Little Book of Training

INGREDIENTS

YOUR ROLE AS AN IN STORE TRAINER (IST) 2

IN STORE TRAINER CERTIFICATION 4
FIVE KEY POINTS OF TRAINING 5
HOW DO PEOPLE LEARN! 6
ADULT LEARNING AND LEARNING STYLES 7
FIVE METHODS OF TRAINING 10
CONSTRUCTING A TRAINING PLAN 12
TRAINER SKILLS 13
THE BOOK OF BEST PRACTICE 18
POUR-TESTING 19
GETTING TO KNOW YOUR BAR 21
KEEPING YOUR HEAD UP 22
TWO-HANDED BARTENDING 24
LEARNING COCKTAILS - AND REMEMBERING THEM! 24
ENCOURAGING INTERACTION 25
OVERCOMING LANGUAGE BARRIERS 28
MULTIPLE ORDER TAKING 29

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 YOUR ROLE AS AN IN STORE TRAINER (IST)
In Store Trainer Speci cations

This is a detailed description of all stages the attributed to being an IST. It explains the
process to follow in order to apply, the duties the role requires and the behaviours necessary
to achieve success. The role of an IST is critical to the long term success and requires a
process and structure that allows our highest calibre employees every opportunity to develop
into truly exceptional trainers.

Application Process

The following

• Certi ed bartenders that are interested in becoming an IST must inform their Manager
• In their quarterly review they will be reviewed against the required skills and behaviours
needed of an IST
• Any gaps that they have will form the basis of their development plan
• Once they demonstrate they are at the level required to be an IST they can then apply for any
available positions
• IST vacancies will be advertised, applications must be made to the respective BDM
• Suitable applicants will be interviewed by the Bar Manager of the recruiting bar and the L&D
Manager
• The successful candidate will be noti ed and begin the certi cation process

Main focus of role:

To develop all of our bartenders to have the skills, behaviours and attitudes necessary to
consistently deliver great drinks, great service and great atmosphere.

Key Responsibilities:

• To set training plans that enable a trainee adequate time to learn all aspects of the role,
from set up to breakdown.
• To set test dates that allows the necessary time to learn all the theoretical parts of being a
bartender.
• To mark test papers taken by trainees with 100% accuracy and feeding back on results.
• To mark weekly spot tests with 100% Accuracy.

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• To use training processes that allow the trainee to learn all the relevant skillsets needed to
be a bartender and demonstrate they can consistently display those skills.
• To assist the GM in coordinating any and all other training within your bar.
• To impart the knowledge and skills necessary to consistently deliver all aspects of the
bedrock to all members of your team.
• To assist the GM in training needs analysis once a quarter and assist with the design and
delivery of training solutions for your venue.
• To carry out any other reasonable duty requested of you by a member of the management
team.

Requirements

• You will be required to attend quarterly meetings which will be held by the Learning and
Development manager.
• You must continue to develop your own knowledge of our products, drinks company
objectives.
• To attend monthly product knowledge sessions, and pass on product knowledge to any
team members not present.

Key Relationships

• You will report directly to your Bar Manager on all matters to do with your store,
• Further resources are available to you from your fellow IST’s
• You will receive goals and objectives from the L&D manager that are aligned with your bars
business plan

Person Speci cation

Knowledge

An In Store Trainer has an in depth knowledge of all of our products including their history and
how to suggestively sell them. They can recite all of our current recipes from the menu
without error and have complete knowledge of all our drink, fruit and mix sensitivities.

They are aware of all Health and Safety policies and procedures and can locate any and all
information necessary within their bar. They understand our company objectives and how we
can achieve them. Within their bar they are familiar with all of the regular guests by name,
drink and a certain level of detail.

Productivity

All IST’s show enthusiasm in their daily work, they enjoy working to deadlines and never miss
them. They have excellent attendance and timekeeping records. They clearly demonstrate
the ability to handle multiple tasks at the same time which they consistently complete
correctly and with perfect accuracy.

Composure

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 During any shift and irrespective of the level of business they consistently work to company
standards and it is at these times they are happiest. They remain composed, approachable
and never cut corners.

Communication

An IST must have the ability to understand and follow clear directions, they will however never
engage in a task without a full understanding of the success criteria needed. They pass on
information in a clear and precise manner whilst always being respectful to colleagues. They
reads and sign the News At One every week and action any points it highlights.

Teamwork

IST’s are respectful of their colleagues; they actively seek constructive criticism and are
always willing to work in a team. They are willing to share resources to bene t the team and
look to assist their colleagues to achieve targets. They will always work to the level expected
of all our employees.

Guest Service

They understand that the guests needs to be rst in every aspect of their work, they
understands all aspects of the bedrock and are fully aware of all criteria within the Slice of
Life report. They consistently exceed our guest's expectations and look at further
opportunities to improve the guests experience with us.

Prioritization

To remain fully e cient in the role an IST must follow a methodical approach in prioritizing,
always putting health and safety at the forefront of all decisions. They must be fully aware of
the time needed to complete all tasks which they do in a logical order whilst always remaining
calm.

Attitude

As they are developing the skills of our employees an IST also has an in uence on the
attitudes that a new recruit will display, in order to eliminate negativity they must be positive
about changes that take place within the business. They will approach all tasks thinking “we
can do this.” They never get involved in work politics and look at a problem as an opportunity
to nd a solution. They do not allow their personal lives and problem to interfere with
their performance at work,

IN STORE TRAINER CERTIFICATION

The IST Certi cation is based around the Four Key Points of Bartending.

“To serve consistently high quality drinks to a varying number of guests through knowledge
of products, skills and interaction.”
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 TO BE AN IST YOU WILL NEED TO:

• Complete an IST nal pour test

• Complete a Top 130 & Mixers test with a minimum 98% pass mark
• Deliver a one-on-one training session to your assessor on; a subject of your choice (job
related), a subject of your choice (Not job related) and a subject of the assessors choice.
• Complete a IST Front bar certi cation.

Our Company Vision & Values

• People
• Energy
• Passion
• Pride
• Excellence
• Rock '‘n’ Roll

FIVE KEY POINTS OF TRAINING

PLANNING

90% of training is thorough planning and only 10% is actually time Spent training. If you enter
a training session unprepared, you will forget things that need to be mentioned and you will
waste time. If you can go into a training session knowing exactly what you want to teach your
trainee, with the materials that you need to Support your training you will be able to have a
successful training session. Also, taking notes and keeping records as and when you train will
help you plan in the future with new trainees.

