Human resource exam

1

1. Discuss training expenditures, and identify and explain the stages of the training cycle.

2. Explain how a training needs assessment is developed and conducted, and discuss the first steps in designing a training program.

3. Describe various training methods and how to select one.

4. Explain how to implement and evaluate training programs and activities.

Competencies

5. Discuss career development for managers.

Managing Hospitality Human Resources Chapter 6: Training and Development

The Training Cycle • Develop/conduct a needs assessment • Identify training objectives • Establish training criteria • Select trainees • Pretest employees to establish their current

knowledge, skills, or abilities for training • Choose the proper training methods and techniques • Implement the training program • Conduct a training evaluation

Conducting A Needs Assessments • Need analysis

– determines need for training – includes determining effect that training will have

• Task and behavior analysis – determines which tasks and behaviors are required

for each specific job

• Individual analysis – Identifies the strengths and weaknesses of the

employee performing the job – which employees require what types of training

Ways to Conduct a Needs Assessment

• Observation of work performance (work sampling)

• Input from guests • Input from staff members • Inspections • Failure to meet performance standards • KSA’s • Analysis of financial data • Advisory committees • Performance/skills assessments • Exit interviews

Designing the Training Program

• Establish Training Objectives • Establish Training Criteria • Select Trainees • Pretest Trainees

Establish Training Objectives

• Reaction-based objectives – how employees view the process

• Learning-acquired objectives – involve the knowledge gained during the training

program

• On-the-job behaviors – how employee behavior changes as a result of

training

• Results-oriented objectives – how measurable outcomes of an individual or

group change

2

Define Training Objectives

• Purposes of training objectives: – To help the trainer connect the

purpose of the training program with its content.

– To help evaluate training

At the end of this training session, Banquet Set Up Staff will be able to set up meetings according to the details specified on Banquet Event Orders.

Select and Pretest Trainees

• How do you select employees for training? • What does the TRAINER need to know about

your trainees before training? • How do you determine what employees know

BEFORE training?

Learning Styles

How people prefer to absorb and process new information:

 Auditory learners hear information and process and remember it (lectures, discussions)

 Visual learners need to see information (charts, pictures)

 Tactile learners need to interact with the material they are learning (writing activities, take notes)

 Kinesthetic learners need to be doing something rather than hear or see the materials (roles plays, simulations)

Training Adult Learners

Adults need to: • See the big picture of what they are

learning at the beginning of the program

• Be involved in training activities • Have spaced practice when learning

something new • Be allowed to relate past and current

experiences to the training

Choose Proper Training Methods

• Develop a Training Plan • Develop Training Lessons • Develop a Training Handbook

Develop Training Plan

• Training plan – A description of the structure (overview) and sequence of the entire training program.

3

Develop Training Lessons

• Training lesson – The information to be presented in a single session of the training plan. Each lesson contains one or more specific training objectives and indicates the content and methodology(ies) required to enable trainees to master the content.

Develop a Training Handbook

• Training handbook – A hardcopy or electronic manual (file) that contains the training plan and associated training lessons for a complete training program. The program can be comprehensive or more specific.

Training for Managers

• Like case study or real world examples • Prefer activities or one on one conferencing • Use of behavior modeling (role play) can

impact future performance

Training for Non-managers • On-the-job training (OJT)

– typically one employee shows another some desired skill • Job instruction training (JIT)

– requires trainees to proceed through a series of steps in a sequential order

• Lecturing – most common form of off-the-job training

• Coaching/mentoring – encouraging protégés’ skill and leadership development

rather than simply making sure employees know how to do their immediate job tasks

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

Different Types of Training • Job rotation

– involves moving trainees from one job to another

• Role-playing – allows participants to experience what it feels like

to work in a real or exaggerated work situation

• Simulations – involves the virtual duplication of the work

environment in an off-site setting

Different Types of Training • Business games

– a form of simulation through which participants learn how to deal with a variety of issues in a mock business environment

• Sensitivity training – helps participants become aware of their own

behaviors and of their behaviors toward others

4

Checklist for Designing a Training Program Tips for Training

• Provide some means for reinforcement while trainees learn

• Structure tasks from the simple to the complex

• Be adaptable to specific problems • Encourage positive transfer of knowledge and

skills from the training to the job

Other Impacts on Decisions About Training

• Ensure all have equal access to training programs • Be sensitive to work/life balance and travel related to

training • In a tight labor market, individuals may be hired who

don’t meet all job requirements and need training to bridge gaps

• Basic English reading and writing skills may be needed • Make reasonable accommodations for employees with

disabilities

Evaluation of Training

Level 1: Reaction How employees feel about the course, the instructor, etc. (measured through survey)

Level 2: Learning What learning has occurred (measured with pre- training/post-training assessment

Level 3: Behavior Performance should improve (transfer of learning should occur on the job)

Level 4 and 5: Results and Return on Investment What business results can be attributed to training (savings generated, revenue, error rate, etc.)