Trainer

Development
Program
Workbook

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PL Disclaimer
This publication is designed to provide accurate and authoritative information in regard to the subject matter
covered. It is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or
other professional service. If legal advice or other expert assistance is required, the services of a competent
professional person should be sought.

—From the Declaration of Principles jointly adopted by the American Bar Association and a Committee of
Publishers and Associations.

Nothing contained in this publication shall constitute a standard, an endorsement, or a recommendation

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of the American Hotel & Lodging Educational Institute (EI) or the American Hotel & Lodging Association
(AH&LA). EI and AH&LA disclaim any liability with respect to the use of any information, procedure, or
product, or reliance thereon by any member of the hospitality industry.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmit-
ted, in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without
prior written permission of the publisher.

Printed in the United States of America

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1 2 3 4 5 6 7 8 9 10 19 18 17 16 15 14

ISBN 978-0-86612-443-0

© Copyright 2014
American Hotel & Lodging Educational Institute
800 North Magnolia Avenue, Suite 300 • Orlando, FL 32803 USA
 Trainer Development Program

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EI Technical Team
Jay Metzger, Yana Keyzerman, Writers
Kathleen McDermott, Editor
Liz Watkins, Layout and Graphic Design

ii © Copyright 2014 – American Hotel & Lodging Educational Institute

 Table of Contents
Chapter 1 Training Overview ................................................................................................................... 1
Purpose of Training..................................................................................................................................................... 2
Benefits of Training..................................................................................................................................................... 3
Types of Training..........................................................................................................................................................4
Qualities of Good Trainers.........................................................................................................................................6
Understanding the Job(s) You Train........................................................................................................................ 7

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Job Descriptions..................................................................................................................................................................... 8
Training from Experience..................................................................................................................................................... 8
Training to Standards............................................................................................................................................................. 8
Scheduling Training............................................................................................................................................................... 9

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Reinforcing Training.................................................................................................................................................. 12
Actions to Make Training Stick........................................................................................................................................... 12
Measuring Training.................................................................................................................................................... 14
Costs of Training........................................................................................................................................................ 15
Costs of Training................................................................................................................................................................... 15
Costs of NOT Training......................................................................................................................................................... 15

Chapter 2 Four-Step Training Method ................................................................................................. 21

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Step One: Prepare to Train......................................................................................................................................22
Planning Considerations..................................................................................................................................................... 23
Suggestions for Step One: Preparing to Train ............................................................................................................... 24
Step Two: Conduct the Training............................................................................................................................. 27
Suggestions for Step Two: Conduct the Training.......................................................................................................... 29
Step Three: Coach Trial Performances................................................................................................................. 31
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Suggestions for Step Three: Coach Trial Performances.............................................................................................. 32

Step Four: Follow Through......................................................................................................................................33
Suggestions for Step Four: Follow Through................................................................................................................... 35

Chapter 3 Learning .................................................................................................................................39
The Learning Process.............................................................................................................................................. 40
What Employees Expect from Training........................................................................................................................... 42
Learning Styles...................................................................................................................................................................... 43
Factors Affecting the Learning Process................................................................................................................47
Overcoming Learning Barriers................................................................................................................................49
Adult Learning Needs.............................................................................................................................................. 50

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 Trainer Development Program
Chapter 4 Communication ....................................................................................................................53
The Communication Process.................................................................................................................................54
Myths of Communication................................................................................................................................................... 55
The Communication Equation.......................................................................................................................................... 57
The Elements of Communication..........................................................................................................................58
Nonverbal Communication.....................................................................................................................................59
The Impact of Nonverbal Communication....................................................................................................................60

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Vocal Communication.............................................................................................................................................62
Visual Communication.............................................................................................................................................63
Verbal Communication........................................................................................................................................... 64
Verbal Communication in Action..................................................................................................................................... 65

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Standard English...................................................................................................................................................................66
Speaking Anxiety....................................................................................................................................................... 68
Listening......................................................................................................................................................................70
The Four Steps of the Listening Process..........................................................................................................................71
Active Listening..................................................................................................................................................................... 72
Additional Suggestions for Effective Listening............................................................................................................... 74
Communication Barriers.......................................................................................................................................... 77
Roadblocks to Effective Communication....................................................................................................................... 78
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Chapter 5 Orientation ............................................................................................................................79
The Importance of Orientation............................................................................................................................. 80
Types of Orientation............................................................................................................................................................ 83
The Trainer’s Role in Orientation......................................................................................................................................84
General Property Orientation ................................................................................................................................85
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Benefits of General Property Orientation.......................................................................................................................86

