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HMS
International Hotel GmbH
associated to
MARITIM Hotels
MARITIM Corporate
Training
will take you to the next
level
2
Welcome to the seminar
Training of Trainers
Training of Trainers
3
Your Trainer
Dr. Paul J. Feth

Recently joined HMS/MARITIM in Cologne,


Germany as Corporate Training Manager.

More than 40 years of professional industry &


academic experience in Europe, Asia and Africa,
Polynesia and the Mediterranean.

4

And who are you?


And who are you?

And what do you expect


And what do you expect


of this training seminar?
of this training seminar?
5
Goals of this Seminar
Upon completion of this seminar you should

Have a comprehension of the scientific basis of learning and teaching. Have a comprehension of the scientific basis of learning and teaching.

Be able to formulate learning objectives, design a training plan and apply Be able to formulate learning objectives, design a training plan and apply
the basic rules of vocational training for the hospitality business. the basic rules of vocational training for the hospitality business.

Be able to select the right tools for the delivery of skill-related training Be able to select the right tools for the delivery of skill-related training
contents. contents.

Be able to prepare and deliver a training session according to the four-step- Be able to prepare and deliver a training session according to the four-step-
method. method.
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The rules of the training course:

Confidentiality

No cell phones

Honesty and sincerity

Ask questions!

Punctuality stick to the time table!

Use the resource material provided


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(From 03.10.2010 06.10.2010) (From 03.10.2010 06.10.2010)
09:30 11:00 09:30 11:00 Seminar Seminar
11:00 11:15 Coffee Break 11:00 11:15 Coffee Break
11:15 12:00 11:15 12:00 Seminar Seminar
12:00 12:15 12:00 12:15 Time for Prayers Time for Prayers
12:15 12:45 12:15 12:45 Seminar Seminar
12:45 14:00 12:45 14:00 Lunch Lunch
14:00 15:30 14:00 15:30 Seminar Seminar
15:30 15:45 15:30 15:45 Coffee Break Coffee Break
15:45 16:45 15:45 16:45 Seminar Seminar
Lecture, Group Activities, Discussions and Q & A Lecture, Group Activities, Discussions and Q & A
Schedule of the Seminar
Schedule of the Seminar
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Ever tried, ever failed, no matter.


Ever tried, ever failed, no matter.
Try again, fail again, fail better.
Try again, fail again, fail better.
(Samuel Beckett)
(Samuel Beckett)
9
To be a trainer first requires the
understanding of the companys
philosophy and the
comphrehension of its core values
concerning guest services.
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The Kings Island Maritim Jolieville Hotel in Luxor has
succesfully established and implemented the
7 Jolie Keys to Happy Clients
to which all staff, especially new hirees, are introduced.
Throughout any trianing that is conducted, these seven keys
are to be re-inforced and followed-up on to ensure compliance
with the companys mission, which is to guarantee an
outstanding hospitality experience to the paying guest.
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Attending to the guest

