience the Shift Management Program, you will receive
instruction through a combination of self-study modules and on-the-job
coaching. You'll also participate in the Basic Shift Management Course
and the Advanced Shift Management Course, which are offered by the
Regional Training Department.
The Shift Management Program assists you in developing and sharpening
management skills in:
â€¢ Area Managements
â€¢ Food Safety
â€¢ Basic People Skills
â€¢ Respectful Workplace
â€¢ Delivering QSC&V
â€¢ Customer Satisfaction and Customer Recovery
â€¢ Shift Management*
â€¢ Coaching and Counselling
â€¢ Valuing Diversity
â€¢ Understanding the Business
* Indicates self-study modules
McDonald's Internal Seminars
Seminars are designed to establish a common foundation of leadership
and management knowledge and skills for McDonald's officers. These
seminars will focus on key business issues identified by senior
management and create a platform for effective implementation of
strategic business initiatives. A team of McDonald's senior management
and external providers lead the seminars sessions. The external
providers are recognized leaders in their area and have extensive
experience consulting with and teaching executives.
Types of Conflict Within the Business
By evaluating a conflict according to the five categories below --
relationship, data, interest, structural and value -- we can begin to
determine the causes of a conflict and design resolution strategies
that will have a higher probability of success.
There are many types of reasons why conflicts may happen between Human
Resources Functions, such as;
Relationship conflicts occur because of the presence of strong
negative emotions, misperceptions or stereotypes, poor communication
or miscommunication, or repetitive negative behaviours. Relationship
problems often fuel disputes and lead to an unnecessary escalating
spiral of destructive conflict. Supporting the safe and balanced
expression of perspectives and emotions for acknowledgment (not
agreement) is one effective approach to managing relational conflict.
Data conflicts occur when people lack information necessary to make
wise decisions, are misinformed, disagree on which data is relevant,
interpret information differently, or have competing assessment
procedures. Some data conflicts may be unnecessary since they are
caused by poor communication between the people in conflict. Other
data conflicts may be genuine incompatibilities associated with data
collection, interpretation or communication. Most data conflicts will
have "data solutions."
Interest conflicts are caused by competition over perceived
incompatible needs. Conflicts of interest result when one or more of
the parties believe that in order to satisfy his or her needs, the
needs and interests of an opponent must be sacrificed. Interest-based
conflict will commonly be expressed in positional terms. A variety of
interests and intentions underlie and motivate positions in
negotiation and must be addressed for maximized resolution.
Interest-based conflicts may occur over substantive issues (such as
money, physical resources, time, etc.); procedural issues (the way the
dispute is to be resolved); and psychological issues (perceptions of
trust, fairness, desire for participation, respect, etc.). For an
interest-based dispute to be resolved, parties must be assisted to
define and express their individual interests so that all of these
interests may be jointly addressed. Interest-based conflict is best
resolved through the maximizing integration of the parties' respective
interests, positive intentions and desired experiential outcomes.
Forces external cause structural conflicts to the people in dispute.
Limited physical resources or authority, geographic constraints
(distance or proximity), time (too little or too much), organizational
changes, and so forth can make structural conflict seem like a crisis.
It can be helpful to assist parties in conflict to appreciate the
external forces and constraints bearing upon them. Structural
conflicts will often have structural solutions. Parties' appreciation
that a conflict has an external source can have the effect of them
coming to jointly address the imposed difficulties.
Value conflicts are caused by perceived or actual incompatible belief
systems. Values are beliefs that people use to give meaning to their
lives. Values explain what is "good" or "bad," "right" or "wrong,"
"just" or "unjust." Differing values need not cause conflict. People
can live together in harmony with different value systems. Value
disputes arise only when people attempt to force one set of values on
others or lay claim to exclusive value systems that do not allow for
divergent beliefs. It is of no use to try to change value and belief
systems during relatively short and strategic mediation interventions.
