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Foodservice Workers’ Managerial and Collegial Supports
Alejandro Jimenez, Ph.D
Eric A. Matriano, Ed.D, Ph.D.
David Cababaro Bueno, Ed.D.
Emilio D. Quinto, MBA
==========================================
Abstract – The study aims to assess the foodservice workers’ managerial and collegial supports
among higher education institutions in Olongapo City. Specificallly, it analyzis the following: (1) the
profile of the school foodservice worker; (2) the assessment of the school foodservice workers’ managerial
and collegial supports; (3) the significant difference in the assessment of the two groups of respondents
on the school foodservice supports; (4) the implications drawn to improve school foodservice department
operation. The descriptive-survey method was used to highlight the prevailing SFW managerial and
collegial supports in the food service department in the selected higher education institutions in Olongapo
City. The study involved the entire number of SFW currently connected in the selected HEIs in
Olongapo City. The Managerial and Collegial Supports Inventory for School Foodservice Worker
(MCSI-SFW) was used to gather relevant data. The data obtained were analyzed and interpreted
accordingly using Percentage, Mean, and t-Test. The SFWs are at their early ages characterized by
emotional maturity and capable to work independently in the foodservice department. Majority of the
SFWS are female. Educational requirements for food service workers vary by position. The level of
college education is the most preferred. The manager-respondents have been working as SFW for 11
years now, while the staff-respondents have less than five years experience. As to managerial support,
the SFWs stressed that the canteen managers are friendly, approachable, shows appreciation to food,
accepts questions without getting upset, gives helpful evaluations, maintains clear standards for the
operation and for worker’s performance, and corrects food server’s mistakes. The canteen environment is
friendly to students. The collegial support is also observed by working well together, hearing positive
comments from parents about the food, supporting each other to finish the assigned tasks, and showing
respect with each other. The SFWs also support and develop creativity and innovation among others
and provide opportunity to suggest improvements in the way things are done. Sharing of acquired
knowledge/skills by co-foodservice workers is also observed as well as decisions endorsed/ suggested by
the foodservice workers are highly considered. Moreover, the SFWs also revealed that teachers are
cooperative during lunch hours and respectful to foodservice workers. The canteen environment is orderly
and the school has high standards for the canteen foods. Thus, all materials/ supplies are available for
kitchen operation. There is a significant difference in the assessments done by the SFW-managerrespondents and SFW-staff-respondents relative to managerial support, while there is no significant
difference in the assessment done in relation to collegial support.
Keywords – Higher education, foodservice workers’ managerial support, collegial support,
descriptive-survey, Olongapo City
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INTRODUCTION
Schools are key settings for providing student with health promotion
programs designed to enable them to establish healthy dietary and physical
activity behaviors that will reduce chronic disease risks in later life. School
meals are one component of school health promotion programs. The school
sets nutrition standards for school meal programs and provides resources to
help schools provide pleasant eating experiences, quality school meals, other
healthy food options, and nutrition education in schools. School foodservice
workers (SFW) are a direct and vital link to students eating school meals.
However, little research has focused on factors that might impact SFW
behavior in the school cafeteria and, ultimately, affect student’s food
consumption.
Student perceptions of school foodservice operations have been
studied. Both high school (Conklin, 2003) and middle school (Meyer, 2005)
students reported that school foodservice staff behaviors (staff smiling and
greeting students, staff being polite to customers) were significantly related to
overall satisfaction with school meals. Students who reported higher
satisfaction with school meals reported eating school meals more frequently.
Moreover, Fulkerson (2002) mentioned that SFW pointed that
interacting with students was an important part of their job as well as
influencing student purchases. Being comfortable giving recommendations to
students about what to purchase in the cafeteria and believing that SFW could
influence substantially student cafeteria purchases are also important factors to
be considered in the operation school canteen.
