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An Exploratory Study of Multiunit
Restaurant Management Training: A
Qualitative Perspective
a a b
Stan Suboleski , Clark S. Kincaid & Robin B. Dipietro
a
William F. Harrah College of Hotel Administration , University of
Nevada , Las Vegas, NV
b
Hospitality, Restaurant and Tourism Management, Department of
Nutrition and Health Sciences , University of Nebraska-Lincoln ,
Lincoln, NE
Published online: 17 Jun 2009.
To cite this article: Stan Suboleski , Clark S. Kincaid & Robin B. Dipietro (2009) An Exploratory Study
of Multiunit Restaurant Management Training: A Qualitative Perspective, Journal of Human Resources
in Hospitality & Tourism, 8:2, 199-214, DOI: 10.1080/15332840802269833
To link to this article: http://dx.doi.org/10.1080/15332840802269833
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Downloaded by [136.243.18.10] at 10:40 25 March 2015Journal of Human Resources in Hospitality & Tourism, 8:199–214, 2009
Copyright © Taylor & Francis Group, LLC
ISSN: 1533-2845 print / 1533-2853 online
DOI: 10.1080/15332840802269833
An Exploratory Study of Multiunit
Restaurant Management Training:
A Qualitative Perspective
STAN SUBOLESKI and CLARK S. KINCAID
William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, NV
ROBIN B. DIPIETRO
Hospitality, Restaurant and Tourism Management, Department of Nutrition
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and Health Sciences, University of Nebraska-Lincoln, Lincoln, NE
Over the past 20 years, multiunit restaurants (MURs) have grown
significantly in gross revenue, number of units, and market share.
As the number of MUR companies grow, so do the number of mul-
tiunit managers (MUMs) needed to oversee the operations of those
units. The concern in many food service organizations is the lack of
consistent training that is provided to MUMs. The following qualita-
tive study looks in depth at seven multiunit organizations and the
training they provide to their MUMs. This study can help to inform
both industry practitioners and academics regarding training best
practices in the MUR industry. Implications for practitioners are
discussed.
KEYWORDS Multiunit restaurants, multiunit management,
training
INTRODUCTION
A multiunit restaurant (MUR) firm can be defined as an organization compet-
ing in the food service industry with more than one unit of a like concept or
theme (Gross-Turner, 1999). This definition, for the purposes of this study,
does not include multibrand restaurant organizations that operate more than
one restaurant chain. Over the past 20 years, MURs have grown significantly
in gross revenue, number of units, and market share. In 2006, the top 100
Address correspondence to Stan Suboleski, Harrah College of Hotel Administration,
University of Nevada, Maryland Parkway, Las Vegas, NV 89154. E-mail: Subolesk@unlv.
nevada.edu
199200 S. Suboleski et al.
multiunit firms generated more than 41% of the more than $500 billion con-
sumer food service market (Liddle, 2007).
Jones (1999) described the growth of the MUR industry from a man-
ufacturing perspective. As a physical operation grows in size, its intricacy
increases, and the need arises for more complex ways to manage it. Restau-
rants generally expand through geographical dispersion, increasing the or-
ganization’s complexity and creating unique issues to operations that require
managerial attention. The evolution of multiunit management originates from
the rise of these growing, large chains and their unique managerial issues
(Jones, 1999).
One of the chief responsibilities of multiunit managers (MUMs) is to
translate corporate plans into actions. This is done primarily through regular
communication of expectations and assessment of results of the company’s
unit-level operators (Gross-Turner, 1999). In order to accomplish this, MUMs
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need to be provided with training that conveys the duties, functions, purpose,
and importance of their role. Restaurant companies, however, seem to have
failed to clearly define these MUMs’ responsibilities and there is no consistent
training programs related to the job of MUMs (Umbreit, 1989; Muller &
DiPietro, 2006).
Training is an important element in the successful execution of opera-
tional tactics within the scope of responsibility of the MUM. Comprehensive
training programs can assist the MUM in terms of better quality outcomes,
and the organization in terms of better operating results. The primary ob-
jective of the current study is to determine the types of training MUMs are
currently receiving in MUR organizations. This will be accomplished by a re-
view of the current body of literature and by a series of in-depth interviews
with executives within MUR firms. One of this study’s central benefits is
to create future opportunities for formalized research by identifying current
training efforts and programs.
