From Clerk and Cashier to Guest Service Agent

In their study - From Clerk and Cashier to Guest Service Agent - by Nancy J. Allin, Director of Quality Assurance and Training and Kelly Halpine, Assistant Director of Quality Assurance and Training, The Waldorf-Astoria, New York, the authors state at the outset: “The Waldorf-Astoria has taken the positions of registration clerk and cashier and combined them to provide excellent guest service and efficient systems operation. The authors tell how and why the combination works. That thesis statement defines the article, and puts it squarely in the crosshairs of the service category. Allin and Halpine use their positions at the Waldorf-Astoria in New York City to frame their observations “The allocation of staff hours has been a challenge to many front office managers who try their hardest to schedule for the norm but provide excellent, efficient service throughout the peaks,” Allin and Halpine allude. “…the decision [to combine the positions of registration clerk and cashier] was driven by a desire to improve guest service where its impact is most obvious, at the front desk. Cross-trained employees speed the check-in and check-out process by performing both functions, as the traffic at the desk dictates,” the authors say. Making such a move has resulted in positive benefits for both the guests and the hotel. “Benefits to the hotel, in addition to those brought to bear by increased guest satisfaction, include greater flexibility in weekly scheduling and in granting vacations while maintaining adequate staffing at the desk,” say Allin and Halpine . “Another expected outcome, net payroll savings, should also be realized as a consequence of the ability to schedule more efficiently.” The authors point to communication as the key to designing a successful combination such as this, with the least amount of service disruption. They bullet-point what that communication should entail. Issues of seniority, wage and salary rates, organizational charting, filing, scheduling, possible probationary periods, position titles, and physical layouts are all discussed. “It is critical that each of the management issues be addressed and resolved before any training is begun,” Allin and Halpine suggest. “Unresolved issues project confusion and lack of conviction to line employees and the result is frustration and a lack of commitment to the combination process,” they push the thought Allin and Halpine insist: “Once begun, training must be ongoing and consistent.” In the practical sense, the authors provide that authorizing overtime is helpful in accomplishing training. “Training must address the fact that employees will be faced with guest situations which are new to them, for example: an employee previously functioning as a cashier will be faced with walking guests. Specific exercises should be included to address these needs,” say the authors.

Concrete Pavement Mixture Design and Analysis (MDA): Development and Evaluation of Vibrating Kelly Ball Test (VKelly Test) for the Workability of Concrete, 2015

Due to the low workability of slipform concrete mixtures, the science of rheology is not strictly applicable for such concrete. However, the concept of rheological behavior may still be considered useful. A novel workability test method (Vibrating Kelly Ball or VKelly test) that would quantitatively assess the responsiveness of a dry concrete mixture to vibration, as is desired of a mixture suitable for slipform paving, was developed and evaluated. The objectives of this test method are for it to be cost-effective, portable, and repeatable while reporting the suitability of a mixture for use in slipform paving. The work to evaluate and refine the test was conducted in three phases: 1. Assess whether the VKelly test can signal variations in laboratory mixtures with a range of materials and proportions 2. Run the VKelly test in the field at a number of construction sites 3. Validate the VKelly test results using the Box Test developed at Oklahoma State University for slipform paving concrete The data collected to date indicate that the VKelly test appears to be suitable for assessing a mixture’s response to vibration (workability) with a low multiple operator variability. A unique parameter, VKelly Index, is introduced and defined that seems to indicate that a mixture is suitable for slipform paving when it falls in the range of 0.8 to 1.2 in./√s.

Kelly Springfield prislista n:o 1

kuv., 11 x 14 cm

Kelly-Springfield hinnasto n:o 4

kuv., 10 x 17 cm

Welland Canal Survey of Lands Isaac Kelly

Survey description of Isaac Kelly's land created by The Welland Canal Company. There is a written description of the land. The property is located on the east side of the Welland Canal. The land is a total of 1 acre and 3 roads.

Letter to S.D. Woodruff from Thomas Steers and W. M. Kelly

Letter to S.D. Woodruff from Thomas Steers and W. M. Kelly regarding the patent for Mrs. Clement. The writer says that he will write to Mr. Woodruff fully respecting the claim of the younger Clement, May 14, 1847.

Letter to Samuel D. Woodruff from Thomas Steers and W.M. Kelly

Letter to Samuel D. Woodruff from Thomas Steers and W.M. Kelly stating that they have been successful in getting the patent through for Mrs. Clement for Lot no.30, Concession 2 in Enniskillen. James Clement is not of age and he cannot transfer his right to his brother Joseph. There is no obstacle of the patent being issued in Richard’s name. There are some notes in pencil on this document. The document is torn, and stained, but text is not affected. The postmark on the outside is Montreal, June 26, 1847, June 25, 1847.

Teoría de los constructos personales de G.A. Kelly aplicada al rendimiento académico.

Conocer la teoría de los constructos personales de Kelly, como posible aplicación al área de Educación. 99 sujetos, 53 hombres y 46 mujeres, de edades comprendidas entre los 13 y 19 años, todos ellos estudiantes de BUP becados, por lo que pueden clasificarse de clase baja. Los sujetos formaron tres grupos: primero A, primero B, y tercero. El diseño se dividio en 4 partes: a. En base a las puntuaciones obtenidas en el test de inteligencia, cada grupo se dividió en dos partes: el 25 por ciento con CI más alto forman un subgrupo y el 25 con CI más bajo forman otro subgrupo. b. En base a las calificaciones obtenidas: 25 por ciento de calificaciones altas y 25 de calificaciones bajas tanto en el apartado 'A' como en el 'B', el diseño es el del tipo de grupos apareados. c. En base al criterio de asignaturas fáciles y difíciles se forma un diseño 2x2x3, este apartado es una ampliación del apartado a. d. En este apartado, similar al anterior, se emplean los grupos divididos en base a las calificaciones, y se agrupan las asignaturas en fáciles y difíciles. De acuerdo con el formato del REP-test de Kelly, la estructura de esta técnica se divide en tres partes: elementos: asignaturas del plan de estudios de cada grupo; constructos: lo semajante forma el polo de la izquierda y lo diferente en el polo de la derecha; rejilla: cada sujeto debe puntuar en cada casilla, utilizando una escala del 1 al 5. Test de inteligencia general, TEA, SA, 1974. Calificaciones: de las actas correspondientes a la cuarta evaluación. Moda. Análisis de Cluster, programas de BMDP1M y BMDP2M, Dixon, 1982. Análisis de varianza, programa Reliability de SPSS, Nie y Hull, 1981. Frecuencia. Prueba Chi cuadrado. No se confirma que las personas más inteligentes tengan mayor complejidad cognitiva que las personas menos inteligentes. No se confirma la hipótesis de que las personas que obtienen mayor rendimiento académico tengan mayor complejidad cognitiva que aquéllos de bajo rendimiento. Hay un cierto apoyo para la hipótesis de que al evaluar asignaturas difíciles ocurre mayor complejidad cognitiva que cuando se evalúan asignaturas fáciles. Los sujetos consideran a una asignatura fácil o difícil según las buenas o malas calificaciones que hayan obtenido. Esto concuerda con los planteamientos de Kelly, 1955, de que las personas validan los constructos subjetivamente. En cuanto al grado de relevancia de los constructos, los sujetos atribuyen central importancia a la comprensión de la asignatura y del profesor y, en menor grado, da importancia a que la asignatura sea agradable.