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Chapter 11 Train-the-trainer.

OBJECTIVES

Not everyone can be a good teacher. Some people have it in them to be good teachers, but start slowly and are not very good at first. To wit, seasoned teachers are usually better than new ones. Most of us improve with practice. Teaching someone to do a job takes entirely different skills than just doing the job. Most people selected by management to train new employees have the job skills down. Often, however, they have not been shown how to train and do not have the skills necessary for teaching someone else how to do the job. Merely being good at specific jobs like waiter, cook, or front desk does not qualify one for trainer responsibilities.

The purpose of this chapter is to review and practice instructional design by designing instruction to train the trainer. This instruction can be modified to use in any hospitality operation to train line workers to be trainers.

Upon completion of Chapter Eleven, the student should be able to

* Discuss the importance of train-the-trainer instruction.

* Describe the characteristics necessary to be a successful trainer.

* Design or modify instruction to train-the-trainer.

Train-the-Trainer Instruction

As professionals we want to take as much guesswork and risk out of our management as possible. Giving responsibilities to untrained trainers increases the chance that new employees may not be taught properly, and, as a result, will not be able to meet customer standards. Even if there are professionally designed training documents, untrained trainers might not know how to use them or may not even bother. When we go to the effort and expense to design training, we then must train the people who are going to deliver the material to new employees. Otherwise, we are wasting resources, and our new employees may not be competent before taking the floor.

Some of us may intuitively know the principles of learning and how to get people to do what we want them to do. While some of us are naturally great communicators (good listeners, tuned in to the feelings of those around us), the greater majority of people could probably use some work on communication skills. The over 50 percent divorce rate is an indication of less than highly developed communication skills in our country. Those "natural" teachers will also benefit from instruction in basic training or teaching principles and methods. Great teachers practice and hone their skills. They go to workshops, retreats, read articles about teaching, and keep their approach to education fresh.

Most of us understand the necessity of training employees to do their jobs. We know that some methods are better than others. We may have personally experienced excellent comprehensive training for a position in one hospitality organization, then changed jobs and experienced a much less effective system. If we expect an employee to train other employees, it stands to reason that we should train the employee to be able to effectively do his or her new job duties. We train cooks. We train servers. We train front desk agents. We train housekeepers. We must also train trainers.

Trainer Characteristics

In Chapter Two, we described some of the characteristics trainers need. As with all jobs, we need to make sure we have good matches between person and position. Not everyone can be a good server. Not everyone is good with the general public. Not everyone can be an accountant. Even if we are forced to take jobs or receive certain training, we may not be successful or happy if it is not a good match (i.e., our own characteristics match those necessary for the position).

A great cook may be asked to train a new cook. To be a great cook requires expertise, the ability to do many things simultaneously, a sense of timing, and the ability to work fast in a highly stressful atmosphere. It does not require exceptional communication skills or the ability to explain and demonstrate things clearly and patiently. On the other hand, a trainer need not be a great cook to teach other cooks to be great cooks ... so long as the other people have the characteristics it takes to be great cooks. A master chef, however, will not necessarily make a great trainer.

Obviously, a trainer needs a certain level of subject matter expertise. It would be difficult for you to teach someone to cook without any cooking skills of your own. But, more than subject matter expertise, a trainer needs to be able to patiently, sequentially, and clearly explain a process. A trainer needs to be able to be attuned to the trainee--to know whether or not the trainee is following and understanding the material--and to be able to modify the training to better meet the needs of the trainee. The trainer needs to understand and incorporate the principles of learning while providing an atmosphere conducive to learning.

Not everyone wants the additional responsibility of training. We should not force employees to train other employees. Instead, we should determine who wants to train and select trainers who have the required characteristics from that group. To simply add training responsibilities to an existing job can be motivating for some high-achiever type employees. It can, however, also have the effect of causing a feeling of resentment. An employee may feel overworked and under-appreciated--working harder than others in the same position but for the same pay. We may want to consider additional pay for the additional responsibilities of training (i.e., "trainer's pay"), or, perhaps, allowing employees to be freed from some of their regular job responsibilities while training new workers. Either way, training means additional expenses.