BACKGROUND LITERATURE
Research has been conducted on some of the characteristics of MUMs in
the food service industry. Gross-Turner (1999), Jones (1999), and Umbreit
(1989) have researched and written extensively about the job characteristics
and responsibilities of MUMs. But the literature discussing training method-
ologies for MUMs is quite scarce. Current literature addresses the various job
components common to MUR managers as well as research on the specific
and changing role of MUMs in the restaurant industry. Much of this research
notes the need for greater focus on MUM training. Researchers (Gross-Turner,
1999; Jones, 1999) have discussed the lack of published material on the con-
temporary role of MUMs in comparison to single-unit managers. While there
has been substantive research on restaurant managers and the role they play
in current organizations, the same does not hold true for MUMs.An Exploratory Study of Multiunit Restaurant Management Training 201
Multiunit Restaurants
According to Gross-Turner (1999), a MUR firm can be defined as an organi-
zation competing in the industry with more than one unit of a like concept
or theme. In 2007, the top 100 multiunit firms generated $191.58 billion
in gross revenues, or approximately 41% of total commercial food service
sales (Liddle, 2007). MUR firms are a dominant segment of the food service
industry today.
Several characteristics that make MURs distinct from other industries are
the need to focus on people within the firm as assets (Wilkerson, 1998).
Because of the service provided by restaurant companies, people are the
primary competitive advantage in the restaurant industry. Menu items and
restaurant design can be copied, but the service level provided and the
culture of a company is difficult to replicate. Another characteristic of MUR
companies is that there is a tendency toward achieving growth through the
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opening of new units in international markets (Lombardi, 1994). Jones (1999)
observed that as the MUR industry expands through geographical dispersion,
new sets of completely different issues will subsequently emerge. These
factors combine to make the training and development of MUMs essential to
successful growth and operation (Muller & DiPietro, 2006).
The traditional typology of MURs includes three segments: quick ser-
vice, casual theme, and business/industry (Muller & Woods, 1994). Recent
additions to these typologies are the fast casual segment as well as the up-
scale casual segment. Different segments enact operating strategies that affect
management focus and duties. Regardless of the specific segment, Muller and
Woods (1994) noted that distinct competencies were directly tied to the at-
tributes of the particular segment. One aspect common to all segments is the
need for development of quality MUMs.
Multiunit Managers
The MUM position has been defined by Gross-Turner (1999) as a first-line
corporate management level positioned immediately above the operating
unit manager. A traditional career development position, it encompasses a
variety of job titles, including area manager, regional manager, and district
manager. Umbreit (1989) discusses the role of the MUM as the most difficult
one in the organization to define. Jones (1999) defined MUM areas of respon-
sibility as involved with finance, restaurant operations, marketing, facilities,
safety, and human resource management. The position is an important con-
duit between superiors who need to know what is going on in the field
and unit managers who are expected to achieve corporate management’s
established goals (Umbreit, 1989). The responsibility of implementing and
maintaining standards at a high level makes the MUM a sort of representative
or ambassador for the company as a whole.202 S. Suboleski et al.
Multiunit managers are positioned between unit-level and corporate-
level management and are forced into the role of implementing strategies,
not creating or even influencing them in most situations (Umbreit, 1989).
This largely limits the MUM to checking, inspecting, and maintaining the
standards of the brand or concept formula so there is consistency across the
region, ultimately tending to make the position a highly results-oriented one
(Gross-Turner, 1999).
Gross-Turner (1999) looked at the characteristics of individuals in the
MUM position. The MUM needs to be tough and demanding of subordinates;
possess motivational ability, energy, and stamina; and be able to deal with
stress. MUMs are required to exhibit meticulous advanced planning and
organizational skills. They need to have the ability to persuade unit managers
to adopt company philosophy. They must possess strong observational and
listening skills (Gross-Turner, 1999). Any form of direct control by MUMs
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of unit management behavior is only possible for irregular, short periods of
time, and subsequently requires higher levels of interpersonal skills to be
successful (Gross-Turner, 1999). Umbreit (1989) felt there was a need for the
MUM to develop the skills to work through unit managers in order to let unit
managers better learn and grow. MUMs view their job responsibilities quite
differently than their corporate supervisors, and many indicated they were
unaware of what was expected of them (Gross-Turner, 1999; Umbreit, 1989).