In a recent study, verbal encouragement by SFWs, a component of the
intervention, was significantly related to the study outcome of increased lunch
fruit consumption (Perry, 2004). Findings from this study suggest that SFWs
may be able to influence positively student school food choices. Research has
focused on what influences SFW behavior. The construct of reciprocal
determinism proposes that behavior is influenced by the interaction among the
environment, personal factors, and behavior. The Organizational Health
Inventory (OHI) is a questionnaire for teachers that generate five component
scales measuring various aspects of school culture: 1) Teacher Affiliation; 2)
Collegial Leadership; 3) Resource Influence; 4) Institutional Integrity; and 5)
Academic Emphasis. In previous research, the scales of the OHI were
correlated positively with student reading, math, and writing achievement in
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elementary, secondary schools and with teachers’ general and personal selfefficacy for teaching (Hoy, 2003).
There is no specific study conducted yet that assesses aspects of
managerial and collegial supports associated with school foodservice
departments in the HEIs specifically in Olongapo City. Therefore, the
objective of this research is to report the analysis in relation to the aspects of
school foodservice department focusing on the managerial and collegial
supports.
OBJECTIVES OF THE STUDY
The study aims to assess the foodservice workers’ managerial and
collegial supports among higher education institutions in Olongapo City.
Specificallly, it analyzis the following: (1) the profile of the school foodservice
worker; (2) the assessment of the school foodservice workers’ managerial and
collegial supports; (3) the significant difference in the assessment of the two
groups of respondents on the school foodservice supports; (4) the implications
drawn to improve school foodservice department operation.
METHODOLOGY
To facilitate the gathering of data, the descriptive-survey method was
used to highlight the prevailing solid SFW managerial and collegial support in
the food service department in the selected higher education institutions in
Olongapo City. Descriptive survey according to Calmorin & Calmorin (2007)
is an organized attempt to analyze, interpret and report the present status of an
institution, group or area and this method signifies the gathering regarding
present condition. Since the investigation was concerned with assessment of
the managerial and collegial supports of the SFW, the descriptive survey
method research was the most appropriate method to use. The study involved
the entire number of SFW currently connected in the selected HEIs in
Olongapo City. The selected HEIs were labeled A, B, C, D, E, and F to
maintain privacy and confidentiality of their responses. The selection of these
schools was based mainly on the availability of school canteen or cafeteria
operating inside the school campus. The researchers considered the entire
SFW-respondents to obtain the parametric reliability and validity of the data
gathered through the questionnaire. The Managerial and Collegial Support
Inventory for School Foodservice Worker (MCSI-SFW) was used to gather
relevant data. It was developed by the researchers using a five-point scale
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(1=Strongly Disagree, 2=Disagree, 3=Undecided, 4=Agree, and 5=Strongly
Agree). The data obtained from the respondents were tallied, tabulated,
analyzed and interpreted accordingly using Percentage, Mean and t-Test.
RESULTS AND DISCUSSION
1. Profile of Foodservice Worker-Respondents
Out of nine manager-respondents, there are two or 2.99 percent who
are under the age bracket of 26 – 30, three or 4.48 percent are 31 to 35 years
old, and four of them are above 36 years old. On the other hand, there are
twelve or 17.91 staff-respondents who are 20 years old and below, nineteen or
28. 36 percent fall under the age bracket of 21 – 25, ten or14.93 percent are
from 26 – 30 age bracket, and the least number is five or 7.46 percent from the
age bracket of 36 – 40. The Table further reflects the mean ages of 34.66 and
26.19 for manager-respondents and staff-respondents, respectively. Thus, data
shows that the two groups of respondents are at their early ages which can be
characterized by emotional maturity. Furthermore, they are in capacity to work
independently in the foodservice department.
Majority from the two groups of respondents are female as shown by
the percentages of 8.95 and 53.73 for the manager-respondents and staffrespondents, respectively. The results indicate that foodservice department in
these selected HEIs is dominated by female workers. The same result is also
observed in other food-related industries where female service crews are
dominating.
Majority of the manager and staff-respondents are college level. It is
also surprising to note that there are two managers who are in their graduate
studies. When they were interviewed, four of the manager-respondents and
twenty-seven among the staff respondents revealed that they are HRM
graduates while others are education and management majors. Educational
requirements for food service workers vary by position. The most common
way to enter the profession is via prior experience in the industry in some other
capacity, typically as a cook, waiter/waitress, or counter attendant. For many
positions, some level of postsecondary education is preferred; for others, it is
not a significant qualification. Generally speaking, those who seek employment
in higher end full-service food-related industry such as managing a restaurant
should seek out a college degree. For any type of food service manager
position, prior industry experience is a definite asset. Literally hundreds of
colleges and universities offer four-year degree programs in restaurant and
hospitality management or institutional food service management. Many offer
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graduate degrees. There are also hundreds of technical institutes, and
vocational schools offering associate degree or certificate programs in the field.