Once we have selected someone who wants to train other employees (who possesses the required communication skills, is attuned to other people, is flexible, patient, and can explain things clearly), we can then teach this person motivation theory, learning principles, teaching methods, and how to use and perhaps design lesson plans.

Design Train-the-Trainer Instruction

We use the same training design model to design trainer training.
Step #1          #2               #3              #4
Needs            Training         Lesson          Trainer
Assessment       Plan             Plans           Training

#5               #6               #7
Training         Training         Coaching
Implementation   Evaluation       and Counseling


We begin with needs assessment. We ask ourselves questions like: Who is the trainer and what do they do? What does the trainer have to know to be able to do it? How and where do we find this information? We use the needs assessment tools--job lists and job or task breakdowns, and then we write objectives and come up with a training plan. Lesson plans are then devised to result in attainment of the objectives. So, we go back to Chapter Three and begin.

GTI: Train-the-Trainer Needs Assessment

We know we need to design training for the trainer because we do not have any. We have already collected data on the organization mission and philosophy and the extent of management commitment to training. We know about space and time availability and organizational and individual needs. We need to find out about the position needs.

Position needs (from Chapter Three):

* Obtain a copy of the organizational chart.

* What are the duties and responsibilities of each of the positions? (Job descriptions)

* What are the qualifications necessary for each of the positions? (Job specifications)

* What type of training is necessary for each of the positions?

* Task Analysis

We already have a copy of the organizational chart. We are only interested at this point in the position of trainer. We will need a job description and job specification for trainer. In hospitality operations, much of our training will be OTJ. As a result, many of our trainers will be workers doing the job. Much of the same training could probably be given to all the trainers in all departments at GTI.

Training differs from education in many ways. We need only train people for what they actually have to do. We do not need to bother with background, history, or any explanations that do not have a direct effect on the job. In the kitchen, the Chef, Sous Chef, and probably representatives from all the line positions will be actively involved in training. It is likely, however, that some of the line workers (such as the dish person) will have fairly small training demands. It may not be necessary to teach this person everything there is to know about training. He or she may only need to be trained to use the training lesson plan. The Chef and the other department heads, on the other hand, will probably need to have a comprehensive understanding of all training principles and methods. They will not only be taught how to deliver the training, but also be expected to design training themselves.

We might want to design comprehensive train-the-trainer instruction where portions could be used to train those trainers whose training needs are less. We could pull out the portion on "how to do a demonstration according to a lesson plan" to train a dishwasher to train another dishwasher, and so forth. Part of the comprehensive training instruction might include how to pull out portions from the comprehensive instruction and modify them specifically for the lesser needs of some departmental employees who will be training others.

Training Needs

We have decided to design a comprehensive train-the-trainer program for the management team at GTI. The Executive Chef, Executive Housekeeper, Front Desk Manager, and the Dining Room Manager, plus the Assistant General Manager and Sous Chef will all receive instruction. The GM will also sit in on all these sessions. They will all be taught to use specific segments of the comprehensive training to show their own staff members how to train.

We need a job list in order to begin the design process. There is, however, no employee or manager who can show or tell us what the trainer to be trained needs to know. We are, after all, designing training for a position that, up to now, has not existed. As for new operations, we must obtain the information from experts or other operations that have similar training programs. In the case of GTI, the information will come from the expert consultants (us) who were contracted to design the training.

Define the Trainees

Training will be designed for the seven members of GTI's management team. Three have bachelor degrees, one has an associate degree, and two have high school diplomas. They all have good reading and communication skills, and have been successfully managing their departments or areas. Portions of the training materials will be modified by managers for training selected line workers to train (OTJ Trainers).

Job Specification: OTJ Trainers

1) Must be able to read and write English to the tenth grade level.

2) Must have good communication skills.

3) Must want to be a trainer.

4) Must be patient, flexible, and understanding.

5) Must be able to explain things clearly.

6) Must be able to follow written lesson plans.

Job Description: OTJ Trainers On top of regular job duties, OTJ trainers will

1) Deliver instruction to trainees as per written lesson plans.

2) Deliver immediate positive corrective feedback to trainees.

3) Administer evaluation instruments to trainees to assure training success.

4) Follow up training with coaching.

