Chapter 7
Discipline
Supervision in the Hospitality Industry
Fourth Edition
(250T or 250)
© 2007, Educational Institute
Competencies for
Discipline
1. Identify common misconceptions about
discipline.
2. Explain the purpose of disciplinary action.
3. Identify the components of a progressive
disciplinary program.
4. Describe the steps supervisors should take when
deciding whether to take disciplinary action.
5. Describe the steps supervisors should take when
managing the disciplinary process.
© 2007, Educational Institute
1
Myths about Discipline
• Discipline is a form of punishment.
• Being the boss means people have to
do what you say.
• If you’re nice to your employees, you
won’t need to discipline them.
• Every disciplinary situation must be
handled in exactly the same way.
© 2007, Educational Institute
2
Purpose of Discipline
• To modify behavior, not to punish
• To close the gap between an employee’s
unacceptable behavior and the required
standard of performance
• To give employees the opportunity to
improve themselves and their behavior
• Supervisor’s role is that of a coach; not
judge, jury, and executioner
© 2007, Educational Institute
3
Progressive Discipline
1. Oral warning—either formal or informal
2. Written warning—copy placed in
employee’s personnel file
3. Suspension—usually without pay
4. Discharge
© 2007, Educational Institute
4
Discharge Decision Checklist
• Did the employee know what was expected?
• Were the rules clearly and fairly
communicated to the employee?
• Did management explain why the rules were
important?
• Were the rules that were broken reasonable
and important to the organization?
© 2007, Educational Institute
(continued)
5
Discharge Decision Checklist
(continued)
• Is the evidence for the discharge substantial
and reliable?
• Is the discipline equal to the seriousness of the
offense?
• Did management make a sincere effort to
identify poor performance and to correct
behavior or actions?
• Is the disciplinary action taken for breaking
this rule applied consistently to all employees?
© 2007, Educational Institute
6
When to Discipline?
Evaluate situations:
• Is the situation important enough to spend
valuable time to correct?
• Did factors beyond the employee’s control
cause the problem?
• Did the employee know better?
© 2007, Educational Institute
7
Unacceptable Behavior
• That which results from a purposeful decision
made by the employee (such as stealing,
willful damage to equipment, or lying)
• That which is beyond the employee’s control
(due to lack of training, improper tools, poor
supervision, or other conditions)
© 2007, Educational Institute
8
Gather Facts
•
•
•
•
Did the employee knowingly break the rule?
What were the consequences of the behavior?
What is the employee’s disciplinary record?
Is a temporary personal problem contributing
to the discipline problem?
• Is the incorrect behavior or rule violation
entirely the employee’s fault?
• Have you overlooked the behavior in the past,
both in this employee and in others?
© 2007, Educational Institute
9
Explore Possible Causes
•
•
•
•
Who is involved?
What rules were violated?
Is there a pattern?
Is the problem related to any specific time
or shift?
• Is the problem related to any particular
time of year? Holidays?
• How long has the problem existed? When
did it start?
© 2007, Educational Institute
(continued)
10
Explore Possible Causes
(continued)
• Where is the problem occurring?
• Have any changes occurred that could have
caused the problem?
• Are there other symptoms of this problem?
• How does the employee’s record compare
with that of others?
• Were the rules posted, published, or
otherwise known to the employee?
© 2007, Educational Institute
11
Managing the Disciplinary Process
1. Define the performance gap
2. Identify the cause of the problem
3. Agree on a solution
4. State the disciplinary action
5. Set a follow-up date
6. End on a positive note
© 2007, Educational Institute
12
Define the Performance Gap
• Describe the unacceptable behavior
• Specify the performance standard—
the acceptable behavior
• Restate relevant policies
• Summarize previous discussions
• Avoid general statements
• Don’t threaten, argue, or display anger
• Explain how you feel
© 2007, Educational Institute
13
Identify the Cause of the Problem
• Ask why the unacceptable behavior occurred
• Actively listen
• Encourage the employee to provide more
information
• Ask probing questions
• Avoid loaded questions
• Reach agreement on probable cause
© 2007, Educational Institute
14
Agree on a Solution
• Ask the employee for improvement ideas
• Add your own suggestions
• Agree on a specific solution
• Set a timetable with specific target dates
for improvement
© 2007, Educational Institute
15
State the Disciplinary Action
• State the immediate action to be taken
• Explain future actions, if behavior
does not improve
• Be specific
• Next disciplinary action should not be
a surprise
© 2007, Educational Institute
16
Set a Follow-Up Date
• Set a specific date and time for a follow-up
meeting
• Regularly observe employee’s behavior
• Summarize the improvement plan in writing
© 2007, Educational Institute
17
End on a Positive Note
• Offer support
• Express confidence in employee’s
ability to improve
• Shake hands
• Communicate again with the employee
before the end of the day
© 2007, Educational Institute
18