Typical topics covered in these programs include nutrition, sanitation, and food
planning and preparation. Also parts of these programs are subjects such as
business law and management, accounting, and computer science. Many
programs include an internship component, where students are afforded the
opportunity of acquiring on-the-job experience.
A greater percentage among manager-respondents has been working
as SFW for 11 years now, while majority of the staff-respondents have less
than five years experience. It can be noted that the manager-respondents have
enough experience in managing the school foodservice department compared
to the staff-respondents. Interview revealed that most of the staff-respondents
are working students or student assistant where in according to them, they can
leave their work even before their graduation. Very obvious that the SFWs
already have enough technical-know-how as shown by the mean length of
years experience but the number of years does not guarantee the occurrence of
expertise in the field. Thus, most food service management departments have
their own training programs for both staff and management positions. These
programs, which typically take six months to a year to complete, usually
involve a combination of rigorous classroom and on-the-job training. Topics
covered include food preparation, sanitation, nutrition, security, company
policies and procedures, personnel management, record keeping, and report
preparation. Many larger food service operations will offer their staffs and
managers technical training in computers or business, in order to ensure that
their SFWs have the skills necessary to fulfill all the business-related aspects of
the job.
2. Assessment of the School Foodservice Supports
Both the two groups of respondents “strongly agree” that the canteen
manager in their school is friendly, approachable, shows appreciation to food,
accepts questions without getting upset, gives helpful evaluations, maintains
clear standards for the operation and for worker’s performance, and corrects
food server’s mistakes. Likewise, the foodservice workers feel comfortable in
discussing issues with the canteen managers. They also revealed that the
canteen environment is friendly to students. Moreover, workers at the canteen
are asked by the manager to participate in operations related decisions and
have a reasonable and fair complaint process. However, the staff-respondents
simply “agree” that the canteen manager treats food service workers equally.
They are also in the same way of thinking that workload is evenly distributed
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among all workers. Likewise, the defined duties of workers are strictly
implemented and the performance data of workers are used for making
decisions like training and staff development program. The staffs are also
provided performance based feedback and counseling and agree that job
performance is an important factor in determining the incentive compensation.
The aforementioned characteristics imply that managerial support from the
foodservice department’s manager are provided for a more effective and
efficient foodservice operation. Thus, the overall computed means are 4.37 and
4.22 which both interpreted as “strongly agree”. Food Service managers are
individuals who coordinate the daily operations of school foodservice
department and other establishments where food is prepared and served to
customers. They are responsible for providing an enjoyable dining experience
for customers while also ensuring that their establishment is run efficiently and
smoothly. Managers provide oversight of the ordering of food, maintenance of
equipment, and inventory of supplies. They coordinate the interactions
between the kitchen, dining room, and banquet operations of their facility.
They are usually responsible for much of the administrative end of the business
as well, including employee recruitment, and the keeping of accurate business
records. In addition, managers have the responsibility of training their
employees and continuously monitoring their work performance. Depending
on the type and size of the school foodservice department, food service
managers may team with one or more members of the food service staff.
The two groups of respondents “strongly agree” that foodservice
workers work well together, like their work, hear positive comments from
parents about the food, support each other to finish the assigned tasks, and
show respect with each other. They also support and develop creativity and
innovation among others and provide opportunity to suggest improvements in
the way things are done. Sharing of acquired knowledge/skills by cofoodservice workers is also observed as well as decisions endorsed/ suggested
by the foodservice workers are highly considered. Moreover, the respondents
also revealed that teachers are cooperative during lunch hours and respectful to
foodservice workers. The canteen environment is orderly and the school has
high standards for the canteen foods. Thus, all materials/ supplies are available
for kitchen operation. Lastly, the two groups of respondents “agree” that
foodservice workers are proud of their work. Students are cooperative during
lunch periods and requested menus are available. The computed means are
4.38 and 4.33 for the assessments of manager-respondents and staffrespondents, respectively. Thus, collegial support among school foodservice
workers at these HEIs is manifested.