Answering the telephone

Entering/leaving a guest room

Grooming/appearance

Handling guests complaints

Handling guests requests

Hospitality guarantee
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Group work:
Group work:
What are the requirements a trainee has
What are the requirements a trainee has
towards a trainer?
towards a trainer?
What are common difficulties to deal with
What are common difficulties to deal with
during a training?
during a training?
13
The Human Factor
The Human Factor
General General
Considerations Considerations
Formal Formal
Non-formal Non-formal
Training
Training
School, College School, College
Training Centre Training Centre
Company Company
Community Community
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The Human Factor
The Human Factor
Management Management
Supervisor Supervisor
Workforce Workforce
Receiving Orders Receiving Orders
Giving Orders Giving Orders
Giving Reports Giving Reports
Receiving Reports Receiving Reports
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The Human Factor
The Human Factor
The Supervisor The Supervisor
Supervisor Supervisor
Keeping rapport with other Keeping rapport with other
departments/supervisors departments/supervisors
Training staff Training staff
Selecting employees Selecting employees
for specific jobs for specific jobs
Planning work Planning work
in own section in own section
Making suggestions Making suggestions
for improvement for improvement
Conducting Conducting
meetings meetings
Giving reports Giving reports
Assigning work Assigning work
Maintaining Maintaining
cost control cost control
Coordinating work Coordinating work
with other sections with other sections
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Training Training
Analysing Analysing
Correcting Correcting
Criticising Criticising
Disciplining Disciplining
Evaluating Evaluating
Motivating Motivating
Praising Praising Planning Planning Organising Organising
Explaining Explaining
Encouraging Encouraging
Demonstrating Demonstrating
The Human Factor
The Human Factor
The Trainer The Trainer
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Occupation Occupation
specific specific
skills skills
Professional Professional
competence competence
of a of a
trainer trainer
Methodo- Methodo-
logical logical
skills skills
Social Social
skills skills
The Human Factor
The Human Factor
The Trainer
The Trainer
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Adaptability
Age
Ambition
Aptitude
Dependability
Determination
Education
Experience
Habits
Imagination
Intelligence
Interest
Initiative
Leadership
Patience
Temperament
Tolerance
Versatility
The Human Factor
The Human Factor
The Trainee The Trainee
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The Human Factor
The Human Factor
The Trainee The Trainee
Each trainee is different. Each trainee is different.
Groups of trainees can be categorised Groups of trainees can be categorised
according according to personal and/or formal traits. to personal and/or formal traits.
e.g. Age: e.g. Age:
The young trainee The young trainee
The adult trainee The adult trainee
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The Human Factor
The Human Factor
The Trainee The Trainee
The The bored bored trainee trainee
The The slow slow trainee trainee
The The shy shy trainee trainee
The The aggressive aggressive trainee trainee The The quick quick trainee trainee
The The quiet quiet trainee trainee
The The nervous nervous trainee trainee
The The entertaining entertaining trainee trainee
Different types of trainee behaviour Different types of trainee behaviour
different types trainer behaviour! different types trainer behaviour!
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Learning Learning
Training Goals and Contents
Training Goals and Contents

can be defined as change of behaviour can be defined as change of behaviour
due to experiences due to experiences
relies on the acquisition of different types of relies on the acquisition of different types of
knowledge supported by perceived knowledge supported by perceived
information information
22
Training Goals and Contents
Training Goals and Contents

Learning Learning
Experience Experience
Learning Learning Reflection Reflection
P
r
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p
a
r
a
t
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y

f
o
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m
o
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e
P
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y

f
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P
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m
a
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f
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P
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o
v
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e

m
a
t
e
r
i
a
l

f
o
r
Indicating need for Indicating need for
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Factors determining Learning Factors determining Learning
K
n
o
w
l
e
d
g
e
K
n
o
w
l
e
d
g
e
A
b
i
l
i
t
i
e
s
A
b
i
l
i
t
i
e
s
LEAR LEAR
NING NING
Attitude Attitude
Training Goals and Contents
Training Goals and Contents

24
Training Goals and Contents
Training Goals and Contents

Areas of Learning Areas of Learning
Head Head
Hands Hands
Heart Heart
25
Training Goals and Contents
Training Goals and Contents

Areas of Learning Areas of Learning
Through learning we can acquire new Through learning we can acquire new

Knowledge Knowledge
..We know more than before. ..We know more than before.

Skills Skills
..We do things better than before. ..We do things better than before.

Attitudes Attitudes
..We hold a different opinion than before. ..We hold a different opinion than before.
26
Training Goals and Contents
Training Goals and Contents

Areas of Learning Areas of Learning

Which leads to new


Which leads to new


Pattern of behaviour
Pattern of behaviour

We behave differently than before.


We behave differently than before.
27
Training Goals and Contents
Training Goals and Contents

Learning Objectives Learning Objectives

Identify training needs (what is needed)

Formulate learning outcomes (what the learner is


expected to know after the session)

Establish instructional objective (how training will take


place and the material/equipment used

Coach/train step by step (in a logical sequence, each


step leading to higher level of learning)
28
Training Goals and Contents
Training Goals and Contents

Learning Objectives Learning Objectives
Phrasing of objectives: Phrasing of objectives:
At the end of the training, the participant will: At the end of the training, the participant will:

Recognise Recognise

Comprehend/Understand Comprehend/Understand

Will be able to. Will be able to.