For example, MUMs assigned greater weight to finance in evaluating the
skills necessary to do their jobs effectively, while their corporations assigned
greater weight to operations, marketing, and promotions when evaluating
the skills necessary to perform the MUM function (Umbreit, 1989).
How many units the MUM supervises can also affect his or her duties.
The span of control refers to the number of units under the direction of the
MUM. The number of units in an individual MUM’s span of control can affect
their behavior with regards to frequency and duration of visits to units (Jones,
1999). Organizations vary greatly in terms of identifying the typical size of
that span; some firms with increasing numbers of units modify the span of
control as needed. According to Gross-Turner (1999), the span of control can
vary from anywhere between 2 and 15 units. Ultimately the organization’s
management philosophy and culture determines how hands-on the MUM
role needs to be.
Training
Unit managers are a primary source of supply for the MUM position, as a
majority of employers prefer promotion from within the firm (Umbreit, 1989).
Gross-Turner (1999) suggests that training and development of unit managers
toward assuming MUM roles requires greater depth and attention. Wilkerson
(1998) notes that the industry will be forced to develop innovative andAn Exploratory Study of Multiunit Restaurant Management Training 203
thought-provoking ways to find and attract, career-path, train, develop, and
compensate MUMs in order to keep them within the company. If promotion
from within remains the preferred method for an organization, then more
systematic training of unit managers considered to have MUM attributes is
needed (Gross-Turner, 1999). Jones (1999) agrees, indicating that job tasks
and managerial emphasis are very different at the MUM level compared to the
unit level. It will be critical for organizations to determine the key success
factors and skills that MUMs need to have and then create development
programs in their organizations in order to develop and enhance those skills
in their promising single-unit managers.
In general, area managers are inadequately trained for multiunit po-
sitions. In Umbreit’s (1989) study, more than half of the MUMs surveyed
said they never received any training from the organization. Gross-Turner
(1999) adds that there exists a lack of planned training and development
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between unit and area manager positions. MUMs need to learn how to man-
age remotely, effectively manage unstructured time, establish priorities, and
maximize productivity at each visit to a unit, which are different skills than
those needed to be an effective single-unit manager.
Umbreit (1989) identified two areas requiring the greatest need for train-
ing. Both of the areas have to do with human resource aspects. The first area
with the greatest need for training includes enhancement of the motivational
and leadership style of the person. The second is personnel policies related
to the hiring, training, and evaluation of unit managers. Umbreit’s research
identified two goals to counter these deficiencies: learning more creative
problem-solving skills, and the improvement of communication skills. An-
other area identified as requiring training was marketing, with the goal being
a greater degree of influence on competitive survival.
Some training programs in multiunit organizations tend to utilize mix-
tures of classroom training, on-the-job (OTJ) training, and education. As
a solution, some firms have utilized management development courses at
business schools that are designed to expose MUMs to strategic concepts
of operational management, corporate governance, finance, marketing, and
human resources. In other cases, the training a MUM receives is identical to
the training received by unit-level franchisees. The current review of the lit-
erature provides a foundation for the development of research questions that
investigate the present state of the industry and its current and future needs.
METHODOLOGY
The current study is exploratory research that utilized a qualitative approach;
therefore open-ended questions were designed to maximize the potential
range of responses. The open-ended interview process allowed for detailed
inquiries regarding the ways in which training was conducted and the spe-
cific training content being delivered. Interviews with seven executives from204 S. Suboleski et al.
seven of the top 100 MUR organizations were administered. Interviews were
conducted over the phone during a 2-month period in 2005. The interviews
were taped and the interview transcriptions underwent content analysis us-
ing the qualitative software program Atlas/ti (ATLAS.ti Scientific Software,
Berlin).