Training Topics

As experts, we have determined the following topics to be essential for a comprehensive train-the-trainer program. Our managers in the future may need to be able to design small training sessions for new procedures or changes that might require additional training for their staff. Managers will be conducting the training in their departments, so they must also be trained to use the lesson plans effectively. They will be training their own workers to be OTJ trainers. We will, therefore, design training to enable us to "conduct training utilizing the lesson plans." This training session will be administered to managers as a portion of their comprehensive trainer training, and they in turn can administer it to their department's OTJ trainers.

Upon completion of train-the-trainer training, the manager will be able to

1) Conduct needs assessments.

2) Construct job lists, objectives, and job breakdowns (task analysis).

3) Write lesson plans for training in their departments that incorporate the learning principles.

4) Conduct training utilizing the lesson plans.

Topic 4. Conduct Training: Upon completion of train-the-trainer training, Managers and OTJ trainers will be able to conduct training utilizing the lesson plans.

4.a. Upon completion of the training, the trainee will be able to

1. Identify training examples of the learning principles.

4.b. Upon completion of the training, the trainee will be able to

1. Conduct a demonstration of training using a lesson plan.

2. Give immediate positive corrective feedback to the trainee.
Training Topic         Training Method        Trainer

4. Conduct Training

4.a.1. Learning        Lecture/Discussion     Training Consultant
Principles             with handouts &        (Mgrs. at later
                       exercises              time)

4.b.1. Demonstrate     Demonstration With     Training Consultant
Lesson Plan            handout                (Mgrs. at later
                                              time)

4.b.2. Immediate       Practice--Trainee      Training Consultant
Corrective             Demos. with            (Mgrs. at later
Feedback               critiques              time)

Training Topic         Place Held

4. Conduct Training

4.a.1. Learning        Sm. Conf. Rm.
Principles

4.b.1. Demonstrate     Sm. Conf. Rm.
Lesson Plan

4.b.2. Immediate       Sm. Conf. Rm.
Corrective
Feedback


Lesson Plans

We are ready to devise the lesson plans for Topic Four (Conducting Training). It is just one training segment of a much larger comprehensive training program for GTI managers. We are developing instruction for managers who will then use it to train the employees doing OTJ training in their departments. Because we are training employees who have the necessary characteristics to be successful trainers, the training can be completed in about two hours.

This textbook is education. It is designed to teach everything about training design. The instruction we are designing for Topic Four is not education. It is training and thus will be considerably less involved because OTJ trainers merely need to meet the objective, which is: "To be able to conduct training utilizing the lesson plans."

The lesson plan will begin with learning principles (4.a.1.). We have the list of learning principles from Chapter Seven, which will serve as content for our lesson. This list is the equivalent of task breakdown or task analysis.

Lesson Plan--Conduct Training

4.a.1. Learning Principles

4.b.1. Demonstration of Lesson Plan

4.b.2. Immediate Corrective Feedback

Time: To be scheduled when needed

Place: Small Conference Room

Trainer: Training Consultant (Managers at a later time)

Trainees: Managers (OTJ Trainers at a later time)

Method: Lecture/Discussion/Demonstration/Practice with handouts and exercises

Materials Needed:

* "Learning Principles" handouts, copied for each trainee

* Overhead transparency of "Learning Principles" handout

* Overhead Projector

* Copies of "Lesson Plan" to be handed out after the lecture

* Overhead transparency of "Learning Principles Lesson Plan" handout

* Marker to use on transparency

* Demonstration "Critique Form" handouts

Duration: About two hours

Objective: Upon completion of the training session, the trainee will be able to

1) List and give training examples of learning principles.

2) Deliver training using a lesson plan.

3) Give immediate corrective feedback.
Step       Procedure              Trainer's Directions

4.a.1.     Welcome and Agenda     "Hello everyone. Thanks for taking
                                  time from your busy schedules for
                                  this training session. Today we are
                                  going to go over how to conduct
                                  training using the lesson plans.
                                  [Learning Principle number six] We
                                  have spent a lot of time and money
                                  developing excellent training
                                  materials. We now must make sure
                                  that everyone who will be
                                  conducting training knows how to
                                  use them. [Learning Principle
                                  number five] The lesson plans will
                                  result in consistent training with
                                  everything covered that needs to be
                                  covered, and covered in the most
                                  effective ways."

