TRAINING AND

DEVELOPMENT DTA 4022

CHAPTER 5
TRAINING METHODS FOR
DEPARTMENTAL TRAINERS
 Types of Training-Hospitality operations use two basic types of training: on-
the-job and independent learning
 On-the-Job Training is conducted on site at the property. There are two
types of on-the-job training:
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 must provide the same information or skills to a number of
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.
 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, 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 SAMPLE depending on why the
employee is taking the training.
1. Simulation
 Training approach that uses training set up to be identical to the work site
2. Vestibule training
 On type of simulation which occurs in special facilities that replicate the equipment and
work demands of jobs.
3. Role play
 A development technique requiring the trainee to assume a role in a given situation and
act out behaviors associated with that role.
4. Job rotation
 The process of shifting a person from job to job.
5. Mentoring
 A relationship on which managers at midpoints in their careers aid individuals in the
earlier stages of their careers.
6. In tray or in-basket training
 A series of memos or letters that must be dealt with, usually in a rapid fashion. Can be
made relevant to real job decisions.
7. Mentoring
 A relationship on which managers at midpoints in their careers aid
individuals in the earlier stages of their careers.

8. In tray or in-basket training
 A series of memos or letters that must be dealt with, usually in a rapid
fashion. Can be made relevant to real job decisions.
QUALITIES OF GOOD TRAINER
1.A command of the material.
A good trainer knows the material, lives it, breathes it, and can infuse their own
experience into it. They may not know every facet, but they know where to get
answers if they don’t.
2. Preparation and practice.
A good trainer makes delivering a class look easy and seamless. You don’t want
the learners to see “behind the curtain.” I was in a spin class last week, and the
instructor had his notes out, kept looking at them, was off on timing, and ran out
of song before the routine was over. He also wasn’t coaching me or other
participants on the best form, and he in fact had his elbows locked (a big spin
non-no). I didn’t feel confident I was getting the best he or the club had to offer.
3. Rhythm and energy.
There are ebbs and flows in energy in a class. A great trainer is attuned to his or her
own energy level and that of the class. A good trainer knows when the more dry or
factual content is coming up and adjusts delivery accordingly. A good trainer takes
note of when learners are tuning out, antsy, restless or distracted. I prefer to have a
rhythm to a class than all “high energy”; that can get exhausting. Engagement
rather than entertainment is the key.
4. Readiness to allow and encourage participants to learn from themselves and the class
in order to create as many organic learning moments as possible.
This doesn’t mean that the trainer teaches by the seat of his pants, but has
revived the material for those opportunities and leverages them appropriately. In
many professional learning classes, there is a wealth of knowledge in the
classroom and cross-pollination can be an effective way to illustrate the material
and provide new perspectives.
5. Love for what they do.
I have found this is nearly universal among trainers. I was a great trainer, until I got
burned out, and I decided to go behind the scenes and an ID rather than give my
learners anything but my best. Your learners will notice if you are phoning it in. It’s
too hard and energy draining to fake engagement.
6. An excellent organization supporting them.
When I worked in retail, we had some of the most amazing field trainers, but their
burn out rate was very high because they didn’t have the support of the
organization to do their jobs well. Most were hourly employees and rarely had
enough time to prep. Train-the-trainers were infrequent, materials were delivery
late. There were some outliers who did their jobs well despite these obstacles, but it
wasn’t unusual to find yourself in a pilot with a trainer who read the slides and notes
word for word.
7. Trainers are Strategic Thinkers and Partners
A trainer is a strategic thinker. A strategic thinker possesses strong business
acumen and has a good grasp of how the training process directly affects the
business. Strategic thinking is not only restricted to being a part of training
manager skills but is also one of the attributes of a good trainer as well.
There is a strong need for a trainer to develop networking skills. Do take note
that a trainer doesn’t only work with learners. A trainer also has to “cross
borders” by strategically partnering with counterparts from Operations, HR,
and Marketing – just to name a few departments a trainer has to work with.
8. Trainers are well-versed in Instructional Design
One of the best qualities of a good trainer is that they are well-versed in the
instructional design process. Aside from being included in the list of skills of a
training manager, instructional design (or ID) is also a big part of a trainer’s
repertoire of competencies.
9. Trainers are Project Managers
Once instructional design and all its intricacies have been accomplished, the
time has come to implement the learning program! Doing so requires a bit of
project management, because the trainer, most of the time, not only has to
teach the course, but also has to plan the program’s implementation and
organize the required resources.