COMMUNICATION

In order to be able to train someone successfully, communication is essential. You need to be

able to give feedback to your trainee and take feedback from your trainee so you can both
work out the quickest and most e cient way to learn. If you need support, staying in touch
with the Training Department is important as they are there to help you. Keeping records of
training sessions will help you log what the trainee does and doesn't know as well as track the
amount of time the trainee is taking to certify.

FLEXIBILITY

It is important that you realize that EVERY person learns differently. There is no set way of
processing information.As a result of this, remaining exible to the needs of your trainee is a
vital part of being a successful trainer. Using your knowledge of learning styles, you need to
remain exible enough to be able to adjust your training style, to suit your trainee.
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FEEDBACK

Giving trainees regular feedback on how they're progressing is essential to effective training.
Feedback can be simple or not so simple, from explaining why an answer is correct or
incorrect to commenting on the trainee's overall performance. It is important to provide
feedback as soon as possible, the more immediate the feedback, the greater the value
Positive feedback is just as important as negative feedback. If you focus all your feedback on
what the trainee is doing wrong they will quickly become disheartened and unmotivated. Be
mindful to point out the things that the trainee is doing right and congratulate them regularly
and freely.

It is also important to receive feedback on yourself as a trainer. You should always be asking if
the trainee has any questions and making sure that information is being received and
understood.

FOLLOW UP

Setting an expectation of your trainee is all well and good, so long as you follow up on these
expectations. Whenever you set a target or a goal, it is important you agree a time with your
trainee where you will follow up on their progress. Once this time has been set, it is important
that you stick to it. Lack of follow up can massively effect your trainees motivation and nine
times out of ten, will be the cause of trainees having di culties sticking to deadlines, as they
will feel, with a lack of follow up, that it is not important to meet them.

Effective Communication

1. To have the message received

2. To have the message understood
3. To have the message accepted
4. To obtain some sort of response

The effectiveness of any communication will depend on two things.

|. The skill of those involved

2. The barriers that prevent, or lessen the effectiveness, of the communication process (i.e.
Language)

HOW DO PEOPLE LEARN!

As you train people, they will go through four stages of learning:

STAGE 1. UNCONSCIOUSLY UNSKILLED

When learners do not know that they cannot perform a task; they simply don’t know what they
don't know

STAGE 2. CONSCIOUSLY UNSKILLED

Learners now know that they cannot perform a task; they have become aware of what they
don't know
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 STAGE 3. CONSCIOUSLY SKILLED

Learners are now able to perform the task

STAGE 4. UNCONSCIOUSLY SKILLED

The task has now become part of the learners’ natural habit and they can perform it routinely

It is important to recognise which stage the trainee is at with regards to the different skills
that you are training them, so that you can plan your training to focus on those skills that they
are nding hardest to grasp.

When training it is necessary for an IST to go back a stage to ‘CONSCIOUSLY SKILLED’,

because only by thinking something through thoroughly can you fully explain it to someone
else.

ADULT LEARNING AND LEARNING STYLES

ADULT LEARNING

It is important to remember that the employees you teach are adults and adults learn in
different ways. They are self-directed learners, who choose how and what to learn depending
on their maturity, experience and own motivation.

Self-directed learning is a process in which learners take their own initiative to learn
knowledge and skills. What this basically means is that, as an IST, you have to nd out what
motivates and interests each individual trainee and adjust your training accordingly.

To help you with this draw on your own experiences; what motivates you to learn? What sort
of environment do you prefer to learn in? Always remember to treat all trainees with respect
and always be polite, if you become rude and impatient, the trainee will just switch off and
start to resent you.

VARK LEARNING STYLES

The VARK Learning Styles Model refers to three types of learning style: visual, aural, reading &
writing and kinaesthetic (or, seeing, hearing & speaking, reading & writing and doing). To put
it simply, your learning style (or learning preference) is the way you tend to learn best. It
involves your preferred method of taking in, organising, and making sense of information.

Learning styles do not tell us about a person's abilities or intelligence, but they can help us
understand why some tasks seem easier for them than others. There are several bene ts of
thinking about and trying to understand your learning preferences:

• People learn most effectively when the training plans used are closely matched with their
preferred learning style
• Sometimes we can improve our learning by knowing that our strengths are and then doing
more of what we're good at

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• Often we can improve our learning by knowing what our weaknesses are and trying to
enhance our skills in these areas
• Different situations and learning environments require different training plans, so it's best
to have a large repertoire of different plans from which to draw

The VARK learning styles model and related VARK learning styles tests offer a relatively simple
methodology. Therefore it is important to remember that these concepts and tools are aids to
understanding overall personality, preferences and strengths - which is always a mixture in
each individual person.

As with any methodology or tool, use VARK and other learning styles ideas with care and
interpretation according to the needs of the situation. They are guide as to the mixture of
preferences, strengths and learning styles in an individual, not a basis for deciding on one
exclusive preference or approach to the exclusion of everything else.

AURAL LEARNING (LEARNING BY HEARING & SPEAKING)

PEOPLE WHO RESPOND TO AURAL LEARNING WILL:

• Listen to instructions and information given orally

• Sit towards the front of the room so they can hear well and so that they won't be distracted
by the noises other people make
• Sit away from doors, windows, and other sources of noise
• Repeat information silently or out loud to themselves
• Sub-vocalise’ as they take notes - repeat information to themselves as a quiet mumble’
that's barely audible
• Rehearse/repeat information either silently in their head, or out loud
• Study with a partner so that they can take turns reading to each other and discuss key
concepts
• Work in quiet areas to minimize hearing music, television or other distractions
• If they do prefer to study with music playing, they will choose something with no lyrics, and
keep the volume low
• Use rhymes or jingles to help remember important points
• Talk to themselves about diagrams and illustrations
• Ensure they understand by creating verbal descriptions
• Try to remember important terminology by thinking about how parts of the words sound
• Read instructions and questions out loud to themselves (and read their answers over out
loud to themselves in test situations)

VISUAL LEARNING (LEARNING BY SEEING)

PEOPLE WHO RESPOND TO VISUAL LEARNING WILL:

• Watch for key words written on transparencies, PowerPoint slides, or the board to help
organise notes

