Training as a management

TRAINING & DEVELOPMENT skill / Training and

developing your staff
TOPICS
Why do we Need Training?
What is Training & Training Principles?
A Systematic Approach to Training
A Training Lesson Plan

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YOUR OBJECTIVES

Following this presentation you should be able to

complete the following objectives:
1. Describe why training is important and distinguish
amongst training, education and development
2. Define the ASK concept, and comment upon the relative
difficulty in developing people’s attitudes, skills and
knowledge
3. List the nine steps in the training process and be able to
explain each step with reference to hospitality examples
4. Develop an appropriate training lesson plan.
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 DO ORGANIZATIONS NEED TRAINING

The answer is “YES”

However, we must know the purpose and
functions of training before we can use it.

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THE GAP CONCEPT

Expected Curve

1,000 Cars Gap

Performance/ 200 Cars
Actual Curve
Results
800 Cars

Time
In training terms this means we need to
develop programs to fill the Gap
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TRAINING NEEDS
The reasons for not As training experts we must
making the 1,000 cars: analyze the situation to
determine if:
Not enough resources
Poor machines Expected result too high
Target achievable
Poor staff skills
Is training the only way to
make it happen
Are there other factors.
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EXERCISE 1
Imagine you are the managing director of a full service restaurant.
One day you receive a complaint letter from a guest reporting s/he
was not satisfied with the follow up regarding their criticism of
being overcharged in one of your restaurants.
 Why was the complaint made?
 Is there a training need?

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3 REASONS TO CONSIDER CONDUCTING
AN INTERNAL NEEDS ANALYSIS
1. Employee obsolescence/out-dated –
 Technical advancements, cultural changes, new systems, computerization

2. Career plateaus
 Need for education and training programs

3. Employee Turnover
 Development plan for new employees

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IMPORTANCE OF TRAINING
Maintains qualified products / services
Achieves high service standards
Provides information for new comers
Refreshes memory of old employees
Achieves learning about new things; technology, products /
service delivery
Reduces mistakes - minimizing costs
Opportunity for staff to feedback / suggest improvements
Improves communication & relationships - better teamwork
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 BENEFITS OF TRAINING

Most training is targeted to ensure

trainees “learn” something they
apply to their job.

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WHAT IS TRAINING?

Training is a systematic process through which an organization’s human

resources gain knowledge and develop skills by instruction and practical
activities that result in improved corporate performance.

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DIFFERENCES BETWEEN TRAINING,
EDUCATION & DEVELOPMENT
Training is short term, task oriented and targeted on
achieving a change of attitude, skills and knowledge in
a specific area. It is usually job related.
Education is a lifetime investment. It tends to be
initiated by a person in the area of his/her interest
Development is a long term investment in human
resources.

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THE ASK CONCEPT

If we follow the GAP concept, training is

simply a means to use activities to fill the gaps
of performance between the actual results
and the expected results.
This GAP can be separated into 3 main
themes
1. Attitude
2. Skills
3. Knowledge
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EXERCISE 2
Rank ASK by difficulty to develop in people

Attitude
•Easy
Skills
Knowledge •Moderately difficult
•Most difficult

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FIVE PRINCIPLES OF LEARNING
Participation: involve trainees, learn by doing
Repetition: repeat ideas & concepts to help people
learn
Relevance: learn better when material is meaningful and
related
Transference: to real world using simulations
Feedback: ask for it and adjust training methods
to audience.

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A SYSTEMATIC APPROACH
TO TRAINING
Key Concepts in Preparing a Training Plan
Before you train and develop people identify what:
 They must know - before they can perform job
 They should know - to improve performance
 Would be nice for them to know – but not necessary to perform duties.

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 MODEL OF THE TRAINING PROCESS*
*Goldstein, I. (2002) Training in Organizations 4th Ed.

Assessment Stage Training Stage Evaluation Stage

Organizational
Needs Assessment

Task Need Assessment

Development of Design & Select Measure Training

Training Objectives Procedures Results

Development of Train Compare Results to

Criteria for Training Criteria
Evaluation
Feedback 17
NINE STEPS IN THE TRAINING PROCESS
1. Assessing training needs
2. Preparing training plan
3. Specifying training objectives
4. Designing the training program(s)
5. Selecting the instructional methods
6. Completing the training plan
7. Implementing the training program
8. Evaluating the training
9. Planning future training
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 1) ASSESSING TRAINING NEEDS

Conduct a training needs analysis by either one, or both, of the following

External approach (company, guests, society)

Internal approach – using a staff opinion survey.

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EXERCISE 3
Imagine you are the manager of a factory with 500 workers making
ice cream for export to Europe.
What information and evidence do you need before you can say the
employees need training?
Try to list 5 ideas.

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RESPONSE TO EXERCISE 3
Accidents report Staff discipline report
Sick leave report Staff enquiries & complaints
Employee compensation Guests complaints
statistics
Refusal of orders made
Product quality control report
Quality of product report
Wastage report
Market needs & trends
Efficiency report
Demographic data &
Machinery out-of-order background of employees
report

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 2) PREPARING TRAINING PLAN

Consider whether to design a long (5-10 years), medium (3-5 years) or

short (1 year) term plan.
Ask your self “What are we going to achieve in the time period?”
Use a holistic approach by using a calendar for inputting your training
activities.

