Chapter 4: TRAINING AND

DEVELOPMENT

Lecturers:
Tran Nien Tuan (PhD)
Su Ngoc Diep (PhD)
Objectives

 Explain important processes that should be used as employee orientation

programs and procedures are developed and implemented

 Understand how to plan training programs

 Understand how to deliver and evaluate training programs

4.1 Orientation and induction
4.1.1 The new employee adaptation process
4.1 Orientation and induction
4.1.2 Orientation programs and procedures

Orientation: the process of providing basic information about the

hospitality organization that must be known by all staff members in
every department.
4.1 Orientation and induction
4.1.2 Goals of orientation programs

 It provides an overview of the organization

Mission statement: a strategic statement that indicates what the

hospitality organization wants to accomplish and how it intends to do so
 It indicates the new staff members’ role

 It explains policies, rules, and other information

 It outlines specific expectations

 It provides details about employee benefits

 It motivates new staff members

4.1 Orientation and induction
4.1.3 Orientation Checklist
Orientation kit: A package of written materials given to new employees
to supplement the oral information provided during the orientation session

Examples of items in an orientation kit:

 A copy of the current organization chart

 Employee handbook
 Copies of employee performance appraisals forms and procedures
 Federal, state, local tax materials
 A diagram of the property layout
 Accident prevention and emergency procedures guidelines
Sample of
Orientation
Checklist
4.1 Orientation and induction
4.1.4 Other early employment activities

Departmental induction procedures: The process of providing new

employees with basic information that everyone in their department
must know and that is unique to their department
Sample of
Department
induction
checklist
4.1 Orientation and induction
4.1.5 Basic Orientation Principles for orientation programs
 Carefully plan them to ensure they are organized and provide consistent
infomation each time a new employee participates in them.
 Be sure the new employee is able to meet other employees.
 Alert current coworkers that the new employee will be beginning work.
 Make new staff members feel comfortable by informing them about the “basics”
before
 When possible, use multiple orientation presenters.
 If possible, provide material that new employees can take off-site to read at their
own pace and determine whether they have questions.
 Solicit feedback about orientation sessions so they can be continually improved.
4.2 Planning training programs
4.2.1 Training benefits
Impact of tranning on new members
 Improved performance  Reduced stress
 Reduced operating costs
 Increased opportunities for job
 More satisfied guests advancement
 Fewer operating problems
 Improved staff relationships
 Lower employee turnover rates
 Higher levels of work quality
 Easier to recruit new staff
 Greater profits
 More professional staff
 Impact of tranning on new members
4.2 Planning training programs
4.2.2 Training obtacles
 Insufficient time
 Too much time
 Lack of financial resources
 Trainers’ insufficient knowledge and skills
 Lack of quality resources available for training
 Scheduling conflicts
 Turnover
 Insufficient lead time
 Difficulty in maintaining training consistency
 Trainer apathy
4.2 Planning training programs
4.2.3 Training myths
 Training is easy
 Training costs too much
 Training is a staff function
 Only new staff need training
>>> A professional development program:
Planned educactional and/or training activities to prepare an
employee for successively more responsible positions in an
organization or industry
 There is no time for training
4.2 Planning training programs
4.2.4 Characteristics of a trainer
 Have a desire to train
 Have the proper attitude about the employer, peers, position and the training
assignment
 Process the necessary knowledge and skills to do the job for which training is needed
 Use effective communication skills
 Know how to train
 Have patience
 Exhibit humor
 Have time to train
 Show genuine respect for the trainees
 Be enthusiastic
 Celebrate the trainees’ success
 Value diversity
4.2 Planning training programs
4.2.5 Process to plan for training

A training model identifies activities

that better ensure training that attains
planned results
4.2 Planning training programs
4.2.5 Process to plan for training (Con’t)
Step 1: Define training needs
Training needs can be determined in several ways
 Observation of work performance
 Input from guests
 Input from staff members
 Inspections
 Failure to meet performance standards
 Analysis of financial data
 Performance/ skills assessments
 Exit interviews
4.2 Planning training programs
4.2.5 Process to plan for training (Con’t)
Step 2: Define training objectives

Ex: Which one is better to describe a training objective?