Reinforcing General Property Orientation..................................................................................................................... 87
Specific Job Orientation......................................................................................................................................... 88
Benefits of Specific Job Orientation................................................................................................................................89
New Employee Orientation Checklist...................................................................................................................92
Establishing Rapport with a New Employee....................................................................................................... 96

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 Chapter 6 Audiovisual Aids .................................................................................................................... 97
Technology................................................................................................................................................................ 98
Video........................................................................................................................................................................... 99
Succeeding with Video.....................................................................................................................................................100
Video Presentation Methods............................................................................................................................................ 101
Incorrect Use of Video...................................................................................................................................................... 103
Electronic Aids......................................................................................................................................................... 104

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Projectors.............................................................................................................................................................................104
Electronic Presentations...................................................................................................................................................106
Additional Aids.......................................................................................................................................................... 107
Handouts.............................................................................................................................................................................. 107

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Flip Charts............................................................................................................................................................................109
Selecting Audiovisual Aids..................................................................................................................................... 113
Creating Audiovisual Aids....................................................................................................................................... 114

Chapter 7 Group Training .................................................................................................................... 117

Room Requirements for Group Training............................................................................................................ 118
Room Environment............................................................................................................................................................ 118
Room Arrangement........................................................................................................................................................... 118
Location of Trainer Support Materials........................................................................................................................... 119
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Making Training Interactive....................................................................................................................................120
Interactive Techniques......................................................................................................................................................120
Role-Playing........................................................................................................................................................................ 121
Brainstorming...................................................................................................................................................................... 123
Case Studies........................................................................................................................................................................ 125
Group Activities................................................................................................................................................................... 127
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Effective Questioning Techniques....................................................................................................................... 131

Room Control..........................................................................................................................................................134
Passive Trainees..................................................................................................................................................................134
Dominant Trainees............................................................................................................................................................. 135
Disruptive Trainees ............................................................................................................................................................ 135
Entertainment as a Motivational Technique.......................................................................................................139

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 Trainer Development Program
Chapter 8 One-on-One Training ........................................................................................................ 141
Conducting One-on-One Training.....................................................................................................................142
Conducting On-the-Job Training........................................................................................................................145
Mistakes of On-the-Job Trainers.................................................................................................................................... 145
Coaching Nervous Trainees.................................................................................................................................. 147
Self-Paced Instruction............................................................................................................................................148
The Trainer’s Role in Self-Paced Instruction................................................................................................................ 148

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Mentoring.................................................................................................................................................................. 151
What Do Mentors Do?........................................................................................................................................................151
You as a Mentor.................................................................................................................................................................. 152

Chapter 9 E-Learning ...........................................................................................................................155

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Advantages of E-Learning......................................................................................................................................156
Disadvantages of E-Learning................................................................................................................................ 157
Trainee Characteristics...........................................................................................................................................159
Selecting Training Technology.............................................................................................................................160
Learning Management System (LMS)..................................................................................................................162
Computer-Based Training.....................................................................................................................................163
Webinars....................................................................................................................................................................164
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Web-Based Training................................................................................................................................................166
Design and Delivery of E-Learning...................................................................................................................... 167
Creating E-Learning Internally..............................................................................................................................168
Trainer Responsibilities...........................................................................................................................................169

Glossary .................................................................................................................................................. 171
Photo Credits............................................................................................................................................................ 175
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vi © Copyright 2014 – American Hotel & Lodging Educational Institute

 Chapter 1
Training Overview
The Training Overview chapter is intended to give you an overview of why we conduct training,

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what qualities make good trainers, the types of training methods typically used for employee
training, and the business costs associated with training.

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you should be able to:

Identify the purpose/goals of training.

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Identify the benefits of training.

Understand and evaluate different types of training.

Identify the qualities of good trainers.

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Understand the tasks of the job(s) you are training.

Evaluate appropriate and convenient times for scheduling

training.

Identify methods for reinforcing training.

Understand the need for measuring training.

Understand the significance of costs related to training.

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 Trainer Development Program
Purpose of Training
Training prepares employees to do their jobs effectively. It describes and demonstrates job
procedures, as well as helps employees develop superior job performance skills and learn to value
diversity. Training can be given to new hires or employees who transfer into your department.
Sometimes it will be necessary to offer refresher training to existing employees.
In hospitality, your role as a trainer will most often involve training the three S’s—standards, service,
and safety.

