Human Resource Training and

Development
CHAPTER 4
Learning Objectives
 Explaining how Training is an investment in the organization.
 Understanding Training Design Process
 Specifying the differences between training and development
 Understanding the differences training methods
 How training can contribute to companies’ business strategy.
 Introducing Special Issues in Employee Development in
Hospitality

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In Detail:
Employee Training:
1. Definition of training and development
2. Definition of jobs and careers
3. Training as an Investment
4. Process of Training
1. Needs Assessment
2. Designing Training Programs
3. Choosing Training Methods
4. Implementing Training Programs
5. Evaluating Training Programs

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1. Training & Development: DEFINITIONS
 Training: The education, instruction or teaching of a person to do
a specific job.
 A worker gets training: may be taught to serve drinks in a bar

 Development: Career development, management development &

career planning refer to training for managers & future managers
 A manager gets development: develop decision-making skills

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Careers & Jobs: DEFINITIONS
 Career: A person’s progress or general course of action through
jobs or positions
 Job: A post of employment; a full-time or part-time position

 In our example, bus person, server, manager, director—were all

specific jobs
 A career is made up of a series of jobs – Hospitality
management.

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Why should companies invest in training
employees?

employees

companies
Benefits?

customers

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3. Training as an Investment:

• When companies invest in training their employees, they get:

• to increase labor productivity (do the job better, sooner)

• to decrease guest complaints
• to improve the quality of service offered
• to motivate employees & retain talented employees
• etc.
• Trainees can produce more earlier than new employees who
don’t receive training

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4. Training process

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4. Training process: Needs Assessment

• Before starting training, should conduct a needs

assessment
• Need assessment: refer to the stage in which an
organization assesses the need for training
Steps in conducting a needs assessment:
a) Develop needs assessments tools
b) Conduct needs assessment in organization

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a) Develop needs assessments:

Step 1: Three factors to analyze:

• The organization
• focuses on the entire organization’s need for training
• Tasks and behaviors (Job itself)
• focuses on determining which tasks and behaviors are
required for each specific job
• The individual
• focuses on identifying the strengths and weaknesses of the
employee performing the job
• what types of training methods are properly for which
employees
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b) Conduct needs assessments:
1. Reviewing job skill & behavior demands
2. Compare these to current employee performance levels
3. Compare the knowledge, skills and abilities listed in current
job descriptions to the current job performance
4. Conduct work sampling via observation
• Work sampling: observing and reviewing an employee’s work
to determine his/her training needs
5. Measure job performance through observation

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b) Conduct needs assessments:
Other ways to measure performance:
1. Attitude surveys
- To determine when training is required to improve the
behavioral side of service
2. Regular performance appraisals
- To identify which employees in need of training
3. Skills tests
- measure an employees ability to perform tasks

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b) Conduct needs assessments:

4. Performance documents (e.g., guest complaint reports)

5. Guest feedback on a regular basis
6. Employees Questionnaire surveys
- To gather training needs information
7. Exit interviews – interview the employees leaving companies.
8. Noticing and recording specific incidents related to employee
performance (Critical incident Observation)

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4. Training process: Plan Training Programs
Steps:
a) Establish training objectives:
- Managers establish the goals of a training program
b) Establish training criteria:
- set the standards to measure effectiveness
c) Select trainees:
- be new or potential employees or current employees
d) Pre-test trainees:
- to establish the baseline of knowledge, skills, or abilities for
training
e) Design Training Programs
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Training
Designing Training Programs:
Objectives
Training Criteria
For Who?
By Training Methods?

Trainees

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a) Establish training objectives:

Managers must first identify the goals of the training program

- what do we want employees to learn?
Training objectives typically fall under four categories:
1. Reaction-based objectives
2. Learning-acquired objectives
3. On-the-job behaviors
4. Results-oriented objectives

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a) Establish training objectives:

Four categories of training objectives:

1. Reaction-based objectives: relate to how employees view the
process
2. Learning-acquired objectives: involve the knowledge gained
during the training program
3. On-the-job behaviors: how to deal with a situation can happen
in job
4. Results-oriented objectives: focus on improving measurable
outcomes of an individual or group

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b) Establish training criteria:
Criteria: a standard of judgment or criticism

What will be learned or gained from the training process and

behavioral, reaction-based, or learning-acquired objectives.