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 • Sit towards the front of the room
• Choose a location where they can see the instructor and all visual aids well
• Sit away from doors, windows, bulletin boards, and other potential distractions
• Try to listen and write down what they hear; ll in notes and check for understanding after
each class
• If confused about a detail, ask the instructor for clari cation, write down what she/he says,
then review later to ensure they understand
• Use visuals like symbols and colour in notes to help ag new concepts and key ideas
• Ask the instructor if other visual information is available
• Complete readings before training sessions
• Minimize visual distractions in their study space (e.g. covering their computer screen, won't
sit facing a window)
• Make an outline of key topics in chart or diagram format
• Make pictures in their mind
• Look for sketches, diagrams, or charts to help interpret information and practice re-
drawing them to help them remember
• Write down problems and/or questions and practice writing solutions and/or responses
• Use ash cards to help rehearse
• Try to remember important terminology by looking for parts of the word they already know
• Highlight notes so all information relating to one topic is in the same colour category
• Draw boxes or circles around terms/ concepts and draw lines or arrows to show how they
are related to one another

READING & WRITING LEARNING (LEARNING BY READING & WRITING)

PEOPLE WHO RESPOND TO READING & WRITING LEARNING WILL:

• Copy out information over and over again to learn and retain it.
• Consistently refer to written material when undertaking a new practical exercise.
• Sit anywhere where they can make notes or copy information comfortable
• Copy out information on a slide show rather than what the trainer is saying.
• Re-enforce any new information by referring to hand-outs or manuals.
• Write out pathways to clarify order in which to tackle tasks
• Write down problems and/or questions and practice writing solutions and/or responses

KINAESTHETIC LEARNING (LEARNING BY DOING)

PEOPLE WHO RESPOND TO KINAESTHETIC LEARNING WILL:

• Ask questions and participate in discussions whenever possible

• Question the relevance and applicability to the course, themselves, and life in general...
• Take small objects (e.g. stress-ball) to play with in one hand while the other takes notes
• Use session breaks to stand up and stretch
• Do something physical before sitting down to read or study
• Highlight or underline rather than take notes
• Use their ngers or a piece of paper to help keep track of where they are when reading

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 • Break studying tasks into small chunks, stop after each chunk, think about what they have
learned
• Personalise the information - thinking about how the concepts apply to them or other
people they know
• Think about how they can use the information outside the learning situation
• Take regular, brief breaks to move around
• Move a body part (e.g. swing or tap their foot), or walk around if it helps them concentrate
• Write processes, etc. on cards, mix them up, then practice physically arranging them into
the correct sequence
• If they typically use their hands when talking to people, they tend to use their hands when
studying and explaining concepts to themselves

OVERVIEW ON LEARNING STYLES

Once you have worked out your trainee's learning style, you can adapt your training plan to
make it suit their style of learning. This way, it will be easier for your trainee to learn and
easier for you to teach them.

FIVE METHODS OF TRAINING

• LECTURE
• DEMONSTRATION
• ON THE JOB TRAINING
• GUIDED DISCUSSION
• ROLE PLAY

These methods can all be used either individually or together depending on your training
needs. They can also be easily connected to your trainee's preferred learning style. You may
nd that once you have de ned your trainee's learning style, some methods of training will
work better than others.

LECTURE (Auditory Learning)

Meant here, this is simply telling the trainee a series of related facts, without requiring any
response from the trainee (unless speci cally asked for).

A lecture could easily become verbal babble, so it is very important to get the trainee mentally
involved. The following methods are useful to help the trainee process and retain the
information you're giving them:

• Keep the lecture short

• Use many examples (at least one per main point)
• Use movement of hands and body
• Vary voice pitch and tone in ection
• Summarise often
• Use directed questions to check the trainees’ understanding
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• Use visual aids

Lecture is most useful when there is speci c information to be presented in an exact order,
trainees have no knowledge or experience of the subject and trainee participation is not
critical.

DEMONSTRATION (Visual and Auditory Learning)

Demonstration is, in essence, a lecture with props. It is a far more interesting and memorable
way for trainees to learn. The same methods used in lecture for keeping a trainees’ interest
should also be applied to demonstration

• Demonstration is simply:
• IST explains the procedure
• IST demonstrates the procedure

Your training plan should ensure that you have all the equipment necessary to perform the
demonstration and it is imperative that you adhere strictly to procedures, as trainees will
copy what you do.

ON THE JOB TRAINING - OJT (Kinaesthetic and Visual Learning)

OJT is the most effective way for a trainee to learn jobs that require physical skills as well as
thought, this is due to the:

• Immediate application of learning on the job

• Strong emphasis on skill development
• Flexibility of content and pace
• Individualized feedback provided by the trainer

There are four steps to OJT that should be carried out with the trainee next to or slightly
behind the trainer:

|. TRAINER TELLS, TRAINER DOES

2, LEARNER TELLS, TRAINER DOES repeat as many times as necessary
3. LEARNER TELLS LEARNER DOES
4, LEARNER PRACTICES UNTIL THEY CAN PERFORM TASK EFFICIENTLY

GUIDED DISCUSSION (Auditory, Kinaesthetic and Visual Learning)

This is the most effective way to review a training session at the end or to re-cap on training
at the start of a session. It is a very useful tool to help you gauge how much information your
trainee is retaining, so you can identify any problem areas.

Guided discussions are particularly useful if training groups of individuals. The trainers’ role is
to facilitate the exchange of information either between a trainee and themselves or between
group members; the trainees’ role is to participate.

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 To effectively guide a discussion, you must:

• Not dominate the conversation, allow trainees to speak up

• Ensure the trainee already has all the information needed
• Prepare questions to start, guide and sustain the discussion, these must be open ended
questions to establish fully how much the trainee really understands
• Listen
• Be prepared to deal with objections and differences of opinion
• Handle incorrect answers tactfully by asking for clari cation, rephrasing or, in a group
situation, asking other trainees to comment

ROLE PLAY (Kinaesthetic and Visual Learning)

This is simply acting out situations to demonstrate a desired behaviour to trainees. Role plays
are obviously not scripted but should be planned ahead.

Follow these guidelines for effective role plays:

• Identify the objectives of the role play, describe the situation being simulated and assign
roles. Role plays are useful for demonstrating both good and bad behaviours .
• Be clear about exactly what it is that you are expecting to see from the trainee in the role
play
• As an IST you are required to play a role and be an observer
• Clearly de ne when the role play begins and when it ends
• Once the role play is over, it is your job as the observer to give constructive feed back to the
trainee.