This study attempted to gather as much data as possible, with the inten-
tion of gaining insight into the current training practices and characteristics
of MUMs in several of the top MUR organizations in the United States. The
research in this study centers on a number of semistructured interviews with
top executives in these organizations. These executives were selected to in-
clude individuals possessing direct multiunit management experience within
the organization and those who had detailed knowledge or influence on
training policies and procedures for their organization.
In-depth interviews were used to gather information on MUMs and
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training. In an in-depth interview, the goal is to get as much information as
possible from participants on a particular topic or subject area (Bogdan &
Biklen, 2003). Using the literature review as a foundation, an open-ended
survey instrument was developed. The survey was then reviewed by subject
matter experts and pilot tested by several training directors in MUR organiza-
tions to ensure that the content was complete and that the questions asked
were clear and concise.
Upon identification of individuals of interest, a purposive sampling ap-
proach was utilized. A sample based on an individual’s expertise about or
awareness of the population being studied is known as a judgment or purpo-
sive sample (Sanders, Eng, & Murph, 1976). Twelve executives were solicited
to participate, with the final sample size being seven total interviews.
Instrument
An open-ended survey was designed that was categorized, for the sake of
future analysis, into two general sections: open-ended questions and demo-
graphic questions regarding the organization and the MUMs that work for
the organization. The demographic questions were developed to give each
organization some kind of quantifiable description.
With respect to the open-ended questions, three specific dimensions of
interest were addressed. These dimensions of interest included the MUM’s
job, the MUM’s employment, and the training the MUM received. Regarding
the MUM’s job, questions were posed about the roles, duties, responsibilities,
and expectations of the MUM. Regarding the MUM’s employment, questions
were concerned with the criteria used in the organization for employing, pro-
moting, and developing the MUM. Regarding the MUM’s training, questions
examined the training efforts or programs in place for MUMs and trainingAn Exploratory Study of Multiunit Restaurant Management Training 205
plans in development for future programs for development of current MUMs
and for new MUMs.
Because more than one interviewer was used, each exhibiting his or her
own unique style of creating a conversation with the respondents, there was a
need to ensure consistency in the analysis of the data. In some cases, answers
to questions were generated before they were directly asked. This often
generated responses in different orders in each of the interviews. Although
the framework was similar for each interview, these stylistic differences are
a strong reason to homogenize the results using content analysis.
Data Collection
In this study, interviews were conducted over the phone to ensure con-
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sistency in the responses without the bias of being able to see the body
language of the respondent. All phone interviews were set to be conducted
at the respondent’s office or workspace. All telephone interviews lasted be-
tween 60 and 90 minutes, and were collected over a 2-month period in the
spring of 2005. The data were collected by two interviewers. Both inter-
viewers are experienced in conducting in-depth interviews and in posing
follow-up or probative questions in order to maximize the quality and depth
of the responses. Consistent with the nature of a semistructured interview,
the goal was not to get all the questions in the instrument asked, but rather to
focus on an understanding of the participant’s perspective of MUM training
and the role that it plays in the organization (Bogdan & Biklen, 2003).
Because of the desire to keep the data as pure and complete as possible,
it was decided that all interviews would be taped. Upon completion, each
interview was promptly transcribed into a Microsoft Word file by a profes-
sional transcriber. All conversation during the interview, formal or otherwise,
was transcribed so that interviewer follow-ups and probative questions could
be reviewed as needed should there be any discrepancy in interviewer style
affecting analysis. An important part of the detailed analysis is to deter-
mine the unit of measurement. For oral content transcribed into a document,
the most relevant units of measurement are words, phrases, and themes
(Kassarjian, 1977). As recommended by Mehmetoglu and Altinay (2006),
information from each participant was first analyzed separately to identify
emerging themes within particular organizations. The themes that emerged
from each respondent were then compared across individuals in order to
identify common beliefs or practices. Such a multiple analysis approach can
lead to a more sophisticated understanding of the data and information
(Mehmetoglu & Altinay, 2006).