29
Training Goals and Contents
Training Goals and Contents

Learning Objectives Learning Objectives
Apply the principle of Apply the principle of
SMART
SMART! !
Learning objectives should be Learning objectives should be
S pecific stated in action verbs S pecific stated in action verbs
M easurable, indicating minimum level of response M easurable, indicating minimum level of response
A ttainable according to trainee potential and experience A ttainable according to trainee potential and experience
R ealistic, resource- and reality-based R ealistic, resource- and reality-based
T ime, in coherence with training schedule T ime, in coherence with training schedule
30
Training Goals and Contents
Training Goals and Contents

Learning Objectives Learning Objectives
Learning objectives can be classified according to Learning objectives can be classified according to
their their
Degree of difficulty
Degree of difficulty
and by their and by their
Areas of learning.
Areas of learning.
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To formulate a training plan means to: To formulate a training plan means to:

Identify the needs with regard to skilled workforce Identify the needs with regard to skilled workforce

Translate the needs into competencies Translate the needs into competencies

Break down competencies into learning modules and Break down competencies into learning modules and
single learning steps single learning steps

Formulate objectives Formulate objectives

Allocate a time frame Allocate a time frame

Specify entry requirements for potential trainees Specify entry requirements for potential trainees
Training Goals and Contents
Training Goals and Contents

Training Plan Training Plan
32
Training Goals and Contents
Training Goals and Contents

Communication Communication
Sender Sender
Thoughts/
feelings
Encoding
Decoding
Receiver Receiver
Decoding
Thoughts/
feelings
Encoding
33
Training Goals and Contents
Training Goals and Contents

Communication Communication
YOU
W
E
I
Outlining personal
benefits and
advantages.
Creation of mutual
level between
listener and
speaker.
Only to be used in
case of
disagreement and
criticism.
34

Background noise

Visual distraction

Language ability

Prejudice

Social standing

Degree of alertnes/tiredness

Attitude
35
Training Goals and Contents
Training Goals and Contents

Communication Communication
-
Volume, pitch, tone and pace of speech Volume, pitch, tone and pace of speech
-
Empathy Empathy
-
Posture Posture
-
Gesture (50cm box) Gesture (50cm box)
-
Type of questions (open ended) Type of questions (open ended)
-
Jargon/Terminology (focus group) Jargon/Terminology (focus group)
-
Active listening Active listening
-
Mannerism Mannerism
-
Articulation Articulation

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Training Goals and Contents
Training Goals and Contents

Communication Communication
Training methods based on presenting
Trainer
Lectures
Demonstrates
Presents
Performs
Guides process of
perception and thinking
Trainee
Listens
Watches
Re-enacts in the mind
Imitates
Observes
Gains understanding,
perception, orientation
37
Training methods based on discussing
Training Goals and Contents
Training Goals and Contents

Trainer
Establishes objectives
Explains topic
Introduces
Asks
Gives inspiration
Answers
Corrects
Confirms
Summarises
Trainee
Answers
Asks
Contributes
Experiences
Argues
Discusses
Debates
38
Training methods based on acquiring
Training Goals and Contents
Training Goals and Contents

Trainer
Introduces problem or
task
Arranges working method
Assesses work attitude
Assesses result
Assists if necessary
Trainee
Clarifies objectives
Organises the work
Searches for solutions
Procures information
Solves problems
Works out functional solutions
Controls results
Presents results
39
Training methods based on processing
Training Goals and Contents
Training Goals and Contents

Trainer
Organises processing
Motivates
Imparts exercising and
repetition techniques
Offers transfer
Trainee
Memorise learning matter
Develop performance speed
Develop performance security
Transfer learned matter to
other topics and areas
40
Formal training: e.g. lectures, demonstrations on
or off the job
Non-formal training: just happens, unplanned,
unstructured, unmonitored
Question: Is non-formal training automatically
bad training?
Training Goals and Contents
Training Goals and Contents