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 TRAINING CALENDAR EXAMPLE

Training Area Month in the year

1 2 3 4 5 6 7...
Attitude
Train the trainer
Job competency
Sales techniques
Telephone manner
…
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INDIVIDUAL PLANS
For individual personalized training, we must assess the trainees’
weakness and strengths first before setting up appropriate programs.
Training areas maybe tailor-made.
 Trainee should receive an individual timetable for self progress.

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3) SPECIFYING TRAINING OBJECTIVES

Training Objectives must be specific & measurable.

Why? Very difficult to measure effectiveness after
course is finished.
 What should trainees be able to accomplish after
participating in the training program?
 What is the desired level of such accomplishment, according to
industry or organizational standards?
 Do you want to develop attitudes, skills, knowledge or some
combination of these three?

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4) DESIGNING THE
TRAINING PROGRAM(S)

1. Program duration 7. Training location &

environment
2. Program structure
8. Criteria & methods
3. Instruction methods
for assessing
4. Trainers qualification participant learning
and achievement
5. Nature of trainees
9. Criteria & methods
6. Support resources –
for evaluating the
materials, OHP,
program
classroom
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5) SELECTING INSTRUCTIONAL METHODS
NOTE: THIS IS THE MOST IMPORTANT STEP

On-the job-training (OJT)

 learn while you’re working
Off -the job-training
 In house, training or classroom
 External, consultancies or attending external classes
 Independent bodies, such as government talks
 Distance learning, from books or notes
 Computer-assisted learning
 Interactive-video training
 Video conferencing, same as classroom except teachers and students
are in different locations.

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 EXERCISE 4
Imagine you are the training manger of a hotel that will
open next year. Your GM asks you to develop a training
program that aims to boost the team spirit of the newly
formed Executive Committee Members.
Your GM suggests you organize a two-day course in a
resort location from 9 to 5 for both days.
Your task is to suggest 3 training methods that suit the
training theme described above.
Hint: this is attitude, not skills nor knowledge training
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RESPONSE TO EXERCISE 4
Remember your training Suitable training methods
theme was to change the you might have listed:
individuals attitudes
Role-play
Employ exercises that
trainees can: Games
Participate in Simulation exercises
React to Discussion/debate formats
Provide feedback in Experiential exercises
Receive inspiration to move on Self evaluation (e.g. video
tape trainees performance &
let them evaluate their own
behaviors).

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6) COMPLETING THE TRAINING PLAN

Target group – assess your audience

Topic – task, skill or attitude ingredient
Method – direct (one way communication) or indirect
(discussion, games, experimental exercises…).
Important as evaluation of trainees usually lies on the
perception on what they did in the training session
Time – length, period, breaks important to consider
Location – away from the office?

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7) IMPLEMENTING THE TRAINING
PROGRAM
Besides trainers qualifications and experience:
Participant selection
Group comfort - physical & psychological
Trainer enthusiasm & skills
Effective communication
Feedback mechanism
The need to learn new training skills
Preparation by trainers
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8) EVALUATING THE TRAINING

Three Levels of Evaluation

1. Immediate Feedback
 Survey or interview directly after training

2. Post-Training Test
 Trainee applying learned tasks in workplace?

3. Post-Training Appraisals
 Conducted by immediate supervisors of trainees

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 9) PLANNING FUTURE TRAINING

Last step in the training process

After taking all evaluated comments, trainers should modify the
programs to keep good things and make suggested improvements
 Remember, even with the same topic for different trainees, trainers should address
many parts of the training process again and consider new approaches.

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A TRAINING LESSON PLAN
Topic
Summary of Key Points
Training Objectives
Duration of Each Activity in Each Session
Training Contents
Training Methods / Activities
Break(s)
Exercise to Warm Up
Questions to test Understanding
Conclusion

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 E.G. NEW EMPLOYEE ORIENTATION

Time Topic Method Activity

9:00-9:30 AM Welcome Speech Speech Talk & hand shake
by GM
9:30-10:00 AM Intro to Company Slide Slide Show &
Background Presentation Video Tape

3:00-4:00 PM Fire Safety Talk Security Fire Drill &

Manager Equipment

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REFERENCES
Anthony W.P., Kacmar, K.M., Perrewé, P.L. (2002) Human
resource management: a strategic approach, 4th ed. Fort
Worth : Harcourt College Publishers.HF5549 .A866 2002
Goldstein, I. L., Ford J.K. (2002) Training in organizations :
needs assessment, development, and evaluation, 4th ed.
Belmont, CA . HF5549.5.T7 G543 2002
Greer, C.R. (1995) Strategy and human resources – a general
managerial perspective, Prentice Hall.
Riley, Michael, (1996) Human resource management in the
hospitality and tourism industry, 2nd ed. Oxford ; Boston :
Butterworth-Heinemann. TX911.3.P4 R55 1996
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