10. Trainers are Facilitators of Change and Learning
As mentioned above, a trainer’s main duty is to facilitate classes; but
contrary to common belief, this just takes advantage of about twenty
percent of a trainer’s skillset.
While it is always a given that classroom facilitation is, in itself, part of the
qualities of a good trainer, what’s more important though is that a trainer is
expected to be a facilitator of change – or even better, an advocate of
change.
A trainer is always expected to be at the forefront of change. New
processes and recent knowledge would always demand some type of
learning intervention. Moreover, with constant changes, competency and
performance gaps are always bound to ensue; and the trainer, in turn,
can evaluate and recommend viable and sustainable solutions.
11.Trainers are Evaluators
This is probably one of the most overlooked qualities of a good trainer. The
skills required for trainers regarding evaluations include, but are not limited
to: conducting surveys, creating effective tests, and assessing
learners through observable behavioral changes.
Moreover, checking performance trends and computing for a learning
program’s ROI (return on investment) are also parts of the evaluator
skillset.
Creating evaluations and analyzing data play big parts in the roles and
responsibilities of a trainer. These two not only help the trainer determine
learning needs but can also help establish the success (or failure) of a
training program.
TOOLS FOR DEPARTMENTAL TRAINERS
1. Be Able to Search and Research over the Internet
 Maybe one of the most important skills a trainer can have is that of searching
through the Internet. But we’re not referring to the basic search each one of us
can do.
 The use of Boolean operators and symbols in your searches — such as using “-” tells
your favorite search engine to ignore a term before it. Shift down to better search
findings by making a habit of using “and” & “or”. The key is to find the relevant
content matter for your training.
2. Social Media for eLearning
 While at first this might sound a bit odd, social media can prove to be real powerful
training and development tools.
 The overwhelming surge in popular social media hangouts like Twitter, Instagram,
Pinterest, Facebook, Snapchat, Google+, YouTube, as well as the true power that
blogs have, all tell us where the potential learners are. As a trainer, connecting with
learners using their preferred social media is another way to individualize the learning
experience for the learner.
 Utilizing a social media tool in a learning management system is a great way to get
the learners to hang out with you. Tell your learners that your social media has like-
minded individuals with similar goals and aspirations in life. Capitalize on the
characteristics of the social media group in which learners hang out. Social media is
also a great course marketing tool, as announcements for updates or new courses
reach learners faster than email.
3. The Productivity Applications
 Creating assignments that require learners to improve productivity is a great way to teach
them using technology. You not only disseminate the content, but you also teach them
how to use a new tool. Mention in your assignments that you need it in a particular format.
 For example, the prevalent MS Office suite may have a strong reputation, but your learners
may not be proficient in using it and could use the practice. Stress in the beginning of the
eLearning course that learners are required to have word processing, database
development and presentation skills, for example, and set a particular benchmark for
them. Provide links for MS Office tutorials to point them in the right direction.
4. Knowledge Management Skills
 It is very easy to get bogged down when it comes to your own learning! This is natural, in
part because of the speed at which we need to update ourselves as learners and
educators. Learn how to manage your own knowledge by grouping it in a meaningful
way.
 Create an online portfolio using HTML5 development tools like wix.com or WordPress. You
can create a complete website-style portfolio that includes an “About Me” page to
introduce you through text, visuals and videos (more about those later). You can present
your current technology skills in the next page by linking with any projects or presentations
you have online.
 Group the skills and tools in your “wish list” on the next page with appropriate links to
tutorials. This keeps you updated on what you have completed and what needs to be
done for your professional improvement. A page dedicated to courses you have taken or
are planning to take is also a great way to help you stay up-to-date.
5. Create your Own Videos
 One of the most overlooked skills for trainers is that of video creation. Videos are
perhaps of the most powerful training development tools, as they combine
image and sound, offering a vivid, engaging learning experience.
 It truly is about time you shed the camera-shyness and step into the limelight.
There is nothing more powerful in an eLearning setting than a person’s voice
talking to a distant learner. The key is to speak clearly and provide subtitles in
your videos.
 A great start is to create a “introductory” video for learners and other
professionals that may want to learn more about you. Think of this “about me”
video session as a personal narration of your updated CV. The passion and
enthusiasm you bring into your video will be your selling points.
6. Be a Life-long Learner
 Being in the field of training requires you to develop life-long learning
habits. Develop your curiosity for the latest productivity and knowledge
management tools. A great way to make sure that you have all the best tools
at your disposal is by reading a popular eLearning research journals.