4.b.1.     What we are going      "We are going to spend the first
           to study and why it    twenty minutes looking at the Adult
           is important           Principles of Learning. We adults
                                  are different from children. We
                                  have lots of experience and already
                                  know many things. We also have
                                  lots of baggage that can affect our
                                  openness to learning."

                                  To be good trainers, it is helpful
                                  for us to understand our trainees
                                  and the way they learn. That's the
                                  way for us to be most effective.
                                  [Hand out Learning Principles and,
                                  at the same time, say:] I am giving
                                  you copies of the Adult Learning
                                  Principles, and we are goiig to go
                                  through all of them."

           Learning Principles    "Most of this information will ring
           handout                bells for you. It makes sense. We
                                  know how we learn and what we like.
                                  This is common sense stuff. It is
                                  a good idea, though, to review the
                                  principles and to see them all
                                  together on a list. It helps us to
                                  put our common knowledge into some
                                  type of framework that will help
                                  us to use it better."

           Learning Principles    [Put up Learning Principles
           Overhead               transparency on the overhead
                                  projector and point to each of the
                                  principles as you explain each with
                                  the following instruction.]

1          Trainees prefer an     [Read the Principle and then say:]
           informal atmosphere
           for training           "Some of our workers might not
           sessions where         have had good school experiences.
           trainees are           They may be afraid of failing or
           treated as             just dislike school in general.
           professionals          If our training feels like school,
           rather than as         they might be afraid or not at all
           students.              open to learning. Training is
                                  different from school, though."

                                  "In training, everyone has to get
                                  an A. Satisfactory is not okay.
                                  Can you imagine what would happen
                                  to our customers if only 70 percent
                                  of the time they got what they
                                  actually ordered for dinner, or
                                  got checked into their rooms
                                  properly, or went in and found that
                                  the room had been cleaned
                                  properly?"

                                  "It is our responsibility to make
                                  sure that every trainee masters the
                                  material. All of it, every time. We
                                  may have to go slower for some or
                                  think of a different way to explain
                                  it. But, they must all be on the
                                  same page before we let them loose
                                  on customers."

2          Trainees need          "Do not keep the trainees guessing.
           encouragement and      In a learning situation, we all
           positive feedback      want to know how we are
           as to their            progressing. As managers, we do not
           progress.              let them go in the wrong direction
                                  or do anything incorrectly. We
                                  immediately help them to get back
                                  on track. The idea is that they
                                  must learn the material, and it is
                                  our job to facilitate this."

3          Trainees should not    "Not everyone is competitive. Some
           compete with each      of our trainees might just give up
           other.                 instead of being inspired by
                                  competition. Also, we are trying to
4          Trainees learn at      foster teamwork. That means we
           different speeds       work together, not against each
           and may need           other. A trainee can certainly
           individual             compete with him- or herself-like
           attention and          trying to beat his or her last
           training.              time, and so forth. Our trainees
                                  will learn at different speeds.
                                  That is okay so long as they learn
                                  it. Only highly competitive people
                                  are motivated by competition. Many
                                  trainees will not be highly
                                  competitive, though, so do not
                                  force them to compete."

5          Trainees must want     "We adults do not learn until we
           to learn and           actually want to--until we see a
           understand why the     good reason for it. I did not learn
           material is            how to use e-mail until my best
           necessary.             friend moved away and my phone
                                  bill was too high. As soon as I
                                  realized the advantage to me, I
                                  learned how to use it. Likewise,
                                  we need to let our trainees know
                                  why they need to learn and
                                  precisely what it is that we are
                                  trying to teach them. Basically,
                                  they need to see the point."
                                  "I started this training session by
                                  telling you why you needed to
                                  know the learning principles. Do
                                  you remember the reasons I gave
                                  you--why they are important--
                                  how they are useful to know?
                                  What were the reasons I gave?"
                                  [Let the trainees volunteer
                                  reasons. If none are forthcoming,
                                  try giving hints like, "Do we learn
                                  the same as children? How are we
                                  different?"]