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Standards—Training employees on job standards means demonstrating and providing information
about:
„„ The specific job tasks required of the employee in his or her job.
„„ The acceptable standards of performance for job tasks.
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Service—Effective service training should include:

„„ An overview of hospitality and what makes the hospitality industry different.
„„ How guest feedback is used as a measure of service.
„„ The difference between external customers (guests) and internal customers (co-
workers and other departments) and the importance of providing service to both.
„„ Behavior modeling of appropriate service behaviors.
Safety—Safety training involves training employees how to:
„„ Maintain their own personal safety.
„„ Maintain guest safety.
„„ Recognize safety hazards.
„„ React in the event of an emergency.

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 Chapter 1 Training Overview
Benefits of Training
The good news is that training benefits everyone.

TRAINEE GUESTS

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• Improves self-confidence
• Increases motivation levels
• Provides high-quality products
• Provides high-quality services
• Improves morale • Makes their visit more pleasant
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• Prepares for promotion • Makes them feel they are getting their
• Reduces tension and stress money’s worth
• Provides a safer visit
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PROPERTY
• Increases productivity
• Reduces costs
• Decreases safety hazards
• Creates a greater guest satisfaction
• Builds repeat business
• Strengthens the company’s brand
• Attracts potential employees

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 Trainer Development Program
Types of Training
Hospitality operations use two basic types of training: on-the-job and independent learning. As
a trainer, you’ll be directly involved in on-the-job training, but should be prepared to suggest
e-learning or blended learning opportunities for independent use by employees.

On-the-Job Training is conducted on site at the property. There

are two types of on-the-job training:

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Group Training—conducted for a number of employees at
the same time. This training generally takes place before or
after a shift and allows the employees to learn a procedure
in the actual workplace. It is particularly useful when you

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employees.
One-on-One Training—conducted for one employee at a
time. Often called shadowing, employees follow and work
alongside the trainer. This allows for the trainee to receive
individual attention and immediate feedback.
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Independent Learning can be held on or off property and may
be paid or unpaid time, depending on the reason behind the
training:
E-Learning—employees read and study online course
materials. Training may be for professional certification,
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personal development, or required in advance of upcoming

technology changes at the property.
Blended Learning—involves a combination of live, online
and print materials used together to create a self-paced
learning module. Blended learning can happen on- or off-site
depending on why the employee is taking the training.

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 Chapter 1 Training Overview

aaTIPS for making training effective

Regardless of the training method, there are some key indicators of an
effective training program. To be effective, the training should:
>> Motivate trainees to improve their performance
>> Structure tasks, from the simple to the complex

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>> Clearly demonstrate desired skills
>> Provide for active trainee participation
>> Provide an opportunity to practice new skills

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>> Provide timely feedback on trainee performance
>> Provide some means for reinforcement while trainees learn
>> Be adaptable to specific problems
>> Encourage positive transfer of knowledge and skills from training to
the job
>> Identify why training is important to the employee
>> Use a variety of training methods/techniques to keep the trainees’
interest
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What other tips would you add to this list?
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 Trainer Development Program
Qualities of Good Trainers
When employees know how to do their jobs well, everyone’s job is easier. This makes you look
better as a trainer. Well-trained employees will have fewer emergencies and conflicts because
employees know their jobs and will likely prevent problems before they occur.
Listed below are some qualities of good trainers. Rate yourself to identify areas of strength and
areas that might need some improvement.

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Strength Weakness
D D Have self-confidence
D D Are patient
D D Are flexible







D D
D D
D D
D D
D D
D D
D D
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Enjoy teaching
Are respected by trainees
Have a good sense of humor and use it as a training tool
Get along well with different types of people
Display a consistent positive attitude
Are enthusiastic about training
Are enthusiastic about the department and the property
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D D Have a personal commitment to excellence in all areas of performance
D D Have a working knowledge of job skills and procedures
D D Make decisions and solve routine job-related problems
D D Effectively organize work tasks and accomplish duties on a timely basis
D D Interact well with other departments
D D Listen well
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D D Have good communication skills

D D Spend the time necessary to properly train employees
D D Understand the qualities of effective employees and model/train
those qualities
D D Encourage trainees to think about how the training applies to their jobs
D D Persuade trainees to set goals for themselves in training
D D Invite trainees to ask questions
D D Invite trainees to find better ways to do things
D D Praise even the smallest successes
D D Encourage and support trainees
D D Share personal experiences and even mistakes with the trainees
D D Reward employees for training achievements