Training methods
41
The Training Methods
The Training Methods
Three Steps of Learning Three Steps of Learning
instilled in our mind instilled in our mind
appreciated it appreciated it
experienced it experienced it
42
Bloom's Taxonomy is a
classification of learning objectives
within education.
It refers to a classification of the
different objectives that educators
set for learners (learning
objectives).
The Training Methods
The Training Methods
43
The Training Methods
The Training Methods
Blooms Taxonomy
of Learning
Different Levels
of Learning
44
45
Knowledge

Exhibit memory of previously-learned materials by


recalling facts, terms, basic concepts and answers

Knowledge of specifics - terminology, specific facts

Knowledge of ways and means of dealing with specifics -


conventions, trends and sequences, classifications and
categories, criteria, methodology

Knowledge of the universals and abstractions in a field -


principles and generalizations, theories and structures
There are six levels in the taxonomy, moving through the
lowest order processes to the highest:
46
Comprehension

Demonstrative understanding of facts and ideas by


organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas

Translation

Interpretation
There are six levels in the taxonomy, moving through the
lowest order processes to the highest:
47
There are six levels in the taxonomy, moving through the
lowest order processes to the highest:
Application

Using new knowledge. Solve problems to new situations


by applying acquired knowledge, facts, techniques and
rules in a different way
48
Analysis

Examine and break information into parts by


identifying motives or causes. Make inferences and
find evidence to support generalizations

Analysis of elements

Analysis of relationships

Analysis of organizational principles


There are six levels in the taxonomy, moving through the
lowest order processes to the highest:
49
Synthesis

Compile information together in a different way by


combining elements in a new pattern or proposing
alternative solutions

Production of a unique communication

Production of a plan, or proposed set of operations

Derivation of a set of abstract relations


There are six levels in the taxonomy, moving through the
lowest order processes to the highest:
50
There are six levels in the taxonomy, moving through the
lowest order processes to the highest:
Evaluation

Present and defend opinions by making judgments


about information, validity of ideas or quality of work
based on a set of criteria

Judgments in terms of internal evidence

Judgments in terms of external criteria


51
A training method = a consciously followed way
A training method = a consciously followed way
to achieve specific training objectives.
to achieve specific training objectives.
The Training Methods
The Training Methods
52
The Training Methods
The Training Methods
Are you nervous? Are you nervous?
Being a bit nervous is normal! Being a bit nervous is normal!
Too much nervousness might block your activity Too much nervousness might block your activity
that is why you should: that is why you should:

Concentrate on the topic! Concentrate on the topic!

Breathe deeply and steadily! Breathe deeply and steadily!

Find friendly faces! Find friendly faces!

Find something to hold! Find something to hold!

Protect your back! Protect your back!


53
The Training Methods
The Training Methods
Tips to be confident Tips to be confident

Be prepared (Planning of training is essential) Be prepared (Planning of training is essential)

Useful tool: index cards or notes Useful tool: index cards or notes

The beginning is the foundation The beginning is the foundation

Selection of tools according to focus group Selection of tools according to focus group

Proper positioning Proper positioning

Practice makes perfect! Practice makes perfect!


54
The Training Methods
The Training Methods
Four Categories Four Categories
Training
methods
Discussing Presenting
Processing Acquiring
55
The Training Methods
The Training Methods
4 Step Method 4 Step Method

Step 1: Prepare to train


Step 1: Prepare to train

Step 2: Conduct the training


Step 2: Conduct the training

Step 3: Coach trial performances


Step 3: Coach trial performances

Step 4: Follow through


Step 4: Follow through
56
I.
I.
Read the information about training methods
Read the information about training methods
in your resource material, with particular
in your resource material, with particular
attention to the 4 Step Method!
attention to the 4 Step Method!
II.
II.
Find a suitable topic from your professional
Find a suitable topic from your professional
background for preparing a short training
background for preparing a short training
session for tomorrow!
session for tomorrow!
Your Activity
57
The Training Methods
The Training Methods
4 Step Method - Recap 4 Step Method - Recap