Analysis was completed using the program Atlas/ti. Atlas/ti is a
computer-based program that allows users to manage, organize, and sup-
port research using qualitative data (Muhr, 2006). A hand-coding process was206 S. Suboleski et al.
used first, prior to the computer analysis. The hand coding is a necessary
component of preparing the interviews for analysis in Atlas/ti. The unit of
measurement was first defined. Berg (2001) identifies “theme” as a useful
unit to count, defining it as a simple string of words or a sentence. The
three dimensions identified for the construction of the instrument—MUM
job, MUM employment, and MUM training—can be considered the major
themes developed from the literature and utilized in the process of open
coding. Of specific interest are the concepts or words grouped together
into ideas that fall into the major category of MUM training. After identi-
fying those passages in the interview transcription that belong or relate to
the dimension of MUM training, further word, concept, and theme coding
was completed. Specific codes were developed that reflected descriptions of
training and training programs. These codes were developed using the nat-
ural speech and words of the respondents. Current computer programs are
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not sophisticated enough to identify emergent codes without being directed
from a list of pregenerated options. Identified codes are entered into Atlas/ti
in a list of all codes developed in the process of manually examining the
transcripts.
Following a formalized coding process ensures that analysis and inter-
pretation are grounded solely in the data (Mehmetoglu & Altinay, 2006).
Furthermore, reliability, or reproducibility, is one of the distinguishing char-
acteristics of content analysis. It rests in the assurance that the data obtained
is independent of the measuring event, instrument, or person. Berg (2001)
discussed the usefulness of this approach in terms of cost-effectiveness, un-
obtrusiveness, and ability to capture the trends in a particular society. It is
for these reasons that content analysis was selected for processing of the
data in this study. Strong content analysis techniques can permit the analyst
to make inferences about the latent or underlying meaning of messages for
exploratory rather than descriptive purposes (Mitchell, 1967).
Throughout the coding process, numerous approaches to training were
identified. These emergent codes were identified as belonging to the coding
family of Training Type. Of particular interest was the No Training code,
used to indicate an absence of training within the organization.
Several codes emerged that described a training approach that was
geared toward the individual, one-to-one development. These included
Coaching, Mentoring, and Shadowing. Other individual-oriented training
themes were identified as being more of a self-guided or self-paced ap-
proach that involved various tasks or resources, and included Books, Tests,
On-Line, and Certification. These codes are concerned with training pro-
grams that include some kind of measurable assessment of the quality or
completeness of the training.
Several themes emerged that were related to training completed in
groups as opposed to by individuals. Codes in this area include Group,
Class, Meetings, Workshop, Seminar, Conference, and Outside Trainer. AllAn Exploratory Study of Multiunit Restaurant Management Training 207
Training Codes
General Training (GT) Training Types (TT) Training Content (TC)
FIGURE 1 Training code groupings.
of these codes share the characteristic of being executed for a group of
individuals.
Codes in the Training Content family were the most extensive of the
three families. This is an indication that the content of MUM training varies
extensively within and among the respondent companies. Several codes
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were identified as unit-level operational themes. Operations, Beverage,
Culinary, and Maintenance were all concerned with training on operating
procedures.
Another large group of codes identified with a people skills orientation.
These codes had to do with interactions with coworkers and subordinates,
and included Communication, Listening, Information Sharing, Diversity, Sex-
ual Harassment, People, Personnel Management, Conflict Management, De-
veloping Subordinates, and Leadership. All of these share the common traits
of being related to training on the subject matter of interactions among fellow
workers. Training refers to a training-the-trainer approach, but is still chiefly
concerned with people interaction.
Another group of codes within Training is concerned with training on
specific and personal skills for the MUM as they relate to the workplace.
These include Analysis, Problem Solving, Strategy, and Critical Thinking. All
of these are concerned with mental process-based skills. Skills represent all
nonspecific skills mentioned but not identified within the interviews. More
conceptual skills training included Culture, Values, and Quality. Business-
based skills training was identified with Time Management, Technology,
Computer Skills, Administrative, Business Writing, and Branding. There were
also codes concerned with training the MUM on his or her position within
the organization, including Orientation, Development, and Role. A visual
depiction of the types of training codes that were assessed in the content
analysis is provided in Figures 1 and 2.