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 Chapter 1 Training Overview
Understanding the Job(s) You Train
Before training begins, you have to know what trainees need to learn. The answer seems easy
enough: they have to learn what they need in order to do their jobs. But how do you decide exactly
what they must do and how they must do it? Many properties use task lists and job breakdowns
to establish these guidelines.
Task list—A task list tells what tasks an employee in a certain position must perform. When
you are preparing for training, the task list will tell you what tasks a trainee should be able to

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perform after the training is completed.
Job breakdown—Each task on a task list has its own job breakdown that tells how to perform
that task. The job breakdown lists the task’s steps, how the trainee should perform the steps,
and how well he or she should perform them.

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Check with your property to see if task lists and job breakdowns are available for the position(s)
you train. If they are—and if they are current—planning for training will be easier.

Position

Task #
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Step
How To
Tips
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 Trainer Development Program
Job Descriptions
If your property does not have task lists and job breakdowns, it should have current job descriptions
for each employee position. Job descriptions generally contain detailed information about a
task and its requirements. By listing required job skills, the job description will indicate the most
important tasks to be performed.
The job description can be used in several ways:
„„ For hiring right-fit employees for each open position

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„„ For training preparation, to identify what tasks an employee should be able to
perform after the training is completed
„„ For new hire orientation and training, so the employee understands his or her basic
job responsibilities

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„„ For evaluating the employee’s overall job performance
„„ For planning professional development training that will prepare employees for
future job promotions

Training from Experience

In addition to using task lists, job breakdowns, and job descriptions, you also have your own
personal experiences to draw from. You were most likely selected as a department trainer because
of your experience and your skill in performing the job(s) that you now train. Because you are
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familiar with and skilled at the job(s) you are training, you are better able to:
„„ Communicate steps for performing required job tasks
„„ Provide feedback
„„ Answer questions
„„ Evaluate trainee performance
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Training to Standards
You and your property must have employees who can perform their jobs at a level that meets
basic quality service standards. This means that you will have to know how well a trainee should be
able to do each job task by the end of training. You should become familiar with these standards
before the training begins and train the employee so he or she can do the job task to the desired
performance level.

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 Chapter 1 Training Overview
These same standards can be used on an ongoing basis to evaluate the employee’s day-to-day
performance on the job. Job standards truly are tools to help improve employee performance
throughout the employee’s career.
Examples of service standards include:
„„ Standard #1: The guest is greeted within 30 seconds.
„„ Standard #2: The guest is greeted with a smile.
„„ Standard #3: The staff member is neatly groomed and has a visible name tag.

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Scheduling Training
Before you can conduct training, you have to schedule the training session. When is the best
time for a training session?

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The answer is, “It depends.”

Exercise
On the checklist below, place a check mark by the items you think are important to consider
when scheduling a training session with employees.
dd The schedules of those being trained
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dd Your own schedule
dd Your other job duties
dd Availability of other employees to cover normal work functions
dd The number of interruptions you are likely to receive from guests or co-workers
dd Availability of training location
dd Availability of resources to be used in training
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dd Number of trainees
dd How long the training will take
dd The topic you will be training
dd Business volume
dd Trainees’ special needs

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 Trainer Development Program
bbHow Did You Do?
Did you check all of the items on the checklist on the previous page? If you did, congratulations!
You know how complex it can be to schedule training sessions.

The schedules of those being trained

Training should always take into consideration the schedules of those you will be training. For

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example, there’s no point in scheduling a group training session during a shift where trainees
are scheduled to be working.

Your own schedule; Your other job duties

Your own schedule and your other job duties are factors in training as well. Training is just one

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of the many things you are responsible for in your job. If your training responsibilities interfere
with your ability to perform the rest of your job effectively, speak with your supervisor about
the situation.

Availability of other employees to cover normal work functions

In addition to your schedule and the trainees’ schedules, you will need to make sure there is
adequate coverage from other employees to fulfill normal work functions during the training
session.
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The number of interruptions you are likely to receive from guests or co-workers
Training can be difficult during busy times of day or on busy days during the week. Frequent
interruptions can distract both you and your trainees.

Availability of training location

You’ll need to make sure there is a training location available to train the employee or group of
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employees. This could be your or the employee’s work area, or a conference room.