FEED BACK

Begin by asking the trainee how they feel the role play went and what, if anything, they feel
they might have done wrong. Then give the trainee your feed back focusing on behaviour,
results, effective use of procedures and then alternatives and ways to improve. Do not focus
your feed back on the quality of acting or degree of realism.

If performing role plays in group situations, then assign other trainees observation roles as
well as playing roles and ask for their feedback before delivering your own. Make sure you
relay your feed back directly to the participant; don't talk about them as if they were not there.
It is important to make sure that role plays are relevant to the trainees job and that you make
that relevance clear to the trainee.

CONSTRUCTING A TRAINING PLAN

Your trainee was employed to be trained by you because they were suited to you and your
store. Therefore, when you create a training plan for your trainee, you must craft it so that it
suits them.

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 When training, it is essential to make sure that you get at least three weekdays with your
trainee. That way, you can vary you training throughout the week and make sure that you are
constantly covering all the aspects of being a bartender.

There are ve simple steps to follow to help you plan a training session effectively

1. WHAT - what do you want your trainees to learn during the training session, establish an
objective and speci c topic to be trained

2. WHY - this needs to be established to gain the trainees’ attention, you need to instil an
interest in the topic you are covering

3. LEVEL - establish how much the trainee knows already and then tailor the training
accordingly, allow for how slowly or quickly individuals are learning

4. MATERIALS - make sure you have any materials ready before you need them i.e. pour test
bottles, Exacto-Pour or any relevant hand-outs

5. METHOD - choose the training method (based on points 1-4) best suited to the needs of the
trainee

TRAINING PLAN- points 1-5 are the thought process that you have to go through to write a
training plan.A different plan should be made for each topic covered during training; this
means that you may have several training plans for one day. Remember to allocate time
appropriately for each topic.

KEEPING RECORDS

Once a training plan has been tailored to your trainee it is important that you save this training
plan, as you may have a similar trainee in the future. Also, by saving the training plans for your
current trainee, you will save valuable time next time around. Remember, you cannot nd
time, you have to make it!

TRAINER SKILLS
To be an effective trainer, you must understand and apply the learning principles and
techniques (detailed in the following pages) used when working with adults.

EFFECTIVE LISTENING

Listening, unlike hearing, requires conscious effort. In order to listen properly you must give
the person speaking your full attention, concentrate on what they are saying and how they are
saying it and do not interrupt them.

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Often trainees have frustrations and problems that they are afraid to voice, by listening
effectively and studying their body language you may be able to discover these without the
trainee saying anything about them and then use this information to train them more
effectively. Try and understand what motivates and excites a trainee and what persona
perception they have about themselves; the more you understand your trainee, the more you
can adapt your training to suit them.

EFFECTIVE USE OF QUESTIONS

We use questions in training to help a trainee learn, but also to nd out how much they have
understood. There are two types of questions:

|. Open-ended
2. Directed

OPEN-ENDED:

• Cannot be answered with just ‘yes’ or ‘no’

• Does not give any indication of a desired answer
• Promotes discussion
• Gives the trainee the opportunity to express him/herself

DIRECTED:

• Used to direct the trainee to speci c answers

• Provide you with feedback of understanding
• Forces conclusions

PROMPTING
Prompting is used to let the trainee know that you need a more detailed answer or to re-
assure them that they are giving you the correct answer. Using prompting, you can guide a
trainee through their answer by:
• Repeating part of the trainees answer
• Indicating your understanding with brief comments and body language
• Encouraging with brief comments, nods and smiles
• Summarizing what has been said
• Using spark questions to aid the trainee’s memory

COMPOSING QUESTIONS

When composing questions it is important to bear in mind

I. the motive for asking questions is to develop the trainee’s understanding
2. questions must challenge the trainee
3. the trainee’s ability level must be considered

HANDLING OBJECTIONS

There is more than one way to handle objections and it is important to handle them correctly.

Begin by focusing the objection:

• Ask open-ended questions about the objection

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• Restate the objection:““As | understand what you're saying, you believe that...”

Once you are sure that you fully understand the objection, try to talk it through using humour,
if this fails then become a bit more forceful and tell it like it is. Occasionally you may feel like
arguing and forcing the point, but this seldom works.

If an objection can’t be dealt with quickly or a compromise cannot be reached, then accept
the point and save it to be discussed at a break.

HANDLING DISCUSSION

The following outlines possible situations/solutions that can occur during discussions:

Discussion gets out of control or off the topic:

• Summarise
• Interrupt and ask a question concerning the
• topic
• Use physical movement (i.e. stand up) or eye contact to dominate
• Use a series of open-ended questions to relate the material back to the topic
• Terminate the discussion and move on to a new topic

Group or individual does not contribute

• Ask them a question that you know they can answer

• Start with simple questions and build slowly to more complex ones
• Float a provocative or outlandish statement to be attacked
• Provide rewards and reassurance for attempted answers
• Avoid putting any individual on the spot
• Look out for non-verbal cues that indicate interest in a topic, and then invite an interested
learner to comment

Persistent objector or disrupter in a group

• Probe this person’s statements, requesting justi cation or explanation

• Encourage other members of the group to comment on the disruptor’s contributions
• Reward any useful contributions
• Use peer pressure, allow other members of the group to tell the disruptor that he/she is
annoying them
• Look out for non-verbal cues that someone is getting annoyed and verbalise those signals
asking the group to con rm your statement of group feelings
• Use physical movement and eye contact to dominate the disruptor

Lack of preparation by learners

• Make it clear at the beginning of training exactly what your expectations are with regards to
preparation and structure sessions so that those who are unprepared will feel that they
have missed something

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 • Brie y summarise material that they should have prepared; then proceed with the session
• Make the preparation interesting

FEEDBACK

Giving trainees regular feedback on how they’re progressing is essential to effective training.
Feedback can be simple or not so simple, from explaining why an answer is correct or
incorrect to commenting on the trainee’s overall performance. It is important to provide
feedback as soon as possible, the more immediate the feedback, the greater the value.

Positive feedback is just as important as negative feedback. If you focus all your feedback on
what the trainee is doing wrong they will quickly become disheartened and unmotivated. Be
mindful to point out the things that the trainee is doing right and congratulate them regularly
and freely.

It is also important to receive feedback on yourself as a trainer. You should always be asking if
the trainee has any questions and making sure that information is being received and
understood.

