An Exploratory Study of Multiunit Restaurant Management Training: A Qualitative Perspective

Abstract

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 multiunit 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 qualitative 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 competing 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 multiunit firms generated more than 41% of the more than $500 billion consumer food service market (Liddle, 2007).

Jones (1999) described the growth of the MUR industry from a manufacturing perspective. As a physical operation grows in size, its intricacy increases, and the need arises for more complex ways to manage it. Restaurants generally expand through geographical dispersion, increasing the organization'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 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 operational 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 objective of the current study is to determine the types of training MUMs are currently receiving in MUR organizations. This will be accomplished by a review 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 methodologies 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 contemporary 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.

Multiunit Restaurants

According to Gross-Turner (1999), a MUR firm can be defined as an organization 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 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 service, casual theme, and business/industry (Muller & Woods, 1994). Recent additions to these typologies are the fast casual segment as well as the upscale 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 attributes 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 responsibility as involved with finance, restaurant operations, marketing, facilities, safety, and human resource management. The position is an important conduit 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.

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 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 and 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 positions. 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 between unit and area manager positions. MUMs need to learn how to manage 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 training. 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. Another 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 mixtures 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 literature 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 specific training content being delivered. Interviews with seven executives from 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 using the qualitative software program Atlas/ti (ATLAS.ti Scientific Software, Berlin).

This study attempted to gather as much data as possible, with the intention 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 include 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 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 organizations 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 approach was utilized. A sample based on an individual's expertise about or awareness of the population being studied is known as a judgment or purposive 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 demographic 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, promoting, and developing the MUM. Regarding the MUM's training, questions examined the training efforts or programs in place for MUMs and training 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 consistency 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 between 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 interviewers 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 professional 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 determine 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 support research using qualitative data (Muhr, 2006). A hand-coding process was 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 identifying 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 natural speech and words of the respondents. Current computer programs are 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 interpretation are grounded solely in the data (Mehmetoglu & Altinay, 2006). Furthermore, reliability, or reproducibility, is one of the distinguishing characteristics 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, unobtrusiveness, 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 approach that involved various tasks or resources, and included Books, Tests, On-Line, and Certification. These codes are concerned with training programs 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. All 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 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, Sexual Harassment, People, Personnel Management, Conflict Management, Developing 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.

Figure 1 Training code groupings.

Figure 2 Training content.

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 were 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 companies 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.

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 hamburger

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 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 positions 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 involved 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 operations. 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 companies 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.

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	2½–3 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.

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 just 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, communication, 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. As a result, it is not possible to calculate which programs were working effectively 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 informal 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 return 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 detail 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 limitations, 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. 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 maintaining 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 stimulate 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 promotion as the key method of procuring MUMs. Thus the analysis of training programs by content could be extremely helpful in assessing which training 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 examination of the dimension of career development with respect to training would be of interest. What training is or should be given to MUMs in development 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 generate additional knowledge that would add to a greater understanding of the phenomena of MUM training.

In terms of sample, only two major segments were reached: quick-service and casual dining. Further research should focus on additional segments. 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 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 various 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.

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 interviews 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 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 frequently 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.