Managing Hospitality Human Resources Chapter 6: Training and Development 1.Discuss training expenditures, and identify and explain the stages of the training

Managing Hospitality Human ResourcesChapter 6: Training and Development

1. Discuss training expenditures, and identify and explain the stages of the training cycle. (slides 1–2)

2. Explain how a training needs assessment is developed and conducted, and discuss the first steps in designing a training program. (slides 3–8)

3. Describe various training methods and how to select one. (slide 9–15)4. Explain how to implement and evaluate training programs and activities. (slide 16–20)

Competencies

5. Discuss career development for managers. (slide 21)


• United States businesses spent about $62 billion on training in 2000.

Training Expenditures Today

Slide 1

• Training budgets have since been on a decline; in 2008, the U.S. corporate training market reported spending only $56 billion.

• Hospitality industry research continues to show the link between training and increased productivity and further supports the theory that trainees reach full productivity levels sooner than new employees who don’t receive structured training.

• Nearly 55% of industry managers in 2009 reported a significant decrease in their training budgets over the prior eighteen months.


1. Develop/conduct a needs assessment.

The Training Cycle

2. Identify training objectives.3. Establish training criteria.

5. Pretest employees to establish their current knowledge, skills, or abilities for training.

6. Choose the proper training methods and techniques. 7. Implement the training program.

4. Select trainees.

8. Conduct a training evaluation.

Slide 2


Developing Needs Assessments

• When developing needs assessments, experts typically identify three factors to analyze: • The organizational analysis focuses on the process the entire

organization’s need for training, and generally includes an assessment of the effect that training will have on the organization. • The task and behavior analysis focuses on determining which tasks and behaviors are required for each specific job.

• The individual analysis focuses on identifying the strengths and weaknesses of the employee performing the job; specifically, to determine which employees require what types of training.

Slide 3


Conducting Needs Assessments

• Advisory committees can review job skill and behavior demands and compare these to current employee performance levels.

• The KSAs listed in current job descriptions can be compared to the current job performance .

• A trained analyst can conduct work sampling via observation.• A trained analyst can measure job performance via both job

participation and observance.• Attitude surveys can help determine when training is required to

improve the behavioral side of service.• When used properly, regular performance appraisals help identify

individual employees in need of training.

Slide 4


Conducting Needs Assessments (con’t)

• Skills tests measure an employee’s ability to perform a certain task in a certain way.

• Performance documents (e.g., guest complaint reports) are useful for pinpointing individual training needs.

• Guest feedback is not useful unless it is acquired on a regular basis.• Questionnaires are useful in gathering training needs information

because they are a cheap and easy way to get a large amount of data.• Exit interviews can give managers insight to issues they might not be made aware of otherwise.

• Critical incident observations require observers to notice and record specific incidents regarding employee performance.

Slide 5


Designing the Training Program

• Establishing training objectives

• Establishing training criteria

• Selecting trainees

• Pretesting trainees

Slide 6


Establishing Training Objectives and Criteria

1. Reaction-based objectives, which relate to how employees view the process

2. Learning-acquired objectives, which involve the knowledge gained during the training program

3. On-the-job behaviors4. Results-oriented objectives, which focuses on improving

measurable outcomes of an individual or group

• Training objectives typically fall under four categories:

• Criteria for success can establish a benchmark for measuring what will be learned or gained from the training process, and behavioral, reaction-based, or learning-acquired objectives.

Slide 7


• It is the employees selected for training who ultimately determine a program’s success.

Selecting and Pretesting Trainees

• Selection can be ongoing for training programs that involve several steps or multiple stages.

• Managers need to establish what employees currently know before beginning training.

• Ideally managers should divide groups so as to perform pretesting and posttesting on the group that receives training and the one that does not (the control group) to assess the impact of the training program.

Slide 8


• Case study training involves detailing a series of events, real or hypothetical, that take place in a business environment.

Training for Managers

• In-basket training presents participants with a wide array of problems similar to those found in their in-basket at work; the goal is to train participants to identify which issues require the most immediate response, to delegate, and to multi-task.