Company and Respondent Characteristics
Seven companies were interviewed (n = 7). The ages of these companies
ranged from 5 years to 51 years, with the mean being 28.5 years. Only two of
the companies were younger than 10 years old. Two of the companies were208 S. Suboleski et al.
Training Content
Orientation Personal Business Operations People Analytical
Skills Skills Skills
Role Skills Time Culinary Communication Analysis
Management
Culture Development Technology Menu Listening Problem
Solving
Values Computer Beverage Information Critical
Sharing Thinking
Quality Administrative Maintenance Diversity Strategy
Business Financial Sexual
Writing Harassment
Branding Marketing Personnel
Management
Cross- Sanitation & Conflict
Company Safety Management
Store Visits Leadership
Audits Developing
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Subordinates
Training
Incentive
Goal Setting
Meetings
FIGURE 2 Training content.
older than 25 years old. Two firms identified themselves as belonging to
the quick-service hamburger market segment. The remaining five described
themselves in terms of segment with the term “casual.” Two of the compa-
nies identified themselves as part of the casual dining market segment. The
remaining three identified themselves as fast casual, family-style casual, and
full-service casual. The companies had anywhere from 32 to 1,400 units. See
Table 1 for details.
The goal of qualitative interviews is to see the research topic from
the perspectives of the varying individuals involved with the phenomenon
(Cassell & Symon, 2004). In order to investigate multiple perspectives on
TABLE 1 Demographic Characteristics of Respondent Organizations
Company Age No. of units No. of MUMs Market segment
Company 1 8 years 32 9 Casual dining
Company 2 51 years 800 (corporate) 100–120 Quick-service hamburger
Company 3 27 years 100 13 Fast casual
Company 4 23 years 50 9 Family-style casual
Company 5 22 years 565 67 Casual dining
Company 6 5 years 103 21 Full-service casual dining
Company 7 35 years 1400 (corporate) 335–342 Quick-service hamburgerAn Exploratory Study of Multiunit Restaurant Management Training 209
TABLE 2 Multiunit Managers in Respondent Organizations
MUMs Age Gender Salary Tenure Turnover
Company 1 35–48 8 male, 1 female $90–$120K+ 6 years Lost two in 5 years
Company 2 WND WND $50–$65K NA WND
Company 3 40 9 male, 13 female $100–$150K 15 years Less than 5%
Company 4 30–33 9 male, 0 female $85–$127K 2 12 –3 years Lost two in 3 years
Company 5 WND 54 male, 13 female $75–$100K 3–15 years 10%–12%
Company 6 40.4 WND WND 13.4 years Less than 5%
Company 7 WND WND WND WND WND
WND = would not disclose.
MUM training within the industry, interviewees were selected with a range
of titles and positions. Two of the respondents held positions as directors of
operations and one was a divisional vice president of operations. These po-
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sitions are MUMs and relate their stories from first-hand experience. Three of
the respondents are involved in training and reveal their perspectives from
a planning, development, training, and execution perspective. Their titles
were regional training director, vice president of management development
and training, and field training specialist, and all positions are directly in-
volved with the training of MUMs. One respondent was a vice president of
human resources and was also directly involved with MUM training. All of
the participants were either MUMs themselves or directly involved with the
training or supervision of MUMs within their organization.
In four of the companies, MUMs were referred to as directors of op-
erations. Two of the organizations called their MUMs multiunit managers.
One firm referred to the position by the title company business manager.
The companies employed from 9 to 342 MUMs each. Two of the companies
employed more than 100 MUMs, while four of the companies employed less
than 25. The span of control, or number of properties for which each MUM
was responsible, ranged from 3 to 11 per MUM. Three of the companies
would not disclose the average age of their MUMs. The remaining four com-
panies had MUMs ranging in age from 30 to 48 years old. Three companies
would not disclose the gender breakdown of their MUMs. The remaining
four companies had an overwhelming majority of male MUMs, ranging from
41% to 100%. Tenure of the MUMs in the organizations interviewed ranged
from 2.5 years to 15 years. See Table 2 for details.