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3. Significant Difference in the Assessment of the Two Groups of
Respondents on the School Foodservice Supports
The assessment on the managerial support provided by the SFWmanagers shows that the null hypothesis is rejected because the computed t-value
of 2.29 with the degrees of freedom of 38 is higher than the critical t-value which is
2.021. This means that there is a significant difference in the assessment done
by the SFW-manager-respondents and SFW-staff-respondents. The result is
due to the fact that the manager-respondents made higher assessment on the
managerial support provided. On the other hand, the assessment relative to
collegial support provided by the SFWs shows that the null hypothesis is
accepted because the computed t-value of 0.675 with the degrees of freedom of 38 is
lower than the critical t-value which is 2.021. This means that there is no
significant difference in the assessment done by the SFW-manager-respondents
and SFW-staff-respondents.
4. Implications of the Findings
There is no doubt that the effective operations manger contributes
directly to the organization's success. Thus, one significant step towards
effective foodservice department operation is to ensure that customer service
standards are met. A successful operations manager needs to have a deep
acknowledgment of customer needs. That requires an understanding of what is
a true measure of satisfaction to a customer. Maybe it is an immediate response
to customer inquiries, a safe environment or fair price assurance. Effective
operation is also a product of proper communication process among members
of the organization. Moreover, organizations do not get much done unless
their people are motivated. A successful operations manager knows the
importance of building a strong team and developing positive relationships
among team members. This can be achieved by understanding and addressing
the individual needs and concerns of staff. It is also essential to set work
objectives for each of your team members and be able to measure their
progress. The manager needs to establish specific measurements by telling staff
how she/ he is doing against the goal. This will provide them with the clear
base for employee recognition, but also for staff development. In addition,
measuring and tracking individual personnel performance will provide
feedback that helps focus on issues and success factors that will improve the
overall organization's performance. Effective operations managers act with
integrity, honesty and knowledge that promote the culture and mission of the
department.
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CONCLUSIONS AND RECOMMENDATIONS
The SFWs are at their early ages characterized by emotional maturity
and capable to work independently in the foodservice department. Majority of
the SFWS are female. Educational requirements for food service workers vary
by position. The level of college education is the most preferred. The managerrespondents have been working as SFW for 11 years now, while the staffrespondents have less than five years experience. As to managerial support,
the SFWs stressed that the canteen managers are friendly, approachable, shows
appreciation to food, accepts questions without getting upset, gives helpful
evaluations, maintains clear standards for the operation and for worker’s
performance, and corrects food server’s mistakes. The canteen environment is
friendly to students. The collegial support is also observed by working well
together, hearing positive comments from parents about the food, supporting
each other to finish the assigned tasks, and showing respect with each other.
The SFWs also support and develop creativity and innovation among others
and provide opportunity to suggest improvements in the way things are done.
Sharing of acquired knowledge/skills by co-foodservice workers is also
observed as well as decisions endorsed/ suggested by the foodservice workers
are highly considered. Moreover, the SFWs also revealed that teachers are
cooperative during lunch hours and respectful to foodservice workers. The
canteen environment is orderly and the school has high standards for the
canteen foods. Thus, all materials/ supplies are available for kitchen operation.
There is a significant difference in the assessments done by the SFW-managerrespondents and SFW-staff-respondents relative to managerial support, while
there is no significant difference in the assessment done in relation to collegial
support.
The SFWs should pursue their studies to gain more knowledge, skills
and competencies and develop positive values contributory to the success of
school foodservice departments operation. The SFWs should maintain friendly,
approachable, clear standards for the foodservice operation. The canteen
environment is friendly to students. They should maintain collegial support and
develop creativity and innovation among others and provide opportunity to
suggest improvements in the way things are done. Teachers and students
should sustain respectful and cooperative atmosphere to foodservice workers
at all times. Thereby orderly canteen environment and high standards for the
canteen operation be observed. The SFWs should continue to be perceptive to
their customer needs, communicate effectively, motivate the team, track and
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measure staff performance for quality service, create positive learning
environment, maximize human resource utilization, and observe high standards
contributory to effective school foodservice operation.
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