Slide 9


Training for Managers (con’t)

• Conference training is essentially one-on-one discussion between the trainer and trainee.

• Behavioral modeling gives participants the chance to see how a model acts in a certain situation, rather than just instruction.

Slide 10

• Training the trainer entails teaching managers or other employees who have knowledge and expertise how to train other members of an organization.


• In on-the-job training (OJT), typically one employee asks another to teach him or her some desired skill.

Training for Non-managers

• Job instruction training (JIT) requires trainees to proceed through a series of steps in a sequential pattern.

• Lecturing, the most common form of off-the-job training, is the oral presentation of information to an audience.

• Coaching/mentoring consists of encouraging protégés’ skill and leadership development rather than simply making sure employees know how to do their immediate job tasks.

• Programmed instruction enables trainees to learn at their own pace.

Slide 11


• Job rotation involves moving trainees from one job to another.

Training for All Employee Levels

• Role-playing allows participants to experience what it feels like to work in a real or exaggerated work situation.

• Vestibule training, or simulation, involves the virtual duplication of the work environment in an off-site setting.

• Business games are another form of simulation through which participants learn how to deal with a variety of issues in a mock business environment.

• Sensitivity training helps participants become aware of their own behaviors and of their behaviors toward others.

Slide 12


Training for All Employee Levels (con’t)

• Basic skills training in areas such as reading, writing, etc., can be worthwhile to an employer considering the cost of lost productivity due to employees’ lack of basic skills.

• Team training can help participants to become more cooperative and team-oriented.

• Diversity training can help participants to become more sensitive to their coworkers’ needs and to treat guests more respectfully.

Slide 13


Training Method Guidelines

To be effective, the training method should:

• Motivate trainees to improve their performance.

• Clearly demonstrate desired skills.

• Provide for active trainee participation.

• Provide an opportunity to practice new skills.

• Provide timely feedback on trainee performance.

Slide 14


Training Method Guidelines (con’t)

• Provide some means for reinforcement while trainees learn.

• Structure tasks from the simple to the complex.

• Be adaptable to specific problems.

• Encourage positive transfer of knowledge and skills from the training to the job.

Slide 15


Implementing the Training Program

• Research has shown that a greater transfer of information takes place when training is more suitable and better structured for people with disabilities.

• Both employees and managers can be resistant to change; before implementing any training programs, employers should build the trust and confidence of their employees, open communication lines, and allow employees to participate in change-making whenever possible.

Slide 16


Evaluating Training

• Evidence suggests a substantial part of organizations’ investment in training is often wasted due to poor learning transfer and trainee relapse.

• One study of learners’ responses to training showed:• Participants wanted more training.• Participants were concerned that some biases might

influence peer evaluations.• There was too little time and attention paid to evaluation of

the training programs.• Criteria used for evaluation did not always take employee

reaction into consideration effectively.

Slide 17


Measuring Change

The following four types of objectives should be used to evaluate training programs.1. Reaction; this objective refers primarily to the views of

trainees in terms of the training program.2. Learning; managers should ascertain whether or not the

trainees learned anything from the program.3. On-the-job behaviors; evaluating an employee’s behavior

immediately after a training program can gauge behaviors learned during training.

4. Results; managers should evaluate any measurable criteria.

Slide 18


Identifying the Cause

• Managers cannot assume that the training caused the changes to occur if it is not determined conclusively.

• The most effective method of determining whether a training program caused the changes it to create a pretest-posttest control group environment.

Slide 19


Troubleshooting Program Failures

• Training programs are not always to blame when desired change is not achieved.

• When desired change is not achieved, managers should focus on identifying the cause of the problem.

Slide 20


Career Development

• Career development, management development, or career planning synonymously refer to training devoted to managers.

• Managers typically progress through the following developmental career stages:

• Organizational entry• The reality-shocked experience when a manager

realizes that this is his or her life and career• Mid-life or middle-career syndrome• The approach of retirement• Retirement

Slide 21

Documents

Managing Hospitality Human Resources Chapter 6: Training and Development 1.Discuss training expenditures, and identify and explain the stages of the training