It can, however, be helpful to support each participant's expression
of their values and beliefs for acknowledgment by the other party.
One functions working hours may be flexible than another functions
working hours, the employees are prone to complain as they want more
flexible working hours as well.
There may conflicts between different functions technology wise in a
sense that one function may get better technology than another
function, e.g. one function within human resources may get the newest
state-of-the-art computers so they will be able to work more
efficiently, as opposed to another function who may have computers
which are 4 or 5 years old so they will not be able to work as
efficiently, so the will complain and the business as a whole will not
work as efficiently.
Placement & Selection
Placement and selection are both important factors to be considered
when assessing conflicts between human resources. This can be caused
by a many number of things such as, if a new employee has been
recruited into the business and as soon as he starts work the business
puts him as a manager, but there has been someone there working with
the business for 20 years and has worked his way up the hierarchy to
become assistant manager to the manager before and was looking to fill
in the place of manager but this new recruit has just filled that
place, the business will expect them to work together, but they will
be conflicts between the two managers.
One-function employees might get paid more for the same job that
another functions employees are doing. This will cause friction
between the functions as pay is a high motivation factor in how
efficiently the staff work.
Training and costs are a major conflict factor as they contribute a
lot to the efficiency of the function, for example if a function has
better training and training facilities they will be able to work more
efficiently. As apposed to a function who has little money to spend on
training and bad training facilities, this will result in poor
training throughout the function and poor efficiently.
Performance management is the systematic process by which an agency
involves its employees, as individuals and members of a group, in
improving organizational effectiveness in the accomplishment of agency
mission and goals.
The revisions made in 1995 to the Government wide performance
appraisal and awards regulations support sound management principles.
Great care was taken to ensure that the requirements those regulations
establish would complement and not conflict with the kinds of
activities and actions practiced in effective organisations as a
matter of course.
In an effective organization, work is planned out in advance. Planning
means setting performance expectations and goals for groups and
individuals to channel their efforts toward achieving organizational
objectives. Getting employees involved in the planning process will
help them understand the goals of the organization, what needs to be
done, why it needs to be done, and how well it should be done.
The regulatory requirements for planning employees' performance
include establishing the elements and standards of their performance
appraisal plans. Performance elements and standards should be
measurable, understandable, verifiable, equitable, and achievable.
Through critical elements, employees are held accountable as
individuals for work assignments or responsibilities. Employee
performance plans should be flexible so that they can be adjusted for
changing program objectives and work requirements. When used
effectively, these plans can be beneficial working documents that are
discussed often, and not merely paperwork that is filed in a drawer
and seen only when ratings of record are required.
In an effective organization, assignments and projects are monitored
continually. Monitoring well means consistently measuring performance
and providing ongoing feedback to employees and work groups on their
progress toward reaching their goals.
Regulatory requirements for monitoring performance include conducting
progress reviews with employees where their performance is compared
against their elements and standards. Ongoing monitoring provides the
opportunity to check how well employees are meeting predetermined
standards and to make changes to unrealistic or problematic standards.
And by monitoring continually, unacceptable performance can be
identified at any time during the appraisal period and assistance
provided to address such performance rather than wait until the end of
the period when summary rating levels are assigned.
In an effective organization, employee developmental needs are
evaluated and addressed. Developing in this instance means increasing
the capacity to perform through training, giving assignments that
introduce new skills or higher levels of responsibility, improving
work processes, or other methods. Providing employees with training
and developmental opportunities encourages good performance,
strengthens job-related skills and competencies, and helps employees
keep up with changes in the workplace, such as the introduction of new
Carrying out the processes of performance management provides an
excellent opportunity to identify developmental needs. During planning
and monitoring of work, deficiencies in performance become evident and
can be addressed. Areas for improving good performance also stand out,
and action can be taken to help successful employees improve even
From time to time, organizations find it useful to summarize employee
performance. This can be helpful for looking at and comparing
performance over time or among various employees. Organizations need
to know who their best performers are.