RESULTS
Content analysis of the interviews produced several notable results. Training
varies greatly from organization to organization. This is true both in terms
of the training approach and the training content. Most organizations in the
study offered a wide array of training types and content, as opposed to just210 S. Suboleski et al.
one training strategy. Many had formal group programs as well as informal,
self-paced individual programs. All respondents indicated that they had a
combination of training programs that could be implemented for groups or
individuals on an as-needed basis.
Personal, analytical, writing, people, and business skills were the most
frequently cited training content. In people skills, leadership, communica-
tion, and employee development were noted the most frequently. However,
this varying content was not consistently used across all companies. All
firms did, however, have some form of orientation in place. These programs
usually provided information on company history, job duties, and other
skills associated with the daily routine of working within that particular
organization.
None of the organizations indicated there was a rubric in place for the
assessment of the effectiveness of the training programs at their company.
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As a result, it is not possible to calculate which programs were working ef-
fectively and which were not. Having a method in place to assess the quality
of the training programs would be beneficial to organizations interested in
maximizing the return on investment of their training dollars.
All respondents use some form of training for their MUMs. Even the
organization that stated it had no formal training programs had several in-
formal programs at its disposal to use for MUM training should the need
arise. When coupled with the extensive and detailed training philosophies
possessed by respondents, this is a strong indicator that training is perceived
as an important resource for the development of MUMs. More intense and
focused research should be conducted on program details and specifics.
This can provide greater insight into how to select programs and content
that have the most desirable results.
DISCUSSION AND IMPLICATIONS FOR PRACTICE
The current study has several limitations. One of the limitations is the lack
of generalizability of the findings due to the small sample size and the
convenience sample that was used. Another limitation is the inability to re-
turn to the respondents to ask further follow-up questions. Such a return
to the interviewee in order to get clarification on a concept or greater de-
tail of a mentioned process would have been extremely helpful. Certain
concepts, such as the timing involved with specific training programs, and
greater detail on the specific content of certain training processes could have
painted an even more in-depth and descriptive picture. Despite these lim-
itations, the study has provided greater insight into the process of training
MUMs.
This type of exploratory research provides an opportunity for MUR firms
to examine the practices and approaches of their competition in the industry.An Exploratory Study of Multiunit Restaurant Management Training 211
A “best practices” comparative approach allows companies to discover and
apply approaches to MUM training they may not have previously considered.
Examining the content of training provided by other institutions in their field
allows a company to compare its MUM training programs to others. In this
way, adjustments or additions can be made to a training regimen to make
a MUR organization more competitive in terms of producing and maintain-
ing MUMs that are effective in completing their assigned duties. At the very
least, firms can identify training trends within the industry that are being
addressed by other firms. Specific details on approach and content can stim-
ulate ideas within a company for new and progressive training programs.
Many respondents identified internal development as key for the position of
a MUM. In other words, most firms interviewed identified internal promo-
tion as the key method of procuring MUMs. Thus the analysis of training
programs by content could be extremely helpful in assessing which training
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programs can or should be used early in the process of developing a unit-
level manager into a MUM. Early, well-integrated training programs for MUM
development can assist a firm in having an adequate number of candidates
ready for a smooth transition into the role of a MUM as the company needs
them.
There are several areas of opportunity for further research created by
this study. The study was initially designed to examine three dimensions:
MUM training, MUM development, and MUM responsibilities. MUM training
was the primary focus of this research. An obvious choice for additional
research is in the areas of MUM development and MUM responsibilities. A
similar qualitative and exploratory approach could be adopted to continue
the research with the data already collected, or with a new sampling. The
goal of this research would be to see if there is any measurable relationship
between the actual role, duties, and responsibilities of the MUM and what
training is being provided by the MUR organization. Are MUMs being trained
for the actual tasks they are expected to undertake and complete? An ex-
amination of the dimension of career development with respect to training
would be of interest. What training is or should be given to MUMs in devel-
opment that would lead to rapid assimilation in the position and effectiveness
of the individual in the job? Further studies could be approached with the
focus remaining on more details regarding the dimension of training. More
information could be gathered on the specific details of each program within
a firm or group of firms. In this way, similarities and differences between
various company approaches to and content of training could be compared
in detail. Does the orientation for one firm compare to the orientation of
another? What specifically is being done to train MUMs on people skills?