If you are an inexperiences trainer, you may want your Training Manager to observe a training
session and to give you feedback at the end. This can be easily arranged so don’t hesitate to
ask.

TECHNIQUES FOR GIVING FEEDBACK

DO:

• Be sure that the trainee wants to receive feedback

• Provide appropriate positive reinforcement
• Be speci c. Describe behaviour by quoting the trainee’s exact words or describing actions,
voice tone and body language
• Maintain the trainee’s self-esteem during feedback, talk in behavioural terms
• Help correct ineffective behaviours by offering alternative positive ones
• Maintain a balance of positive and negative comments
• Little words can send a strong message. The word “BUT” used in between statements will
cause the trainee to only remember the negative (i.e.“you’re doing a great job BUT your
guest acknowledgement isn’t fast enough).

Substituting “AND” for “BUT” changes the effect (i.e. “you're doing a great job and I'd like to see
you improve the speed of your guest acknowledgement”)

• Provide feedback on the behaviours that the trainee can do something about
• Check to ensure clear communication by restating what you heard (i.e.“so what you are
saying is...”)
• Time your feedback appropriately. Give feedback immediately after a behaviour has
occurred or just prior to when the trainee is likely to repeat the behaviour

DON’T:

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• Embarrass the trainee by making comments in front of guests
• Give vague and unsupported feedback
• Focus only on alternative positive behaviours
• Guess at motives

RECEIVING FEEDBACK
DO:
• View the situation as a unique learning opportunity — be receptive
• Listen attentively even if you don’t agree
• Ask for speci c examples to illustrate feedback
• Repeat comments to ensure you have understood them fully — ask for clari cation
• Apply what seems appropriate
• Be positive
• Say “Thank You!”

DON’T:
• Defend your actions or explain why you said something (remain non-defensive)
• Take it personally — people are only trying to help
• Talk about other experiences — stay focused on the process

REINFORCEMENT

Learning that is rewarded is much more likely to be retained. This seems obvious but many
trainers overlook this when conducting their training. A simple “yes, that’s right” or
recognition for attempting to contribute can mean a great deal to a learner, even body
language such as smiling can give the trainee a positive impression.

Responding positively, even when the response is incorrect, is called ‘Positive

Reinforcement’. This con rmation of the response, even when it is incorrect, lets the trainee
know that it is alright to try and should be followed with the correct answer.

Punishment only teaches the trainee that his/her response was wrong and discourages them
from trying again. Punishment offers no guidelines about which responses would have been
correct.

INFORMATION OVERLOAD

During training you will be covering a mass amount of knowledge and experience in a very
short period of time. Therefore it is important you understand what information overload is,
and how to overcome it.

WHAT IS INFORMATION OVERLOAD?

• Taking on too much information so that the brain can’t process everything

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WHAT RELEVANCE DOES THIS HAVE TO TRAINING/TEACHING?
• Target is 6-8 weeks — you need to keep to that target
• You need to work this target around the trainee’s ability
• You need to translate goals to a trainee so that you are both working at the same pace and
singing off the same page
• You will need to achieve multiple goals over a short space of time

WHAT ARE THE SIGNS OF INFORMATION OVERLOAD?

• Lost puppy syndrome (spaced out expression)
• Losing interest and becoming unmotivated
• Breaking down/being irrational
• Repeating the same mistakes over and over

HOW DO YOU REMEDY INFORMATION OVERLOAD?

• Motivational speaking
• Clarify what they do know
• Clear the air, give them a break
• Take them back to a comfort zone — make them feel better about their abilities
• Create daily training plans and goals that you can fall back on with feedback
• Organise goals into an achievable and practical order and focus on each goal individually

TRAINING TIPS

Becoming nervous when training is perfectly natural and can be overcome by preparation,
knowing what you want to say next will stop you from freezing or becoming tongue-tied.

Here are some other tips:

• Remember YOU are the training expert. Trainees believe in YOU

• Make eye contact
• If you begin to shake, move!
• Don’t lean — stand tall, feet apart, hands relaxed and smile
• Use personal humour without sarcasm or ethnic jokes
• Arrive early
• Use the trainee’s name — this helps to keep their attention
• Use words and statements that are simple, direct and familiar
• Begin with |, My, ! want, need... these word connate authority and decisiveness
• Be mindful not to overload trainees with information. Spread points out and make sure they
have understood them
• Ensure you practice what you preach.
• Make sure you adhere to uniform standards (cleanly shaven, no nail polish etc.), correct
procedures and service standards

THE BOOK OF BEST PRACTICE

Over the next few pages you will nd a series of exercises designed to teach important skills
to learn when training to be a world class bartender.

This has been compiled over the years by some of our best ISTs and is a guide/teaching aid,
for when your trainee is nding it hard to master certain base skills.
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 We are constantly looking to add to this, as the more exercises to pick from, the easier it is to
train your trainees. As an IST, if you create an exercise that you think has worked well, share it
with the other ISTs! Just type up the exercise and email it to your Training Manager.

POUR-TESTING

You will never be able to make the perfect drink unless you master pour-testing, so teaching
your trainee how to pour-test is of the utmost importance.

THE PERFECT POUR - @ 126BPM

After experimenting with a metronome, we have discovered that the perfect ounce is poured
at 126 beats per minute. You can either use a metronome and go crazy with the ticking sound,
or you can nd a tune that is |26bpm and teach your trainee how to pour-test to the music!

Get your trainee to pour in ounces keeping with the beat so that they can get used to the
rhythm that they will have to constantly keep in order to pour accurately all the time. It is
important that the liquid begins pouring from the bottle exactly at the start of the beat,
otherwise the count will be off.

Pouring to the music is a great tool to use whilst doing continuous bounce pouring, however
you must always take into account what you need to do if you get a nasty bubble from the
pour-spout (carry on counting and go back and top-up at the end).

Pour-testing to music works every learning type:

Visual - where you as the IST can tap the beat on the bar top with your hand
Audio - where the trainee can listen whilst pouring
Kinaesthetic - where the trainee can tap their foot whilst pouring

Songs with the perfect BPM for pouring.:

Haddaway - What is Love?
Pink - SoWhat
Talk Talk - It's My Life
Madonna - Celebration
Cascada - Evacuate the Dance Floor
Can You Feel It - The Jacksons
Respect - Aretha Franklin

Caution:

This exercise is meant to be used as a stabilizer to get the trainee to understand that they
have to pour in a consistent rhythm in order to achieve consistently accurate pours. In other
words, the trainee should use music as a tool when they rst start pouring, but they cannot
become reliant on it. This method cannot be used during any nal pour test.