6          Trainees must be       "Our trainees are not mind readers.
           told what they are     Most of us need to have an idea of
           to do and then be      where we are going so we can
           shown the sequential   understand what we are doing. For
           steps to do it.        example, if someone is giving us
                                  directions to get someplace in a
                                  car, we first like to know where we
                                  are going--the final destination.
                                  And then we like step-by-step
                                  directions, in order. Otherwise, it
                                  does not make sense. The idea is to
                                  help our trainees to get the
                                  material. So, we have to present it
                                  in such a way that they will."

7          The training should    "If we can relate training to
           be related to          something the trainee already
           trainees' life         knows, we can speed up the
           experiences.           comprehension. Like the example I
                                  used a second ago of getting
                                  directions for driving someplace."


8          Trainees need real     "We want to relate everything to
           and tangible           what we already know. For one
           examples.              thing, it is more interesting. For
                                  another, it is familiar."

9          Trainees learn         "Most of us learn better by
           better by doing.       actually doing the thing we are
                                  supposed to learn. Think about
                                  learning to tie your shoes or ride
                                  a bike. An explanation is probably
                                  useful, but a diagram or written
                                  instructions are not nearly as
                                  useful as actually doing it."

10         Trainees should        "We do not want to waste time
           learn to do the        doing things incorrectly. Get
           activity correctly,    trainees going in the right
           then build up speed.   direction and allow them to build
                                  up speed naturally. Most things our
                                  employees are doing and learning
                                  are physical actions. We do not
                                  want them practicing them wrong.
                                  They would eventually have to
                                  unlearn and then relearn the right
                                  way if we let them do it wrong at
                                  the beginning."

11         Training should be     "We know that children have short
           conducted in           attention spans. But let us face
           numerous shorter       it--so do we! Especially when we
           sessions               are learning things that we may
                                  not be especially excited about.
                                  So let us keep the sessions short
                                  so we do not lose them and just
                                  waste time."

12         Repetition and         If we call someone numerous times
           practice result in     we usually end up knowing their
           better retention.      phone number by heart. Repetition
                                  results in memorization. When we
                                  want someone to learn something,
                                  we should repeat it--a lot. We
                                  should have them repeat it or do it
                                  several times. The more they do,
                                  the better they will learn it."

13         Keep lag time short    "Most movies we have seen we
           between time of        can remember the next day. But
           training and the       with each day that passes, we
           job.                   remember less--it becomes less
                                  clear in our memories. Eventually,
                                  we may only vaguely remember
                                  that we saw it but not really any
                                  particulars about it. Personally, I
                                  have to re-read the portable phone
                                  manual every time I need to
                                  program a new phone number in
                                  the speed dial--because I do not
                                  do it often enough and forget how."

14         Use a combination      "We learn better when we absorb
           of training methods.   things in a variety of ways. If we
                                  hear, see, touch, and try something
                                  ... we are much more likely to
                                  remember it than if we simply
                                  hear it."

                                  "That is why we have these learning
                                  principles on a handout, on the
                                  overhead, and why I am talking
                                  about them. We will also do a
                                  little activity with them. It is
                                  repetition, people. Again, the
                                  point of training is that everyone
                                  must master the material, so we do
                                  whatever it takes."

15         Make the training      "This next bit is pretty obvious.
           interesting and        If something is boring and
           relevant.              pointless, we will not bother to
                                  remember it."

16         The trainer should     "We do not want the trainer to get
           be well prepared.      in the way of the training. What I
                                  mean is that if our trainees are
                                  focused on the trainer instead of
                                  the material, for whatever reason,
                                  the training will be less
                                  effective. Training is part of the
                                  job, too. It is never acceptable
                                  to do any of our jobs below the
                                  standard. I am responsible for
                                  making sure you are well trained
                                  to train. You are responsible for
                                  your employees' performance."

17         The trainer must       "We must provide an atmosphere
           create a positive      that is conducive to learning. Our
           learning               trainees must feel comfortable, not
           environment.           threatened or afraid, not stressed.
                                  They must feel open to learning,
                                  and it is our responsibility to be
                                  attuned to the atmosphere and
                                  adjust it if it is not conducive
                                  to learning."

18         The trainer must       "As trainers, we are to a certain
           exhibit enthusiasm.    extent role models. What we do is
                                  far more important than what we
                                  say. Our enthusiasm should be
                                  catching. It is far more satisfying
                                  and easier to work when we feel
                                  some enthusiasm for it."