Examples:
•Know to use new computerized check-in system
•Staff will be able to check in guests under 3 minutes
•Hotel will reduce number of check-in complaints by 50%

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Give some criteria for result-training objectives
of a receptionist’s check-in guests procedure?
 Speed of service
 Average waiting time of guests
 Attitude of receptionists when serving guests
 Accuracy of service
 Professionalism
 etc

5 mins

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c) Select trainees:

• Not all employees are ready for training:

• limitations of knowledge, skills, commitments, behaviors,
etc.
• Selecting proper employees will determine a program’s
success

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d) Pre-test trainees:

• To determine what employees already know before beginning

training
• When possible, managers should divide employee groups to
perform pretesting and post testing
• to assess the impact of the training program

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d) Design Training programs (modules):

For managers & non-managing staff:

• Identify differences in need
• Provide specific skills & knowledge needed
• Build different training programs based on individuals

a) Training for managers

b) Training for staff
c) Training for all employee levels

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Match Training Programs properly!
Training Programs Which employees?
Specific technical skills: Staffs & Supervisors
Table service skill, Bartender,
Upselling skill, etc
Training the trainers Managers
Handling problems skills All staff
Employee assessment skill Managers

Fire Safety, food safety program All staff

Customer care program All staff

First aid-Emergency program All staff

English Communication skills All staff

Leadership skills Managers
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Choosing Training Methods

To be effective, the training method should:

• Motivate trainees to improve their performance
• Clearly show desired skills
• Make sure employees participate actively
• Provide some means for reinforcement while trainees learn
• Be adaptable to specific problems
• Encourage positive transfer of knowledge and skills from the
training to the job

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Training methods for Staff:

• On-the-job training
• Off-the-job training What are
these? Give
• Coaching/mentoring
examples
• Programmed instruction
• Job instruction training (through a series of steps in a sequence)
- Procedure for serving wine
• Job rotation

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4. Training Process:
Implementing Training Programs

• 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

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4. Training Process:
Evaluating Training Programs:

• A good part of organizations’ investment in training is often

wasted
• This is due to poor learning transfer and trainee relapse
• Relapse: to turn back into a former state or practice
• How to evaluate the effectiveness of training programs?

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4. Training Process:
Evaluating Training Programs

Avoiding 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

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Employee Development

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2. Employee Development: Definitions

 Development:
Career development, management development & career planning
refer to training for managers & future managers
 A manager gets development: develop decision-making skills

 Training: The education, instruction or teaching of a person

 A worker gets training: may be taught to serve drinks in a bar
Employee Development:
Training Development

Focus:
Current Future
Use of Work
Experience: Low High
Goal:
Preparation for Preparation for
current job changes
Participation:
Required Voluntary
2. Employee Development: Approaches

Approaches to Employee Development:

a) Formal education
b) Assessment
c) Job experiences
d) Interpersonal relationships
Approach a) Formal education
Include:
 off-site and on-site programs designed specifically for the
company’s employees.
 short courses offered by consultants or universities, executive

MBA programs, and university programs or vocational schools

Company may pay for courses/offer tuition reimbursement

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Approach b) Assessment:
Involves:
 Collecting information and providing feedback to employees
 Includes their behavior, communication style or skills
 Used to identify employees with management potential
 Also used to measure:
 Potential of managers to move to executive level positions
 Team members’ strengths & weaknesses
 Decision-making process and communication styles that may
affect productivity
 Methods of assessment vary: performance evaluations,
psychological tests, self/peer/managers’ ratings

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Types of Assessment Tools:

i. Personality tests
ii. Myers-Briggs Type Indicator Personality Inventory
iii. Assessment Center
iv. Performance Appraisals & 360-Degree Feedback

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Types of Assessment Tools:
i. Personality tests

• Used to determine whether employees have the personality

characteristics necessary to be successful in management jobs
• Typically measure:
• Extroversion
• Adjustment
• Agreeableness
• Conscientiousness
• Inquisitiveness

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Types of Assessment Tools:
ii. Myers-Briggs Type Indicator Personality Inventory

• Most popular psychological assessment too for employee

development
• More than 100 questions about how person feels or reacts in
certain situations
• Typically measure:
• Energy: Extroversion (E)/Introversion (I)
• Information gathering: Sensing (S)/Intuitive (I)
• Decision making: Thinking (T)/Feeling (F)
• Lifestyle: Judging (J)/Perceiving (P)

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Types of Assessment Tools: ii. Myers-Briggs
Type Indicator Personality Inventory (cont.)