_____________________________________

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 BOUNCE THE OUNCE

Materials: Pour test bottles

Pour test kit

Aim: To get them to master bouncing accurately at distances

What to do...

Take four glasses, position them on the oor on the bounce mats behind the bar and get your
trainee to bounce ounces into them to see how accurate they are. Start off low at a crouch
and then get them to bounce into the glasses when they are standing.

_____________________________________

BOUNCE, BOUNCE, BOUNCE

Materials: : Pour test bottles
Pour test kit

Aim: To get them to master bouncing at distances and get them to move around the bar
exibly. It also teaches them to keep their head up and be spatially aware.

What to do...

Place glasses around the bar, e.g. one on station one, one on the back bar one on station two
and one on top of the coffee machine. Get the trainee to pour differing measures into each
glass, bouncing from each glass and travelling with the bottle behind the bar.

____________________________________

POUR LIKE AN EGYPTIAN

Materials: Six Highball Glasses
Pour test bottles
Pour test kit

Aim: To get the trainee to accurately bounce pour at different levels ; a”

What to do...
Set up the bar with 6 Collins glasses stacked in a pyramid shape, i.e. 3 on bottom row, then 2
and one on top. Between the glasses, place bev-naps so the napkin covers half the top of the
glass. The aim of the game is for the trainee to bounce pour up the side of the pyramid and
down the other side without getting the bev-naps wet.

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 GETTING TO KNOW YOUR BAR

Your trainee will never be a high-speed bartender unless they get to know where they're going
rst. It is essential that they get to know the bar set-up so that they realise why everything is
where it is - the bar is a puzzle where everything ts into a certain place. Knowing their bar
will also help trainees who have di culty learning drinks recipes from ashcards or manuals
as they get a literal idea of where the bottles are and why they are placed in certain ‘sets' e.g.
Mai Tai set, Junebug set.

__________

KNOW YOUR BAR

Materials: The Bar

Aim: To get your trainee totally and utterly familiar with their bar

What to do...

Get your trainee to write down what is in their speed rail and what is on their back bar and get
them to learn it by heart.Ask them to recite what is in their speed rail left to right, then right to
left - whilst looking at you. Then ask them to recite what is on the back bar, before asking
them questions like, “what is the bottle in between the Midori and the Malibu’.

During the later stages of their training when they are fully acquainted with their bar, start
reciting facts about certain products and get them to tell you where that product is on the bar
e.g.‘Liqueur made in Barbados... base is rum... rst blended and bottled in the 1980s…
(Malibu)'. They then tell you what the product is and where it is. Alternatively, you could name a
product and get them to tell you a fact about it to see how well they are reading their manuals
and getting to know their bar.

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THINK ABOUT ME AND FIND ME...

Materials: Pour-test Bottle and Tin

Pour-test Kit
Bar

Aim: To get the trainee to start pouring AS they turn

around and look for the bottle on the bar

What to do...

Put the trainee on the bar and get them ready to pour a measurement, ie 20z, 1/120z, 30z etc.
Then you call out a bottle, ie. Kaluha, or Havana 3 Year Old. They carry on with the pour, then
grab the bottle when they have nished the pour.This helps them to pour accurately while
thinking or looking for the next ingredient to the drink. They will also become more familiar
with the back bar. When they get better at this ’ exercise, make it more challenging by
shortening the pours and calling out more obscure objects.

KEEPING YOUR HEAD UP

Learning how to keep your head up when bartending is one of the hardest things to train
someone to do, but ultimately it makes your job soooo much easier. Unfortunately, putting
them in a neck-brace is impractical, not to mention the fact that it makes them look like
they've got something wrong with them.

______________

AIM HIGH!

Get your trainee to pick a point (such as a ceiling fan) and always look at it after every little
task they do. E.g. Pick up a glass - look at the fan - put the ice in the glass - look at the fan -
pick up vodka - look at the fan etc...

This may look and seem a little unnatural at rst, but with a little practice it won't be
noticeable. The aim is to get the trainee to get used to constantly bringing their head up, and
after a while they won't need to use the fan to keep their head up.
______________

THE ‘COLOURS' EXERCISE:

MATERIALS: Water bar and four different coloured pieces of paper.

METHOD: Role Play, Water Bar Set-Up

AIM: To train a bartender to maintain awareness of their guests whilst making drinks

WHAT TO DO...

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The trainee stands on a station set up with water bottles for the desired drinks. Explain to the
trainee that you will order a drink as a customer would, then, as the trainee makes the drink
you will hold up colours randomly for no more than 2 seconds at a time. The reason this
timescale is used is because it should be long enough for a bartender to notice a movement or
some action on their station and hone in on the colour. The trainee is not to repeat this colour
at the time, instead they must name the colour at the end of the round with the drinks name
and price. You can add drinks to the rounds once they become e cient with just one colour
meaning they also get to work on multiple drinks making. Rough guidelines for the amount of
colours held up are as follows:

2 OR LESS DRINKS = | COLOUR

3 TO 5 DRINKS = 2 COLOURS
5 OR MORE DRINKS = 3 COLOURS

If they are struggling with the colours for multiple drinks at rst increase the time the colour
is held up to 3 seconds, then reduce when they are comfortable.

Once they become e cient at this start timing their round, getting them to better their speed
accompanied by their awareness. If they fail to notice a colour, in ict time penalties on them
then simply repeat the exercise as often as required, pushing them to beat their own times.

THE CUDDLY TOY EXERCISE:

MATERIALS: A prop such as a small cuddly toy, gurine etc.

METHOD: On the Job

AIM: To train a bartender to maintain awareness of their guests whilst making drinks

WHAT TO DO...

Present the prop to the trainee at the beginning of the shift and explain that throughout the
course of the evening that their objective is to work on keeping their head up. Explain that at
set intervals the prop will be placed somewhere within what should be their eld of
awareness and a timer will start the second that prop is placed. The trainer will then continue
to time the trainee until he notices the prop and either points it out or picks it up. The prop
can be used to place on a bar top during a busy round of drinks, on a picture frame opposite
their station or even better, given to a customer to hold. The trainee will understand that in
order to catch the trainer placing the toy they will have to consistently keep their head up.

