The Recruitment and Selection Process of the Applicants to Fifteen Restaurant - Case Study Example

Table of Content Introduction Task 2 Task 2………………………...………………………………………………………………… 5 Task 3…………………….……….……………………..……………………………………. 9 Task 4……………………………………………..…………………………………………… 12 Conclusion……………………………………………………………………………………… 13 References……………………………………………………………………………………… 14 Task1: Jamie Oliver was deeply involved in the recruitment and selection process of the applicants to his “Fifteen” restaurant by focusing on each individual’s ability to handle tight schedules, their work attitude and their passion for the job. As Robert (2005) affirms, both selection, recruitment and retention are integrals though they operate under distinct and variant angles. The most significant key to note considering the three integrals is that they help in remodeling any firms’ performance by streamlining the order in which tasks are achieved (Winkler, 2010). Leigh & Maynard (1996) highlights that Jamie selectors’ prior step of this recruitment process involved requesting applicants to talk about food while they were filmed. This established each applicant’s passion about food and whether they were willing to talk about food publicly. Having shortlisted sixty applicants, they were now expected to adequately describe the tastes of various foods. The applicants were given butternut squash ravioli and tempura fried oyster and had to describe the texture and flavor of what they had eaten. The ability of the applicant to effectively describe the taste of the food meant that he or she would be able to express the self-sensory encounter effectively. The 30 selected applicants were required to observe the procedure of preparing a simple meal then repeat the same procedure in preparing the same meal. At this stage, Jamie tested the level of observation an individual would attain. Jamie selectors interrogated the applicants as they prepared the fried salmon and vegetable meal and hence scrutinizing the manner and methodology in which they prepared it. Fifteen applicants were finally selected in accordance to their strategy to the task and standards of the prepared meal. Jamie Oliver decided to get involved in the training process of the recruited trainees. The trainees were sent to college to learn basic skills, and then as they continued with the training, Oliver began to train and shape the candidates to meet the needs, style and standards of the restaurant. The training involved class attendance, demonstration and practical activities. The training was faced with major challenges as some of the trainees found the work and mental effort involved in this work overwhelming and became demotivated and hence stopped attending the college (Leigh, Maynard, 1996). Jamie Oliver remunerated the trainees by paying their travel charges and even physically went to see them at their apartments to know their whereabouts and rectify any personal setbacks they had. Jamie Oliver went so far as to spend a week with them in the bakery over the night working shifts. He also assigned them challenging tasks to affirm their competence and expertise. This aspect affirms the theory of Hierarchy of Needs which says that organizations should take care of an employee’s basic needs (Winkler, 2010). This would be referring to issues such as job security, payment and then advance to bigger aspirations, like promotions. Grounded theory permits the persons conducting the interview’s process generously by giving a chance to participants to speak out of their mind in response to the questions asked (Corbin,Strauss, 2008). The returns earned by the application of grounded theory include: freedom of mind speaking by interviewee by speaking freely without constraints. This is contrary to the traditional models of data collection and analysis (Ghezelijeh, Emami, 2009). As Lewis (2012) affirms, the legal approaches includes employing fair and equivalent selection methodologies to all the applicants who were shortlisted at each recruitment stage. Jamie valued strict accordance to law and expected the trainees to adhere to his laid rules and standards. In addition, Jamie had no bias in his scrutiny and picked the excellent chefs. Jamie also organized the team so as they could operate to fulfil his original intent. The ethical modus operandi includes Jamie Oliver’s deep regard to standard services. He affirmed that all the meals prepared had to be crisp, obtained from known sources and with a high degree of vitality. Jamie also affirmed that his chief objective was to refine the trainees expertise and by making them employable. In this manner he created value to himself and the society around him. He also affirmed the significance of work ethics in his restaurant by ensuring that teamwork spirit was embraced by all. He also ensured that the trainees were in good terms with each other and that any squabbles that arose were amicably resolved. I would advise Jamie Oliver to apply the grounded theory to help retain the trainees that got demotivated and left the training. After application, the candidates would then be shortlisted based on their skills. Later the candidates would be allowed to express themselves on their perception towards the job rather than being subjected to challenging interview and training processes. I would also advise Oliver to provide terminal benefits such as salaries to trainees to keep them motivated. Task 2 Chung (1997) points out that there’s a distinct difference between management and leadership. He affirms that a leader is driven by clear and precise pointers such as objectives, mission, vision and clear intent. In this scenario, Jamie Oliver had a precise objective of how he wanted his restaurant model and management to be like, he also had an objective of creating employment opportunities for the untrained and unlearned individuals who needed forums to express their talents. According to Arnold (2012), an autocratic approach is one of the strategies employed by most leaders. It is preferred in situations where an organization is undergoing distress and quick renovations in management systems. A democratic approach is characterized by having a leader who comes up with ultimate resolutions and plans but involves the employees in the organization in coming up with the final verdict. Laissez-faire approach involves a leader who grants total liberty to the employees. The employees subdue the manner in which they approach and accomplish tasks and wind up assigned responsibilities. Mullins (2007) affirms that in this case, the manager simply aids the process by offering guidance where necessary. In addition, the transactional approach involves coming up with corporate and concurred objectives. This involves both the leader and the entire employees’ team. The leader subdues the overall scrutiny process by reviewing the outcomes, coaching the employees and amending the processes where necessary so as to meet the laid standards. When the intended goals are achieved, the employees are rewarded by an increase on their salaries or special bonuses. Jamie Oliver would have employed a democratic approach by involving the trainees in coming up with overall decisions. Chung (1977) highlights that the Abraham Maslow’s motivation theory was established on deficit and progression concepts. The deficit approach postulated that individuals are rarely motivated by already met needs since man seeks prefers to progress in seeking how to fulfil unmet needs. The progression approach highlights five needs which Maslow affirmed to belong to a certain hierarchy (Honey, Mumford, 1992). This meant that an individual could be contented following the fulfilment of a certain need after the needs beneath it have been consummated (Mullins, 2007). The theory takes into account the Maslow’s hierarchy of needs. This theory breaks down basic human needs and wants into five classifications: physiological needs, safety needs, social needs, self-esteem stage, and self-actualization (Schyns, Meindl, 2005). Physiological needs according to Chung (1977), are the essential needs to an individual required for physical survive, these needs include food, water and sex. Safety needs come second after satisfaction of the psychological needs. This includes job security (Leigh 2005). Social needs are the concerns and desires of belonging and formation meaningful relationships with others. Olivers was of dealing with this was supportive and personal: he took a great deal of personal responsibility for them, paying travel expenses for college; gave them individual attention even to the point of visiting them at home to sort out their problems. This helped the individuals have a sense of belonging in the company. The trainees therefore were able to form a meaningful relationship with the organization. Self-esteem needs are based on personal confidence and sense of accomplishment of tasks (Leigh, 2005). On the satisfaction of the four needs, through the difficult assignments that were presented to the trainees and with the help of Oliver in handling the assignment, the successful accomplishments brought a sense of self-esteem. One develops to self-actualization when the individuals are proud of their success those that completed the training and got the jobs attend a sense of self-actualization (Hiebert, Klatt, 2001). By leaders taking a genuine interest in the employees interest, recognizing their basic needs and taking appropriate steps to satisfying them, the manager inspires and motivates employees (Leigh, 2005). In addition, Herzberg motivation theory highlights hygiene aspects blended with motivator aspects as the key pillars which motivate employees. Hygiene aspects drive employees to work if they are availed in the workplace, while their absence has a counter-productive effect. Hygiene aspects comprise of superb employment collaterals, improved workplace status (or conditions), favourable company strategies and elevated supervision standards. On the other hand, motivator aspects mere provision propels the employees to achieve more though there’s no impact in their absence. Motivator aspects comprise of goal oriented management systems, opportunities for growth and appraisals. Also, Hergenhann (1976) highlights that Clayton Alderfer postulated An Existence, Relatedness and Growth (ERG) motivational approach which encompasses fulfilment of physiological needs blended with excellent health and overall success (existence needs). Clayton also affirmed that need to attain excellent social networks (relatedness needs) is a critical motivational aspect. He concluded by affirming that the need to expand the general cognitive and emotional areas (growth needs) is a firm foundation for any mortal motivation (Honey & Mumford, 1992). In the Jamie Oliver’s case study, Oliver was aware of the importance of cooperation and teamwork in a commercial kitchen. He aimed to create a strong team spirit by taking the group camping. Team working builds on a meaningful relationship amongst the workmates. Oliver had credibility with the trainees was that he was skilled and experienced in the work. He could demonstrate food preparations techniques, create menus and coach the trainees in the kitchen. It is believed that when trainees are under pressure they can easily forget basic techniques, but in this case Oliver was there to help them solve arising challenges (Leigh, 2005). Finally, the trainees good fully motivate of their achievements that raised them to the level of self-actualization. Oliver’s success can be attributed to the employee centered type of leadership he applied; Jamie made his employees the center of his organization. He ensured that any issues that could lead to the underperformance of the workers were fully settled for the benefit of the business. This created a conducive environment for the development of both the organization and the employees. Task 3 In Oliver’s training of the fifteen recruits, teamwork came into play after the selection of the final fifteen. Oliver planned for the restaurant to have a working policy based on teamwork, determination and discipline and it was the reason why he supervised the recruits personally. When the work load at the college took its toll on some of the students, he personally approached each one of them and gave them the necessary motivation to push them to put in more effort. Taking into account that Oliver was their role model, his actions demonstrated the supportive nature of a team. His recruits learnt to support each other during difficult times; it was a lesson on showing concern for one’s teammate. This is a depiction of the principle stage of Tuckman’s Teamwork Theory which discusses the formulation of the team. This is a stage where each individual is trying to find his/her role in the team, they are sizing each other up and there are cases of doubt to one’s purpose (Tuckman Bruce, 1965) Oliver tasked the recruits with challenging assignments like working night shifts at the bakery. Knowing the difficulty level of his