• 16 unique personality types result from the combinations

• Inventory is used for understanding such things as:
• Communication
• Motivation
• Teamwork
• Work styles
• Leadership

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www. [Link]

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Types of Assessment Tools:
iii. Assessment Center

• Many assessors evaluate employees’ performance using a

number of exercises
• Assess employees’:
• Personality characteristics
• Administrative skills
• Interpersonal skills
• Skills to work in teams

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Types of Assessment Tools:
iii. Assessment Center (cont’d)

• Types of exercises used:

• Leaderless group discussion
• Interviews
• In-basket simulations
• Role playing

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Examples of Skills Measured by Assessment Center
Exercises
Types of Assessment Tools:
iv. Performance Appraisals & 360-Degree Feedback
• Measurement of a manager’s performance:
• Through assessment by supervisors and subordinates, peers
and customers
• Provides broader feedback for the employee

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iv. Performance Appraisals & 360-Degree
Feedback

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Types of Assessment Tools:
iv. Performance Appraisals & 360-Degree Feedback

Challenges include:
• Confidentiality must be maintained
• Results must be shared and accepted by the employee
• Questionnaire must relate to the employees job
• Shouldn’t be used as a popularity contest

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Approaches to Employee Development:
c) Job experiences
 Most employee development occurs through job experience
 Relationships, problems, demands, tasks
 Learning job experiences include:
 Job assignment (ex: being put in a challenging situation)
 Interpersonal relationships (ex: getting along with supervisors)
 Transitions (ex: completely new experiences)

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Approach c) Job experiences
 Using job experiences for employee development:
i. Job enlargement
ii. Job rotation
iii. Transfers
iv. Promotions
v. Downward moves
vi. Temporary assignments

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Approach c) Job experiences

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Approach c) Job experiences
i. Job enlargement:
 Adding challenges or responsibilities to
an existing employees job
 Special projects
 Switching roles within a work team
 Doing research
 Helps companies fill roles
 Gives employee opportunity to learn
new job

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Approach c) Job experiences
ii. Job rotation:
• Expand workers’ knowledge of the company as well as skills
• Can be used for all employees, not just managers

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Approach c) Job experiences
iii. Transfers:
• Can be upward (promotion), lateral or downward
• Employees are assigned jobs in different areas of the company
• Lateral changes: made at similar levels of the organization but in
different functions or positions
iv. Promotions: advancements into positions with greater responsibility
v. Downward moves: when employees are given less responsibility—
can be a demotion because of poor performance

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Approach c) Job experiences
vi. Temporary assignments:
 Exchange jobs with external partners
 Sabbatical: leave of absence from the company
 May receive full pay and benefits
 Job waiting for them when they return
 Volunteer assignments
 Charities, groups doing work to improve society

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Approach d) Interpersonal relationships:

 Two types of interpersonal relationships are:

 Mentoring: experienced employees help develop a less
experienced employee (the protégé)

 Coaching: a peer or manager works with an employee to motivate,

develop skills, and provide feedback

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Approach d) Interpersonal relationships:

Mentoring programs:
 Often informal but more successful ones are formally structured
by the employer
 Mentors are selected based on interpersonal and technical skills
 Mentors are trained on how to best assist their protégé

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Approach d) Interpersonal relationships:

Mentoring programs:
 Benefits include:
 Protégé receives career advice: coaching, protection,
sponsorship, exposure and visibility
 Also receives psychological support: role model, acceptance in
the organization, outlet to discuss fears and anxiety

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Approach d) Interpersonal relationships:

Coaching programs:
 Peer or manager works with employee to
motivate, develop skills and provide feedback
 3 roles a coach can play:
 Developing high-potential managers
 Acting as a sounding board for managers
 Specifically trying to change behavior that
make managers ineffective

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Case Study:
“I Never Wanted to Be a Supervisor Anyway”

 John is a food server at Lakeside Inn, a hotel with

coffee shop & restaurant (Hummingbirds)
 2 years ago: was a busperson in the coffee shop
 Promoted to food server at the restaurant
 Great work record, attitude, team player, got along with
everyone
 Got the job of restaurant manager
1. Explain the reason why john failed?
2. How could John have been better trained for the job?

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