What's great is that using a toy as a prop means that not only will they have to be conscious of
their awareness but they are also being given the opportunity to work on their guest
interaction, as they can explain the on-going exercise to any intrigued guests. This exercise is
an on-going one and has the added advantage of being usable at any point throughout
training. If the trainer feels that during a happy hour the trainee is losing his awareness and
interaction, they can simply place the prop somewhere and see how long it takes the trainee
to notice, thus being and on-going exercise to encourage keeping your head raised.
______________

BLIND BOUNCE POURING:

MATERIALS: Hi-ball glasses
Pour-test Bottles

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Pour-Test Kit

AIM: To teach the trainee to be able to pour con dently and cleanly whilst looking up at
guests, acknowledging new guests or listening to an order

WHAT TO DO...

Firstly, demonstrate to the trainee the intention of the session by standing behind the bar and
pouring three consecutive ounces bouncing from one glass to another whilst looking at your
trainee on the other side of the bar, not the glasses. Explain the importance of keeping your
head and eyes raised so as to notice new guests etc. To mix it up, change the pouring
amounts and quantities

________________

MUSICAL BARTENDERS:

MATERIALS: Water Bar Set-Up

AIM: To encourage the trainee to always be keeping their head up and take multi-orders

WHAT TO DO...

Order a round of drinks from your trainee and start walking around the bar.Then, stop and
stand still. When you stop the trainee has to greet you and hold up a menu before taking
another order from you and adding it to the order they are already making. It will encourage
them to keep looking up. Once they start getting better, start having a conversation with
them and see if they are paying attention.

TWO-HANDED BARTENDING

Everyone knows it, two hands make for quicker work. It makes nothing but sense that using
two hands capable of doing tasks is much faster than using just one hand. As a result, it is one
of the most important skills you need to install in your trainees.

FORCED ONE-HANDEDNESS

If they are only sometimes using two hands, for example, only when they are icing up glasses,
get them to put one hand in their back pocket so that they are completely one-handed. They
will then realise how much they need two hands when bartending. It works with taking turns in
putting the strong hand and their weak hand in their pocket.Another way to do this is to
lubricate their stronger hand so that everything slips out of it, but this can get messy,|

LEARNING COCKTAILS - AND REMEMBERING THEM!

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For some people, learning cocktails is very di cult; and with so much information to learn in
such a short space of time it is sometimes very di cult to retain all of it. The brain is a
muscle though, you just have to exercise it and you will be able to help your trainees
remember!

Taking into consideration that different people learn in different ways, here are some ideas to
help your trainees learn their cocktails:

|. USE ACRONYMS: where the initial of each ingredient spells a word: for example, a Matt the
Rat can be a ‘Spicy TOSS with Lemonade! or a Paradise Punch can become a ‘POV SLAG'.

2. MAKE UP RHYMES: for example, an Arizona Cooler is a ‘Gin Seabreeze with lemon squeeze’,

3. MAKE IT VISUAL: for example, a Sunburn has the word ‘burn’ which suggests a red colour,
so there is cranberry juice; a Fire Starter has ‘ re’ which ‘burns’ so there are red and orange
colours, hence the orange and cranberry juices; when you have Sun Stroke, you feel a little
off-colour so you put grapefruit juice in it.

4. NUMBER THE INGREDIENTS: it's sometimes easier to remember the number of ingredients
in a drink so you can count them in as you are making it e.g.a Zombie has seven ingredients or
a Singapore Sling has eight ingredients.

5. GROUP THEIR FLASHCARDS: assemble their ashcards into groups where the cocktails
are related, for example, group the ‘Iced Teas’ together, all of the ‘Coolers’ together, all of the
‘daiquiris' together.

6. POINT OUT DIFFERENCES IN SOLITARY RECIPES: for example, all of the drinks in the
‘Coolers’ group have orange and cranberry juice and an orange garnish except for the Arizona
Cooler and Citrus Rum Cooler; or every tequila cocktail has a lime squeeze garnish except for
the Chimayo which has a lemon squeeze.

7. LITTLE AND OFTEN: encourage your trainee to learn their cocktails in stages say, 10 at a
time, and test them in bursts with touch-testing.

8. GET TO KNOW IT BACKWARDS: get your trainee to recite the ingredients of a cocktail to
you, then get them to recite it again backwards .

These are just exercises that you can use to help them along, but they will never get away
without actually motivating and dedicating themselves to studying.

ENCOURAGING INTERACTION

WHAT IS INTERACTION???

Put simply, interaction is the communication between or joint activity involving two or more
people. In other words, it can be talking and listening; telling a joke and laughing or making a
sign and receiving a signal. It is really important that from an early stage you get your trainee
to interact whilst making drinks, as interaction & is a key tool to being a GREAT bartender.
___________

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 * WHY DO WE SHAKE HANDS?

The origin of the handshake is thought to have come about several hundred years ago in Olde
England as a way of communicating to a stranger that you had no weapons in your hand - in
other words, it was a symbol of trust to let the stranger know that you were a trustworthy
man. This has since developed into a friendly greeting for good friends as well as strangers.
The handshake is still deemed as a symbol of trust, as refusing a handshake can indicate
dislike, mistrust or disrespect.

When you shake someone's hand over the bar, you are breaking the physical barrier that the
bar itself can make, bringing you into the guest's area and them into yours. You need to make
sure that you always shake with an open palm in order to let the guest be the dominant one,
as you are there to serve them.

WHAT'S IN A NAME?

When you think about it, your name is one of the most calming sounds you can hear someone
say. You have been hearing it all your life; as it was one of the rst sounds that you recognised
as a baby. While it is not always unique to you (unless you are Inglebert Humpadink - and that
was his choice); people always associate your name to you, whether it is your birth os name
or a nickname.

People appreciate it when you use their names more than you think. Knowing someone’s
name is a great tool to have for many reasons. For example, you can build rapport with
potential regulars if you know their name; the guest can communicate a positive comment to
head o ce if they know your name (generating reward and recognition for you); if you run into
any trouble with problem guests who are part of a large group of people, you can go to the
person in charge of the group and communicate these problems without disrupting the
atmosphere of the party and it's just great service to converse with someone on a rst-name
basis.