Availability of resources to be used in training

If you’ll be showing a video, for instance, you’ll need to make sure a TV and DVD player are
available during the time you want to train.

Number of trainees
When you will be training more than one employee, you’ll need to consider the availability of
all trainees and the availability of a location that is large enough to accommodate everyone.

How long the training will take

The length of training has an impact on when training is scheduled. Long training sessions
should not be scheduled at the end of a day or the end of a long work shift.

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 Chapter 1 Training Overview
The topic you will be training
If you will be conducting on-the-job training for a front desk agent, for example, you’ll want
to schedule training when there will be at least some guests checking in or out so you can
model appropriate guest service behavior and demonstrate tasks related to guest check-in
and check-out.

Business volume
It’s usually best to avoid on-the-job training during especially busy times. The fast pace of a
busy environment usually means you’ll have less time to explain things thoroughly to trainees.

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Trainees’ special needs
If your trainees need special equipment, a translator, or other resources, you’ll need to schedule
training around the availability of these resources.

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The most important thing to remember about scheduling training is that there is not always a
convenient time. Sometimes, when you consider all the factors listed above, you will find that
the only acceptable time for training is at an undesirable hour. This may be a rare occurrence,
but it is something you should expect as a trainer.
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 Trainer Development Program
Reinforcing Training
It is your responsibility as a trainer to see that the training “sticks”—meaning that the skills and
information the employees learned are retained and applied. This means you must encourage
your employees to use their new skills in the workplace. That may not be an easy task.
Research shows that even when training is done well, employees don’t always willingly put the
newly learned skills to use on the job. There are two main reasons why these skills don’t immediately
transfer to the workplace:

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1. The workplace doesn’t encourage or support what the employee has learned in training.

2. The employee doesn’t accept that what he or she has learned in training is important to
their job.

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Actions to Make Training Stick
As a trainer, you can do many things to help your employees transfer their new skills from training
to the job. Below is a checklist of several actions that you may already take or may wish to try.
dd I let trainees know that the training will be valuable and will help them on the job.
dd I talk with employees about their training experience and how it applies to their daily
work.
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dd I make sure trainees have a chance to practice their new behaviors, skills, and
knowledge.
dd I compliment employees when they successfully use what they learned in training.
dd I model for employees the behaviors, skills, and knowledge I am training.
dd I coach trainees to help them feel comfortable and confident with their new behaviors,
skills, and knowledge.
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dd I tell trainees that their performance should reflect what they learned in training.

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 Chapter 1 Training Overview
aaTIPS to encourage employees to improve their job skills
Help your trainees understand that if they improve their job skills, they
will:
>> Increase their self-confidence
>> Have pride in their accomplishments

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>> Need less supervision and, therefore, be more independent
employees
>> Save time on the job
>> Position themselves for career advancement

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>> Reduce the chances of getting injured on the job
>> Win other people’s respect and appreciation
>> Be in a better position to exceed their guests’ needs

What other tips would you add to this list?

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 Trainer Development Program
Measuring Training
Once you’ve completed a training session, it’s important to find out if the training was successful.
Although evaluating the results of a training program may not be a formal part of your job as
a department trainer, most good trainers make an effort to find out if employees are using the
knowledge and skills on the job that they learned in training. Successful trainers realize that
sometimes training doesn’t work, and they make an effort to understand why so they can make
future training sessions more successful.

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Below are some observations you might make about employee performance after the training is
complete.

Observation Possible Reason Possible Solution

Employee stumbles over Not enough practice during Allow more time for “hands

Employee appears

and on the job.

Employee encounters
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material he/she appeared
to master in training.

confused both in training

unfamiliar situations not

training for long-term
retention.
There were barriers
to communication or
instruction, or the training
was unclear.
Training is incomplete.
on” practice during training.

Look for ways to simplify

the points you make. Teach
tasks in simple, step-by-step
increments.
If it’s a fairly common
situation, add information
covered in training. that covers it to the training.
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Employee repeats Not enough coaching or Provide constructive
incorrect behaviors he/ feedback during training. feedback and coaching
she demonstrated during during training to guide
training. trainees to correct
performance.
Employee does not Trainee might be confused Make sure trainees know
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consistently apply about when to perform not only what to do, but
information that was certain tasks. also when to do it.
covered during training.
Employee does not appear Trainee is not motivated to During training, help
to care if he/she does the perform correctly. trainees feel that they are
job correctly. part of a team. Spend more
time helping them see how
their job affects others.