There are a vast number of comparisons that can be made across these three
dimensions, collectively and individually, and each comparison would gen-
erate additional knowledge that would add to a greater understanding of the
phenomena of MUM training.212 S. Suboleski et al.
In terms of sample, only two major segments were reached: quick-
service and casual dining. Further research should focus on additional seg-
ments. The goal of this research would be to determine if there is any
relationship between the segment of the MUR and the mixture of training
approaches and content utilized. If it is established that different segments
utilize different operating strategies, should there be a difference in the type
and content of training provided?
Most firms reported low turnover rates for their MUMs. A study on
training programs and their relationship to turnover could assist a company
in deciding how much time, effort, and money to invest in MUM training.
The goal could be to determine a “package” of training programs that are
effective in reducing turnover. There was very little, if any, mention of the
assessment of training program effectiveness. Which types of programs and
content are most effective in creating a successful MUM? To accomplish
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this, criteria for MUM success would need to be established. Those criteria,
perhaps partially developed from further examination of the dimension of
MUM responsibilities, could be compared across companies, segments, or
by MUM demographics, such as gender and age, with training programs in
place. This comparison could target training that was most appropriate given
the specific characteristics of the firm or the individual being trained.
This study attempted to collect data on the duration and length of var-
ious training sessions. Is there a relationship between the actual amount of
time spent in training and the success of the individual so trained? Much more
data will need to be collected regarding specific lengths of classroom-style
training sessions, time limitations placed on workbook or online training
sessions before expected completion, and frequency of large group training
processes.
Finally, a strong recommendation could be made for further exploration
of training program content. While this study identified many areas of training
focus, the programs were coded by the inherent nature of the meaning of the
word(s) used to describe the programs. Immersion on a more detailed level
could identify content themes, specificities, and other aspects of programs.
In the same fashion as the content analysis approach, these aspects could
be categorized and analyzed in order to generate a greater understanding of
what is considered to be a part of the training identified. Cross-comparison
of the most basic aspects of training programs may reveal great differences
in one firm’s approach to operations training versus another, or may reveal
further similarities to other MUR organizations.
The opportunities for further investigation of this topic are vast and may
be done with the methodology of this study or a different approach. The
findings of this exploratory study have accomplished one of its main goals:
to investigate in some detail the phenomena of MUM training and to create
opportunities for further, more structured research into the topic or related
aspects.An Exploratory Study of Multiunit Restaurant Management Training 213
CONCLUSIONS
The MUM is a key figure in the MUR industry. The MUM is the individual
responsible for the communication and implementation of corporate policies
and projects. This study explored organizations’ attitudes toward training
MUMs. It also reviewed and discussed the types of training given to MUMs
as well as the content of that training.
The information that was generated from the analysis of the seven in-
terviews conducted revealed patterns to the approaches toward training in
the MUR industry. The MUMs are trained almost equally in groups and as
individuals. Group training is almost always structured and conducted in
a formal classroom-style setting. Individual training occurs most often as
a custom-based and paced approach. Not all training programs are given
to all candidates; rather they are administered on an as-needed basis. The
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most common type of individual MUM training involves some sort of direct
one-on-one training and usually takes the form of mentoring or coaching.
Training content varied widely among the organizations interviewed.
Several predominant areas were defined, including business skills, personal
skills, analytical skills, and people skills. People skills were the most fre-
quently utilized training content. Many of the content types noted were
unique to the organization. It is proposed that this is due to past incidents
within the organization that ultimately demanded training in the area to
rectify that issue.
More research can be done in this realm. A more detailed assessment
of how often, how long, and how effective particular programs are would
be the next logical step after this exploratory study. As the MUR industry
continues to grow and thrive, the need for MUMs to fill new posts will
follow. Any firm interested in successful growth must focus on how MUMs
can be best trained to effectively complete their expected duties.
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