Browsing by Subject "ravintola-ala"
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(2019)There is currently a lively public debate about change in working life and future skills needs. When working life changes, it is important that knowledge and leadership should also change. The aim of my thesis was to examine changes in work and skills in the restaurant industry from the perspective of the restaurant manager. The goal was to describe and add to the understanding of the restaurant manager's work and role through their experience and vision. Knowledge management is an integral part of the competence, which is part of the work of the restaurant manager. The thesis examines what knowledge management means for supervisors and how competence development is reflected in work and practice. The theoretical framework of the thesis is made up of literature related to knowledge, leadership, competence management and managerial work, as well as a brief overview of the nature of the hospitality industry and the future. The empirical part of the thesis was carried out with semi-structured theme interviews and the results were analyzed by theory-driven content analysis. The data was collected between May 2018 and December 2018. Ten restaurant managers working at Fazer Food Service were interviewed in the study. As a result of the study, it became clear that the work of a restaurant manager in that organization was interdimensional and consisted of many different tasks and roles. It was important for the restaurant managers to act as superiors and to encourage their staff. Interaction with staff, customers, supervisor and colleagues was important. Knowledge management was one of the tasks that was performed as part of daily management. As a future challenge, restaurant managers saw problems with the availability of skilled labor. The availability and commitment of the workforce can be influenced by good leadership, competence development and employee appreciation. The study found that leadership should change in a more human-oriented direction.
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(2020)The object of this study was to examine waiters’ early career perceptions on learning and professional growth in a new restaurant. Jobs in the restaurant industry are often seen as a low-education jobs that serve as a gateway for young people on their way to their actual careers. However, the industry can also accommodate employees who see themselves working in the industry in the future as well. The purpose of my thesis was to find out what kind of experiences the waiters who started in the target company had during the probationary period in terms of learning and professional growth. The theoretical framework of the study is based on theories of work-based learning and professional growth. In addition, the theoretical framework opens up specific features of the restaurant industry that help form a better understanding of the industry. Six young waiters in the early stages of their careers who started a new job at the target restaurant took part in the study. The interviews were conducted at the end of a 4-month probationary period in the spring of 2019. The interviews were conducted as semi-structured thematic interviews. Data was analyzed using theory-directing content analysis, in which theory guided the analysis. The results of the study revealed that waiters’ work based learning manifested itself in many different contexts and was multidimensional in nature. Learning took place in formal training provided by the employer, but most of the learning at work was perceived to take place during customer service and through interaction with co-workers. The development of professional competence was also perceived as an important measure of learning, from which the waiters felt able to concretely notice that learning had taken place. Professional growth was perceived to have taken place through the self-reflection required for particularly challenging work, although the process of professional growth was at the beginning. From the research results, it can be concluded that learning a new job is a multidimensional process that consists of many factors and also continues beyond the actual probation period.
Now showing items 1-2 of 2