challenge, he appeared for some of the shifts and he worked alongside his recruits. At the end of the training they were expected to work together as a team in a commercial kitchen, they therefore had to develop a sense of devotion towards each other. To foster this devotion, Oliver took his recruits for camping activities and later on he tested them by taking them through a simulation test. They were tasked with the duty of preparing meals for fifty clients. The purpose of the simulation was to see how they worked under pressure. This was in line with Tuckman’s second stage theory which is the Storming. At this level they have started seeing themselves as a team however, this stage is characterized by confrontations and various levels of conflict. This is expected due to the pressure put on them by Oliver. As per the expectations, some of them crumbled when the scene got chaotic. This was however, part of the team building process. At the end of the training, the recruits were assured of a job working for Oliver. They therefore had an end in mind. This sense of purpose according to Dr. Belbin, M. 2014 is the motivator for teamwork. Oliver demonstrated participative leadership when he engaged with his recruits in their daily tasks, when he helped them solve problems that occurred at the ground level. His hands on approach was in line with the Participative Leadership Theory which entails making the employees less competitive and more team oriented. This theory is readily applicable in the setting of Oliver’s training. All his recruits were directly involved in the activities of running a restaurant. He was able to foster commitment among the team members. The third stage of Tuckman’s theory is Norming. This is where each one of the contenders come together for a common purpose, they set up ground rules to outline the role of each player and they have a generalized view of how things run in the business setting. After the simulation exercise set up by Oliver, each recruit learnt the value of respecting each member as a chef and they learnt how they are supposed to work when the workload is overwhelming to avoid failure. The final stage is performing. This entails the focus that each individual puts on accomplishment of a given task and their assessment on team relationships. For success to be realized, the team must work together efficiently. It is at this stage that the team building concepts pay off. Each member of the team has a different opinion on the working of the team. It is the role of the team leader; in this case Oliver, to synchronize these opinions and hopefully meet them at a common ground. At this stage, the team building concepts will aid the team to: shape and focus on teamwork ideals, lay out the procedures for carrying out tasks in the team, identify the main functions of each team member, encourage involvement, manage conflict and elucidate individual goals and how they align with those of the team (Team Building Concepts) Oliver had set high standards for his team and would therefore point out their failures and commend them for exemplary work. According to research on human team performance, teams that occasionally worked together developed a sense of obligation. This means that each member had an intuition towards the other person’s expectations and behaviors. Such adaptations fostered a coordinated working system among the team members as seen in the case of Oliver and his recruits. They knew what Oliver expected of them by the end of the training and he therefore no longer had to dictate to them his expectations. This sharing of mental models of what needs to be done brings about tacit coordination (Sycara Katia, 2006) Task 4 Robert (1997) in Theories of learning notes that Alan Mumford and Peter Honey came up with four ground breaking learning postulates in 1986. The four included pragmatists, activists, reflectors, and theorists (PART) (Roberts, 1997). Pragmatists involve experimental ordeals by practically attempting new objectives, hypothesis, and skills to factor out or evaluate their viability. Pragmatists are constantly assessing, observing, evaluating, examining and analyzing ways to come up with untried plans and methodologies. Pragmatists’ category comprises of inventors, scientists, musicians and other specialties. On the other hand, activists engage in unique tasks and ventures as they nurture basic fundamental prowess and artistry (Bennett, Hess, & Orthmann, 2007). Activists are always embracing change and seeking out better solutions to existing challenges. Reflectors embrace any opportunity they’re in proximity to their mentors. They seek knowledge from the professionals in their preferred fields of endeavor (Hartman & Conklin, 2014). They also prefer to extract knowledge from books, journals or any other available resources. They however meditate upon this newly obtained information and sift it through owing to come up with the best option or solution to a unique challenge they are trying to solve. Lastly, theorists have a passion in keen analysis to details they infer from suppositions or theories. Theorists modify and commingle their reviews into rational theories (Hilgard &Bower, 1966). They premeditate on challenges in a hierarchical manner. They always blend their ideas and opinions concerning those aspects they obtain from references into well knight practical theories. In Jamie Oliver’s restaurant, trainees were remodelled to fit Oliver’s intent through exposure to extremely high workplace demands. This enabled them to deploy their earned expertise and demonstrate unto them the significance of cooperation and effectiveness of combined efforts. This also was a forum to train them to obey him as their master Conclusion Most of the students completed the course. Those who failed some of their exams could retake them and continue to train to be chefs. Some were very successful and made careers as chefs. The restaurant too was successful and became popular in London. Oliver created a permanent foundation to recruit and train disadvantaged young people to become chefs. By 2005, the restaurant was doing so well financially; it could contribute substantially to the Foundation. The project spread as a franchise to other places and to other ventures such as an online shop, also contributing to the foundation. Fifteen has been described as becoming a serious global brand of social entrepreneurship (Mullins & Christy, 2013). References Chung, K. H. (1977). 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