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 Chapter 1 Training Overview
Costs of Training
Training, like any business practice, has some costs associated with it. However, these costs
can be outweighed by the benefits associated with having well-trained employees. This is
called return on investment, also known as ROI. An employee who is properly trained is
more likely to be more productive and remain employed at your property for a longer period
of time. In the long run, well-trained employees are less expensive to a property than poorly
trained employees, which makes training them well in the first place a good investment.

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Costs of Training
„„ Salaries of trainer and trainee
„„ Facilities
„„ Equipment
„„ Materials
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„„ Possibility of more errors and less productivity during the initial training period
„„ Other miscellaneous expenses, such as refreshments during training breaks

Costs of NOT Training

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„„ More mistakes, which can cost the property money
„„ Lower productivity, which could result in increased staffing needs
„„ Lost revenue due to poor customer service
„„ High turnover, which leads to increased recruiting efforts and other associated
hiring costs
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 Trainer Development Program
AAAt the Seasons Inn...
The front office at the Seasons Inn typically has eight full-time
front desk agents on staff at any given time, with an annual 50%
turnover rate. This means the Seasons Inn must hire and train four
new front desk agents per year. It costs an average of $5,700* to
recruit, hire, and train a new employee.

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New front desk agents typically receive eight hours of off-the-job
training followed by two shifts (16 hours) of on-the-job training.
A new front desk agent usually makes about $9 per hour, more
experienced agents average $10 per hour, while the front desk
department trainer earns $11 per hour. The following are the costs associated with the
training:

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$4,000 recruiting and hiring costs
$264 trainer salary ($11 per hour, 24 hours of training time)
$216 trainee salary ($9 per hour, 24 hours of training time)
$500 lost conference room revenue while it is being
used for one day of off-the-job training
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$100 cost of AV equipment rental (laptop, projector, etc.)
$80 salary of replacement front desk agent for the one day trainer is conducting
off-the-job training ($10.00 per hour, eight hours of replacement time)
$10 cost of materials (handouts, flip charts, etc.)
$30 miscellaneous expenses (refreshments, etc.)
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$500 money lost due to increased errors and decreased

productivity during new employee training period

$5,700 Total cost of training one new front desk agent

$22,800 Total annual cost of recruiting, hiring, and

training four new front desk agents

*Source: Tracey, J. Bruce, and Timothy R. Hinkin. “The Costs of Employee Turnover.” CHR Reports. (2006).

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 Chapter 1 Training Overview
ttWhat Do You Think?
How would the total training costs be affected if trainees received two days of off-the-job
training and only one shift of on-the-job training?

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Are there any other costs you can think of that should be included in the hypothetical training
cost estimate?
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*Source: Tracey, J. Bruce, and Timothy R. Hinkin. “The Costs of Employee Turnover.” CHR Reports. (2006).

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 Trainer Development Program
AAAt the Harvest Hotel...
The Harvest Hotel is a property similar in size and amenities to the
Seasons Inn. However, unlike the Seasons Inn, the Harvest Hotel
has chosen not to invest in formally training new employees. As a
result, the front desk employees are less productive. The Harvest
Hotel, therefore, requires a full-time staff of 10 front desk agents
to do the same work as Season Inn’s eight agents. In addition,

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front desk agents are unmotivated and make frequent mistakes.
Guests have been complaining about the poor service, and room
sales are going down. This is likely one reason the Harvest Hotel
has a higher turnover rate of 80%. This means the Harvest Hotel must hire eight new front

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desk agents each year. Each employee makes an average of $500 worth of errors per year
as a result of poor training.
Below are the costs associated with the Harvest Hotel’s decision not to train:
$37,440 annual cost of additional staffing requirements (two
additional full-time agents at $9/hour)
$32,000 cost of recruiting and hiring eight employees (due to higher turnover)
$5,000 cost per year of errors (average of 10 employees per year)
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$25,550 annual lost room revenue (one room per night, $70 per room)
$99,990 Total annual cost of not training front desk agents
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18 © Copyright 2014 – American Hotel & Lodging Educational Institute

 Chapter 1 Training Overview
ttWhat Do You Think?
Is it more expensive to train employees or not train employees?

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PL
Why do you think some properties choose not to invest in training employees?
M
Why do you think employees who are not trained well, or not trained at all, choose to look
elsewhere for employment?
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 Trainer Development Program

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PL
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20 © Copyright 2014 – American Hotel & Lodging Educational Institute