_________

PUNCH AND JUDY THEORY

When you go to the Covent Garden piazza and see the street performers perform in front of
the church, they never begin with a crowd of 500 people, unless they are following another
act. It takes that performer a while to build up that crowd; rst of all by taking a couple of
tourists who are walking through the piazza and encouraging them to stop, followed by a
family who stop to have a look, before a school group might tag along, and another family, and
some more tourists etc... you get my drift. The point is, you will never get a bar full of people
going with a pumping atmosphere in a split second; you have to begin gradually before
encouraging the rest of the crowd to pay attention and get involved. Go and have a pint on the
balcony at the Punch and Judy pub in Covent Garden and watch it happen.

SAY WHTAT’S ON YOUR MIND

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 If the rst step of getting a trainee to interact whilst concentrating on making a drink is to get
them to actually talk instead of keeping quiet, why not get them to say exactly what is on their
mind?

Instead of having the trainee concentrating on a recipe whilst trying to think about asking the
guest what they have planned for the evening, get the trainee to explain to the guest what
they are doing as they are making their drink. That way, they can concentrate on the task at
hand and also involve the guest in what they are doing - and the guest gets to learn something
new as well!

This will build bridges and give them something to talk about with the guest once the drink
has been made and then the trainee can make proper conversation. Also, if the trainee makes
the drink wrong, it gives them the opportunity to tell the guest why they have to remake it.
People don’t mind if you have to remake a drink - if you explain why you are doing it!

If you want to take a step further and challenge the trainee to entertain their guest a bit more,
get them to “present” their drink in the style of a TV chef, or get them give the guest one fact
about every product they are putting into their drink.

If the trainee is lacking con dence in doing this, you give it a go and show them rst.

_________

REMEMBERING PEOPLES' NAMES

What with all the information the trainee has to think about with cocktails, keeping their head
up and you stood behind them putting pressure on, remembering peoples’ names can
sometimes be di cult. Here are some tips you can give them to help them memorize names:

|. WHEN YOU MEET A GUEST, GETA GOOD LOOK AT THEIR FACE. The brain remembers things
in pictures, so whatever name they give you, you will have a picture to associate it to.

2. REPEAT THEIR NAME BACK TO THEM WHEN THEY HAVE GIVEN IT. Say something
like ‘John, nice to meet you, my name's Richard’. This also clari es whether or not you heard
their name right.

3. In between serving guests, pause, LOOK AROUND THE BAR AND MENTALLY REPEAT THE
NAMES OF EVERYONE TO YOURSELF as a reminder

4. DRAW A BAR MAP, MAP OUT WHERE YOUR GUESTS ARE SITTING AND KEEP IT ON
YOURTILL. Make notes about them such as what they do for a living, what they are doing that
night (e.g. rst dates or anniversaries) and ask them about it. People love talking about
themselves.

________

ASK OPEN ENDED QUESTIONS

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You are the one that has to make the drinks, and initiate the chat, but that doesn't mean you
have to do ALL of the talking!

Ask the guest open-ended questions about what they have been doing with their day, what
they've got planned for the night, are they still out from the night before even? Getting the
guest to do all the talking makes them feel comfortable in your environment, the trainee gets
to concentrate on what they're doing whilst still listening to what the guest is saying... in
short, we are all happy!

REMEMBER ME!
MATERIALS: 10 Highballs
Pour-test Bottles
Pour-test Kit

AIM: To get the bartender to concentrate on accurate continuous pouring whilst

remembering rounds of drinks. This is also a great exercise to get the trainee to practice
interaction with a guest whilst making drinks.

WHAT TO DO...

Set the highballs up in two vertical rows of ve. Get the trainee to continuously pour a certain
amount, so 11/4 or 1/12, while the trainer calls out a list of cocktails for them to remember.As
the trainee practices this and becomes better, they will become more accurate at pouring the
measures and remembering the round of drinks. Alternatively, to encourage interaction, just
have a chat with them whilst they are concentrating on pouring. If they can do this with you,
they'll be able to interact with guests.

As they get better, make the round of drinks more complicated.As they get better at that,
work in differing bounce pours, such as a Black Russian pour, or single measures with one
hand and double measures with the other.

OVERCOMING LANGUAGE BARRIERS

With the opening-up of Europe, we have been able to welcome a lot of foreign bartenders on
to our shores. While a lot of our newcomers have managed to master the English language in
a conversational form, learning bar terms may be a little more di cult for
them.

_____________
10 TERMS

Give them a list of 10 bar terminology words that you want them to learn overnight

e.g. Bar Caddy

Jigger
Bounce Mat

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Drip Mat ~
Hedgehog... (you get where I'm going)

You can quite rapidly build up their bartending vocabulary by giving them challenges like this.
As a goodwill gesture of solidarity, you can learn what that list of words is in their language.
The trainee is bound to appreciate any time you take to understand how di cult learning
another language is.

SENSE OF URGENCY

While it is important to always have a sense of urgency, it is also important to get the right
balance between sense of urgency and interaction. You cannot be going so fast that you
ignore the guest!

IN THE WEEDS

This is great to do on a quieter shift when the trainee is bar-backing.Wait until the trainee is
taking a small break (bathroom, cigarette, fresh air) and while they are away, take all the
glasses off one station and put them in the bar-back station. Then, trash the glasses station
with mint, a bit of puree, you can maybe even pour some grenadine or red wine in the rinse
water. When the trainee gets back, tell them that it needs to be cleared up by the time the
song that is playing has nished. This is really good practice for when they inevitably get in
the weeds on a busy shift.

MULTIPLE ORDER TAKING

POST IT
This is a great way of teaching multiple-order taking as it encourages the trainee to move
around the bar, look for orders and think about the order in which they make the drinks and
prioritising which orders have to be ready rst. It is also a great way of refreshing their recipe
knowledge.

MATERIALS: Dry bar set up

Post-it Notes (labelled as in the example below)

Hi-ball glasses
Stopwatch

Long Island Iced Tea

Diablo
Pina Colada
Caipirinha

AIM: To teach multiple order taking and prioritising.

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WHAT TO DO…

1. Set up the bar in a dry set up

2. With the trainee behind the bar and you in front of it, take the Post-its and label them so
that each of them represents a person with a round of drinks
3. Attach the Post-its to Hi-ball glasses and place them at random on the bar-top - each Hi-
ball glass represents one person
4. The trainee then looks at the glasses, remembers the orders on them and makes the
orders accordingly
5. Start the stopwatch!
6. What you are looking at is the order in which the trainee makes the drinks, how the
glasses are set up, one-stop shopping with bottles, sense of urgency, keeping the head up
7. You can start this off slowly with two or three orders and move it up to four and ve orders
once the trainee is warmed up and competent

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