Step 1: Prepare to train


Step 1: Prepare to train

Step 2: Conduct the training


Step 2: Conduct the training

Step 3: Coach trial performances (observe


Step 3: Coach trial performances (observe
and
and


guide, correct)
guide, correct)

Step 4: Follow through


Step 4: Follow through
58
Training means:

Define the learning objective

Explain and demonstrate both why and how


each
step is done

Give opportunity for learner to practice

Observe and make key corrections

Provide appropriate feedback

Be patient, follow up as needed with


coaching
The Training Methods
The Training Methods
59
The Training Methods
The Training Methods
Group Work Group Work
Prepare and conduct a training session according Prepare and conduct a training session according
to to
the 4 step method! the 4 step method!
Choose a typical topic of your work place which Choose a typical topic of your work place which
can can
be delivered in the training room! be delivered in the training room!
o
Groups of 4 people Groups of 4 people
o
Step 1: 1 h Step 1: 1 h
o
Step 2: 10 min Step 2: 10 min
o
Step 3: 10 min Step 3: 10 min
o
Step 4: 5 min Step 4: 5 min
60
The Training Methods
The Training Methods
4 Step Method 4 Step Method RECAP RECAP

Step 1: Prepare to train


Step 1: Prepare to train

Step 2: Conduct the training


Step 2: Conduct the training

Step 3: Coach trial performances


Step 3: Coach trial performances

Step 4: Follow through


Step 4: Follow through
61
Learning Outcome of the 2. Part of the Seminar
E
Upon completion of the seminar the participant shall have
an understanding of the different approaches and models
in human resources management and appreciate their
values.
E
The individual should further have a comphrehension of
high leverage training, development and education of staff
and be able to make a clear distinction between them.
E
This will enable the participants to understand factors
influencing training, as well as skills needed to manage a
diverse workforce with a focus on the role of the trainer as
a facilitator of learning.
62
Training practices have helped numerous
business in:

Growing the business

Improving customer service

Providing employees with the


knowledge and
skills they need to be successful
Introduction
63
Human Resource Management
Refers to the policies, practices, and
systems that influence employees:

Behavior

Attitudes

Performance
HRM practices play a key role in
attracting, motivating, rewarding, and
retaining employees
64
Soft and Hard Theoretical Approaches to Human
Soft and Hard Theoretical Approaches to Human
Resource Management
Resource Management

Soft Approach: the Harvard Model

Hard Approach: the Michigan Model

The Warwich Model: One of many models


that are between the two extremes
65
The Harvard Model (Soft)
Distinct Features
-
Human resource flows: based upon employees
experience in the organization, including:
-
Recruitment, selection, placement, appraisal,
promotion
and termination
-
Reward system: pay and benefits designed to attract,
motivate, and retain employees.
-
Includes: flexible work schedule, job sharing, job
security
-
Employee influence: employee say in decision
making,
representation in upper management, employee voice,
empowerment.
-
Work systems: defining and designing jobs
66
Harvard Model four Cs

Competence: overall ability to act as a productive member


of the organization

Congruence: organizational goals and employee goals


correspond

Commitment: dedication to the employee to develop them


by investing capital into each individual.

Cost effectiveness of the human resources


67
Values of the Harvard Model

Individual well-being

Maintain a positive work outlook

Continuance to be motivated and productive on a long


term basis

Personal well-being

Keep the employee happy and satisfied with their


work
environment
68

Organizational effectiveness

Results is happier employees committed to the


organization

Mutual commitment: strengthening and maintain a


positive atmosphere
Values of the Harvard Model
69

Societal well-being

Active and contributing members of their society

Organizational commitment leads to employees being


able
to take a positive role in society
Values of the Harvard Model
70
The Michigan Model (Hard)
Not employee centric as is the Harvard Model

Emphasizes the role of management:

To obtain employees cheaply

To use them sparingly

To exploit fully

This increases efficiency to achieve the organizations


strategy.