Within the context of formal performance appraisal requirements,
rating means evaluating employee or group performance against the
elements and standards in an employee's performance plan and assigning
a summary rating of record. The rating of record is assigned according
to procedures included in the organization's appraisal program. It is
based on work performed during an entire appraisal period. The rating
of record has a bearing on various other personnel actions, such as
granting within-grade pay increases and determining additional
retention service credit in a reduction in force, although group
performance may have an impact on an employee's summary rating, a
rating of record is assigned only to an individual, not to a group.
In an effective organization, rewards are used well. Rewarding means
recognizing employees, individually and as members of groups, for
their performance and acknowledging their contributions to the
agency's mission. A basic principle of effective management is that
all behaviour is controlled by its consequences. Those consequences
can and should be both formal and informal and both positive and
Good performance is recognized without waiting for nominations for
formal awards to be solicited. Recognition is an ongoing, natural part
of day-to-day experience. A lot of the actions that reward good
performance - like saying "Thank you" - don't require a specific
regulatory authority. Nonetheless, awards regulations provide a broad
range of forms that more formal rewards can take, such as cash, time
off, and many no monetary items. The regulations also cover a variety
of contributions that can be rewarded, from suggestions to group
Managing Performance Effectively
In effective organizations, managers and employees have been
practicing good performance management naturally all their lives,
executing each key component process well. Goals are set and work is
planned routinely. Progress toward those goals is measured and
employees get feedback. High standards are set, but care is also taken
to develop the skills needed to reach them. Formal and informal
rewards are used to recognize the behaviour and results that
accomplish the mission. All five-component processes working together
and supporting each other achieve natural, effective performance
THEORIES OF MOTIVATION
Writers such as FW Taylor (1856 - 1915) believed workers would be
motivated by obtaining the highest possible wages through working in
the most efficient / productive way. In short, the more money you
offer the worker, the more motivated they will be to work. Taylor,
identified as the Father of Scientific Management, was obsessed with
optimising efficiency and productivity in all areas of life. (Whilst
out walking he would attempt to ascertain the optimum length of stride
required to cover a distance!). His most well known research focused
on scientifically analysing the tasks performed by workers, and it is
through these studies that we can understand Taylor's approach to
motivation of the worker.
Through the scientific study of work Taylor sought to enable the
worker to achieve the maximum level of output, and in return gain the
maximum financial reward for their labour. The best way to pay a
worker according to Taylor was on a performance related basis. In one
study he looked at the work of steel workers, and by identifying the
optimum load of coal per shovel, which would enable the worker to lift
the maximum tonnage each day, the steel works plant reduced its
workforce from 600 to 140. The reward for those workers lucky enough
to keep their jobs - 60% higher wages if they met their scientifically
calculated targets for the week, by following the instructions laid
down by Taylor, on how to do their jobs.
Unfortunately, the way in which Taylor appeared to view the 'worker'
as just a pair of hands, and the job losses, which seemed to follow
him round the companies he advised, labelled Taylor as 'The Enemy of
the Worker'. In truth, F.W.Taylor only sought to enable the worker to
reach their full earning potential, and honestly believed his work was
in the best interests of the worker.
Subsequent motivational theorists have pointed to Taylor's limited
appreciation of the fact that 'workers' are you and me - people,
complex individuals, with heads and hearts - and not just simple pairs
of hands. This said, Taylor's ideas are just as prevalent today as
they were in the early 1900s, consider the current wave of dot.com
start-ups, which offer large share options to their staff, and thus
the potential for huge financial rewards in the future, if they work
hard now. There is no escaping the fact that money is still a central
reason why people work, but is it the key to motivating people.
Abraham.H.Maslow published 'A Theory of Human Motivation' in 1943. In
this work he argued that people are wanting / needing beings. As such
we always want more, and what we want depends on what we already have.
Maslow suggested human needs can be arranged into series of levels, a
hierarchy of importance.