           Conclusion             "In retrospect, I do not think
                                  there was anything on that list
                                  you did not already know. It was
                                  just a lot of common sense. It is
                                  helpful, though, to consider all
                                  the principles together when we are
                                  going to try to train or teach
                                  adults. We can forget and fall
                                  back into old ways, even when
                                  they are not as effective. 'This is
                                  how I was trained,' we may think."

           Activity               [Hand out a copy of the lesson plan
                                  for the Learning Principles, just
                                  delivered.]

           Learning Principles    "Take a couple of minutes to read
           Lesson Plan Handout    over this. What I want you to do is
                                  identify every place in the lesson
                                  plan where a Learning Principle was
                                  used. Like where something was
                                  repeated or a real life example
                                  was used. Do it like this:"

           Overhead of Lesson     [Put the first page of this lesson
           Plan Example of        plan on the overhead and note the
           first two learning     underlined portions in the
           principles in the      trainer's directions followed by
           lesson plan            Learning Principle number six and
                                  number five in brackets.]

                                  "Well, what did you think of the
                                  lesson plan? Did it look familiar?"
                                  [Get reactions of trainees--they
                                  should note that it was almost
                                  identical to what was presented.]
                                  "Any one of you could take this
                                  lesson plan and present the exact
                                  same thing! That means that no
                                  matter how many times the training
                                  is delivered, or who delivers the
                                  training, it will be exactly the
                                  same. Every trainee will get
                                  exactly the same material in the
                                  same way. That is the beauty of a
                                  lesson plan."

                                  "To be honest, it did take a long
                                  time to put this thing together--
                                  but, it takes no time to do it the
                                  second time. It is already put
                                  together. I just review it and get
                                  all the handouts and transparencies
                                  and the marker, and I am ready to
                                  go."

                                  [Using the overhead of the lesson
                                  plan and the marker] "Let us go
                                  through this lesson plan from the
                                  beginning and underline all the
                                  examples you underlined of the
                                  Learning Principles used."

           Discussion             [Ask trainees] "Do you think the
                                  use of the Learning Principles made
                                  the lesson better? How? Could we
                                  incorporate other Learning
                                  Principles in this instruction?
                                  Which ones and how?"

4.b.2      Practice--Immediate    "We are going to break here and
           Corrective Feedback    meet again [give time and date].
                                  In the meantime, you have an
                                  assignment! You are going to choose
                                  a short ten-minute training segment
                                  from the training documents for
                                  your department and prepare to
                                  present it at our next session.
                                  You will train us just like you
                                  would train a new employee or as
                                  one of your OTJ trainers would
                                  train a new employee. We will
                                  critique the training delivery and
                                  the training lesson plan, and we
                                  will look for the use of Learning
                                  Principles. The idea is to get a
                                  chance to practice using a lesson
                                  plan, and become more familiar with
                                  the process. [Hand out
                                  Demonstration Critique Form] We
           Demonstration          will use the Demonstration Critique
           Critique Form          Form to help us analyze each
                                  other's performance in the
                                  demonstration next time. A critique
                                  form helps us to focus on some of
                                  the things that we need to do in a
                                  demonstration. It also helps us to
                                  critique in an objective way.
                                  Critiques should be helpful and
                                  certainly not harmful in any
                                  way.... So, I would like you to go
                                  ahead and critique my performance
                                  on the lesson I just delivered. Do
                                  not put your names on them because
                                  I am going to collect them, and we
                                  will go over them before we leave."
                                  [Collect them and discuss the
                                  results.]

           Closing                "Any questions? Comments? Do
                                  you understand what you need to
                                  have ready for next time? Thank
                                  you and we will meet again on [say
                                  time and date]."

Handout: The Principles of Adult Learning
Principles                                     Examples/Notes

1) Trainees prefer an informal
atmosphere for training sessions
where trainees are treated as
professionals rather than students.

2) Trainees need encouragement and
positive feedback as to their
progress.

3) Trainees should not compete with
each other.

4) Trainees learn at different speeds
and may need individual attention
and training.

5) Trainees must want to learn and
understand why the material is
necessary.

6) Trainees must be told what they are
to do and then be shown the
sequential steps to do it.

7) The training should be related to
trainees' life experiences.