Structure follows Strategy

Efficiency is gained through a strategic, quantitative


and calculative approach

Based on strategic control, organization structure and


systems for managing people
71
Michigan Model basic premises

Selection: hiring the best candidate to fill the position

Performance: pursuing business objectives as the first and


foremost goal of the organization

Appraisal: monitoring the overall performance and offering


relevant feedback to improve efficiency of performance

Rewards: set up for suitable performance and achievements

Development: acquisition of knowledge and skills with the


goal of furthering the objectives of the organization
72
Michigan Model Values
+
Efficiency is of utmost importance
+
The organization is most concerned with how to get the
most out of employees
+
Training and development resources are directed to the
organizational strategy
73
The Warwick Model (between extremes)

Adapted the analytical aspects of the Harvard model

Seeks to have a closer alignment to the business strategy

Attempts a theoretical integration framework


encompassing styles of HRM

Makes allowances for economic, technical and social-


political influences
74
What is training?

Training refers to a planned effort by a company to


facilitate employees learning of job-related competencies

The goal of training is for employees to:

Master the knowledge, skill, and behaviors emphasized


in
training programs, and

Apply them to their day-to-day activities


75
What is Development?

A process that can take place any time in a persons life from
childhood, adolescence or working life.

Not confined to classrooms, or specific training environments,


and formalized and planned group sessions in college or the
workplace.

May be delivered in a wide range of time and space contexts.

Planned and structured development is the process which


management has control, where both parties participate in the
decision making process
76
Development
-
Choice and autonomy are directly related to learning.
-
The individual is interested in taking control of their
learning.
-
Performance related to address deficiencies or career
aspirations.
-
Seeks to provide learning conditions to bring out the best
of employees abilities.
-
Thus contributes to the achievement of organizational
goals.
77
What is Education?
Education is often viewed as:

Long term

Broad and mostly knowledge based

Prepares one for further specialization

Concerned with the overall growth and development of


the individual

Potentially based on providing a basis for life long


learning
78
High-Leverage Training
o
Linked to strategic goals and objectives
o
Uses an instructional design process to ensure that
training is effective
o
Compares or benchmarks the companys training
programs against training programs in other companies
o
Creates working conditions that encourage continuous
learning
79
Continuous Learning
Continuous Learning requires employees to understand
the entire work system including the relationships among:
E
their jobs
E
their work units
E
the entire company
80
Continuous Learning
Employees are expected to:
=
acquire new skills and knowledge
=
apply them on the job
=
share this information with other employees
Managers take an active role:
=
in identifying training needs
=
helping to ensure that employees use training in their
work
81
Training and Performance

Emphasis on high-leverage training has been


accompanied by a movement to link training to
performance improvement

Training is used to improve employee performance

This leads to improved business results


82
Training and Performance: Todays
Emphasis
E
Providing educational opportunities for all employees
E
An on-going process of performance improvement that
is directly measurable
E
Not one-time training events
E
The need to demonstrate the benefits of training
to executives, managers, and trainees
83
Training and Performance: Todays
Emphasis
O
Learning as a lifelong event
Senior management, training managers, and
employees have ownership
O
Training used to help attain strategic business objectives
O
helps companies gain a competitive advantage
84
Forces Influencing the Workplace
and Training:
C
Globalization
C
Need for leadership
C
Increased value placed on knowledge
C
Attracting and retaining talent
C
Customer service and quality emphasis
85
Forces Influencing the Workplace
and Training:
M
Changing demographics and diversity of the work
force
M
New technology
M
High-performance models of work systems
M
Economic changes
86
Skills Needed to Manage a Diverse
Work Force:

Communicating effectively with employees from a


wide variety of backgrounds

Coaching, training and developing employees of


different ages, educational backgrounds, ethnicities,
physical abilities, and races
87

Providing performance feedback that is free of values


and stereotypes based on gender, ethnicity, or physical
handicap

Creating a work environment that allows employees


of all backgrounds to be creative and innovative
Skills Needed to Manage a Diverse
Work Force:
88
Mistakes of On-the-Job-Trainers

Training interferes with guest service

Wrong viewing angle for demonstrations

Training without proper documentation (checklist)

Pushing trainees to far too fast

Not enough time set aside for practice

Not explaining WHY things are done in a certain way

No continious coaching given


89
Mistakes of On-the-Job-Trainers

Not enough background info on the trainee

Training not adjusted to fill the gaps

No necessary resources at hand (translator)

Not enough instruction given why the company wants


things done in a certain way (SOPs/BCMs)

No consideration for timing (best suitable time for


training)

Training inefficient due to missing/improvised items


90

Strategic Adviser

Systems Design and Developer

Instructional Designer

Individual Development and Career Counselor

Coach / Performance Consultant / Mentor

Researcher
Roles of Trainers
91

Training and learning must take place in a non-


threatening environment.