Trainees will realize the importance of effective guest service
Trainees will demonstrate a six-step method to manage guest complaints

Training objectives use an action verb (operate, calculate, explain and

assemble) to tell what the trainee apply after training
Unacceptable verbs: know, appropriate, believe, and understand
4.2 Planning training programs
4.2.5 Process to plan for training (Con’t)
Step 3: Develop training plans
Training plan: A description of the overview and sequence of a complete
training program
Trainers should:
1. Plan the dates and times for each training lesson
2. Consider the topic (lesson number and subject)
3. State the training location
4. Indicate the trainer responsible for conducting the training
5. Determine the trainees for whom specific training lessions are applicable
EXAMPLE OF TRAINNING
PLAN WORKSHEET
4.2 Planning training programs
4.2.5 Process to plan for training (Con’t)
Step 4: Develop training lessons
A training lesson: information about a single session of a training plan.
It contains one or more training objectives and indicates the content and
method(s) to enable trainees to master the content.
A specific training session:
1. Why – The objective(s) of training session
2. What – The content of the training session
3. How – The method(s) used to present the training
4.2 Planning training programs
4.2.5 Process to plan for training (Con’t)
Step 4: Develop training lessons (Con’t)
1. Step 1: Develop lesson objectives
2. Step 2: Determine topics that represent the required knowledge/ skills to
attain the objectives
3. Step 3: Consider topic sequence
4. Step 4: Determine content for each topic
5. Step 5: Select training method(s) for each topic
6. Step 6: Consider time requirements for each topic
7. Step 7: Identify (develop/purchase) required training resources
8. Step 8: Consider other training tactics
9. Step 9: Evaluate/ revise the training lesson
10. Step 10: Develop methods to evaluate the training lesson
Example of training session
4.2 Planning training programs
4.2.5 Process to plan for training (Con’t)
Step 5: Develop training handbook (Con’t)
Training handbook: A hard copy of electronic manual containing the training
plan and associated training lessons for a complete training program
A handbook used to train a new person for all tasks in a position includes:
 An introduction
 A current position description
 A copy of the position’s task list
 Copies of all task breakdowns
 Training lessons for each task breakdown, including evaluation processes
 Training lessons for generic subject matter (ex: guest service and safety basics)
4.2 Planning training programs
4.2.5 Process to plan for training (Con’t)
Step 6: Prepare trainees
Trainees can be motivate about training in ways:
 Tell trainees what to expect
 Explain why training is needed
 Provide training time
 Address trainees’ concerns
 Emphasize the importance of training
 Explain that training will relate to the trainees’ work
 Stress that the training will be enjoyable
 Tell trainees how thay will be evaluated
4.3 Delivering and evaluating training programs
4.3.1 Delivering training programs
Individual on-job training steps
4.3 Delivering and evaluating training programs
4.3.1 Delivering training programs
Individual on-job training steps: Step 1

Checklist for
on-job training:
Preparation
4.3 Delivering and evaluating training programs
4.3.1 Delivering training programs
Individual on-job training steps: Step 2

Checklist for
on-job training:
Presentation
4.3 Delivering and evaluating training programs
4.3.1 Delivering training programs
Individual on-job training steps: Step 3

Checklist for
on-job training:
Practice and
Demonstration
4.3 Delivering and evaluating training programs
4.3.1 Delivering training programs
Individual on-job training steps: Step 4

Checklist for
on-job training:
Coaching
4.3 Delivering and evaluating training programs
4.3.2 Evaluating training programs

Definition: A process of obtaining feedback regarding the effectiveness

of a training program
>>>> “Training effectiveness assessment method”
4.3 Delivering and evaluating training programs
4.3.2 Evaluating training programs (Con’t)
Reasons to evaluate training
 Assess the extend to which training achieved planned results
 Identify strengths and weaknesses of training
 Determine the success of individual trainees
 Gather information to help justify future programs
 Determine trainees eligible for future training
 Access costs/ benefits of training
 Reinforce major points for trainees
 Assess trainees’ reactions to training
 Assess trainers’ reactions to training
4.3 Delivering and evaluating training programs
4.3.2 Evaluating training programs (Con’t)
Levels of conducting training evaluation
 Pre-training evaluation: understand participant’s expectations
regarding training
>>> change training strategy, schedule, training manual…
 Intermediate training evaluation: make training sessions fruitful
>>> find out the scope for implementation of an efficient training
program
 Post-training evaluation
4.3 Delivering and evaluating training programs
4.3.2 Evaluating training programs
The Kirkpatrick (1955)’s model of training evaluation (RLBR)
4.3 Delivering and evaluating training programs
4.3.2 Evaluating training programs