8) Trainees need real and tangible
examples.

9) Trainees learn better by doing.

10) Trainees should learn to do the
activity correctly, then build up
speed.

11) Training should be conducted in
numerous shorter sessions.

12) Repetition and practice result in
better retention.

13) Keep lag time short between time of
training and the job.

14) Use a combination of training
methods.

15) Make the training interesting and
relevant.

16) The trainer should be well prepared.

17) The trainer must create a positive
learning environment.

18) The trainer must exhibit enthusiasm.

Demonstration Critique Form

                                                      No          Yes
                                                       1     2     3
Name of the Lesson: --

Were you told:

* What you were going to learn?                        1     2     3
* Why it is important?                                 1     2     3
* Why you need to know this?                           1     2     3
* When you will use this?                              1     2     3
* Was it presented in a logical sequence?              1     2     3
* Was the trainer prepared?                            1     2     3
* Did the trainer check for trainee comprehension?     1     2     3
  How? --
* Could everyone see and hear?                         1     2     3
* Was the pace just right? Not too fast or slow?       1     2     3
* Did you learn what you were expected to learn?       1     2     3
* Did the trainer have any distracting mannerisms?     1     2     3
  What were they? --
* Does this performance need improvement?              1     2     3
* How could this performance be improved? --

Comments: --


CONCLUSION

The Topic Four lesson plan took about six hours to construct. Training design is expensive. That is one of the reasons why needs assessment is so important. If we spend the time and money, we want to make sure we are designing the right training. Once the training is designed, however, it results in consistent, convenient, efficient, and effective training.

It is essential that we take the extra time to train everyone who will be using documents (the lesson plans) to deliver training. Training is a learned skill, and, without instruction on how to do it, the trainer may not be able to utilize documents effectively. Training the trainer also takes time and money. Training is expensive so we must assure (through proper training) that the money spent is not wasted.

Some of our employees assume training responsibilities as part of their jobs. We understand the necessity of training employees to make beds, check-in guests, and take drink orders. We also have to train our employees to train if they have training responsibilities added to their jobs. As professionals, we reduce as much chance and risk as possible. For training to be effective, the trainers must know how to train. They learn that from train-the-trainer training.

CHAPTER THOUGHT QUESTIONS

1. Explain why it is necessary to teach employees (with training responsibilities) how to train. What are possible problems if trainers have not been trained to train?

2. Think about instructors you have had in school who did not seem to be very good teachers. What did they do or not do that made them less effective? What could they have done differently to be better? Do you think they were taught how to teach?

3. Think about training you have received at the various jobs you've held. Choose the worst and the best and compare and contrast. Who trained you? How did this person train you? Do you think the trainer was an effective trainer? Why or why not? What could have improved the trainer's performance? Do you think the trainer had been trained to train?

4. List the characteristics necessary to be an effective trainer and discuss each individually, explaining why the characteristic is necessary.

5. Review and list the Adult Learning Principles in Chapter Seven. Discuss why it is necessary for trainers to understand and incorporate the principles in their training activities.

6. Describe the process for designing training for trainers using the Training Design Model. Please outline all the steps and relate the process to designing training for any line position.

7. Review Chapters Three and Four. Please define needs assessment and then list and describe all the steps in needs assessment--what information is necessary and how and where do we get it.

8. Chapter Eleven was about designing training for a new trainer. The process, however, follows the same model as designing training for any line position. Apply all the steps in question number seven and come up with a needs assessment plan for designing training for a housekeeper in a hotel, or institution. What are the questions you will need to ask and whom will you ask?

9. Pretend that you actually collected all the data called for in your needs assessment plan in question number eight. Using made-up data, devise a training plan for the housekeeper position according to the directions in Chapter Eight.

10. We can develop some very good-looking training by utilizing our own experience and knowledge. It takes a lot less time if we skip the data collection. Why, if we really do know how to do the job, do we still need to do a needs assessment as the first step in the training design?
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Publication:Training Design Guide for the Hospitality Industry
Article Type:Professional standards
Geographic Code:1USA
Date:Jan 1, 2003
Words:5751
Previous Article:Chapter 10 Group training and team-building.
Next Article:Chapter 12 Implementing training and evaluation.
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