Trainers are facilitators of learning not Quizmasters.

Therefore training must be structured with a methodical


approach.

It should take place in such a way that the learner is


developed to become an analytical and critical thinker,
rather than a robot.

Learning should be based on the contents of the Maritim


Training Manual and Training Guides of Kings Island
Joliville Maritim, such as the 7 Keys to Happy Clients.
Roles of Trainers
92
RECAP: Trainers to be facilitators of
learning.
To develop learners to be:
-
Analytical thinkers
-
Flexible with their thinking patterns
-
Capable to reflect on actions
-
Capable of applying logic
-
Critical thinkers
93
-
Team Spirit
-
Mentoring
-
Modern Teaching Methodology
-
Up-To-Date Class Material
-
Transparency in Marking Schemes and
Procedures
-
The Use of Blooms Taxonomy
-
Modern Class Room Management
-
The Use of Technology
-
Environmentally Friendly Methods
-
Trainee Counseling and Coaching
Trainers should show/apply:
94
E
Establish trainer/trainee relationship
E
Be in control of the training environment
E
Attendance check
E
Presentation of topic
E
Appropriate choice of support material
E
Ensure learner participation
E
Fulfillment of learning objectives
E
Clear communication
E
Vitality
E
Summary/Assignments/Reminders
Trainers should:
95
Up-hold the good image Kings Island Jolieville
Maritim
Deliver quality training
Be facilitator of learning
Maintain discipline in the learning environment
Create a friendly learning environment
Consistently meet prescribed learning outcomes
Maintain a strict personal schedule
Be fair in all assessments
Apply the HR/Training department scheme of
training
Apply prescribed Maritim procedures
Support and enforce all rules & regulations
set by Kings Island Jolieville Maritim
Trainers should:
96

Create an atmosphere of openess

Maintain respect towards the trainee as a


professional

Invite trainees to contribute

Encourage trainees to ask questions

Relate discussions back to learning activity

Adopt a positive and enthusiastic style for the


subject thatyou are training others in

Make sure trainees stay focused on the topic at


hand

Have a sense of humor!


Trainers should:
97
Maintain documentation regarding courses that you
train
Maintain training documents.
Accept the responsibility of constantly up-dating
these documents with any new Training given.
Maintain transparency by providing easily
accessible training information to the management
of the hotel, its internal verifiers (HR/Training
department) and external moderators and training
partners, such as HMS Maritim.
Transparency in all work: Transparency in all work:
98

Trainees are engaged in activity that


demonstrates they are working and thinking.

Trainees take responsibility for their work

Trainees ask good questions and respond to


questions with engagement. (use questions that
provoke analysis if you had to choose between
if you were the manager what would you do in
this situation
How do you know good training took place?
99
M
Any activity that enriches ones professional life.
M
Aimed at improving professional performance.
M
Considered to be both valuable and necessary.
M
Conducted at regular intervals.
M
Expected of Maritim.
M
Approved by the management of the hotel.
100

The 7 Keys to Happy Clients

Training Practices

Theoretical Approaches to Human Resources


Management

Values of the Different Approaches

Training and Performance

Development, Education and Continious Learning

Factors Influencing Training in the Workplace

Skills Needed to Manage a Diverse Workforce


101
Summary
Summary

Questions

Are your expectations fulfilled?

Feedback: What did you like, what can


we improve?

What have you learnt for your future


work?

Please fill in the course evaluation


form
102
Thank
Thank
you for your
you for your
participation!
participation!
103

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