 The next step is to keep your learning portfolio updated. If you like to write,
create a personal blog and connect with your learners through social media by
asking their opinion. Learning never stops for a trainer!
 Using material already in existence:
 There's a lot of material out there -- books, videos, exercises, and so on.
Many organizations are willing to let you use their material free of charge,
as long as you give them proper credit and don't profit from their use. (The
Community Tool Box is a great example of such a source!) Many other
organizations offer their material at a reduced price for officially-
designated not-for-profit organizations, and you might be able to obtain
donations from other companies or individuals. When doing your research,
be sure to check into each organization's policy on use of their materials.
 Obviously, this will be more complicated if your organization will in any way
profit from the courses you will be teaching. (And by profit, we don't mean
charging to cover the costs of the material; that's fair game.) If you are
going to charge for your trainings, this becomes much more complicated.
We recommend asking legal counsel for their opinion if you have any
questions about the legality of the material you want to use.
 Develop your own training material:
 If members of your design team have the interest and background to do so, developing your
own training materials becomes a realistic option. As with any other material that you would
want to use, be sure to consider the education and sophistication of your learners when you are
developing it. For example, if you are writing a work book, consider the level at which you are
writing. The trick is in keeping it simple without offending your audience. Remember, weekly news
magazines are usually written at about an eighth grade level. Even with a fairly educated
audience, you probably won't want to go too far beyond that. Many word processing programs
allow you to check grade level on what you write. And even better way to check your material is
to test it out by asking other people or some potential students to look at it and give you
feedback.
 Beyond making your content readable, try to make it interesting. Pictures, stories, videos, games,
and puzzles can teach the same information as a page of text in black and white. However,
they're also often a lot more interesting, which means your learners will probably remember a lot
more than they would otherwise. Different methods to train people that you might use as part of
your training session include:
• Lectures
• Role play
• Slides
• Flip chart
• Panel discussions
• Brainstorming
• Case studies
• Dramatization
• Games
• Stories and fables
• Videos
FUNCTION OF DEPARTMENTAL TRAINERS
 Staffing
 Staffing involves determining personnel needs, recruiting candidates and
screening applicants. Duties may include creating job postings,
determining where to advertise open positions, tracking applicant flow
data, conducting interviews, and administering and interpreting skill
assessments. In some cases, HR personnel make final decisions about which
applicant to hire, while in others they narrow down the field to qualified
applicants so that supervisors can make the final selection. HR professionals
who work in staffing must be knowledgeable about equal employment
opportunity requirements so they can ensure that the company’s
recruitment process is free from all forms of discrimination.
 Total Rewards
 The total rewards area of human resource management is sometimes
referred to as compensation and benefits. This aspect of the field focuses
on both direct compensation, which refers to wages and bonuses paid to
employees, and indirect compensation, which refers to benefits made
available to members of the workforce. Payroll processing falls under this
function, as does benefits administration. It involves making sure that
employees are paid in a manner that is compliant with the Fair Labor
Standards Act, that payroll taxes are withheld and filed properly, and that
benefits enrollment procedures are handled properly.
 Employee Development
 The employee development aspect of human resource management is
sometimes referred to as the training or workforce development function. It
involves identifying areas where skill development is needed, either in terms of
specific skills or knowledge that a particular individual needs to master or
organization-wide training needs. Training needs may be soft skills, like customer
service, communication and leadership development, as well as technical skills
such as computer skills and equipment operation capabilities. In some cases, HR
professionals responsible for employee development provide instruction
themselves, while in others they bring in trainers, send employees out to classes
or source online or computer-based training programs that can be used.
 Employee Relations
 The employee relations function of human resource management is focused on
maintaining positive relations between the organization and members of its
workforce. Duties that typically fall under the scope of this function involve
morale management, rewards and recognition programs, performance
appraisal procedures, verifying compliance with policies and procedures,
complaint investigation and labor relations. Employee relations professionals
typically work closely with members of the management team, lending support
and assistance as needed.
 Safety
 Every company must provide a safe working environment for
employees. The safety function ensures that the organization is
compliant with Occupational Safety and Health Act requirements,
as well as any other important safety-related tasks. It includes
important functions like developing and enforcing safety policies
and procedures, conducting safety audits, overseeing safety
meetings and training, dealing with occupational injuries and
illnesses, and handling accident reporting requirements.
Job Description
 We are currently seeking for passionate and dynamic guest focused Employee
Development professionals who pride themselves on their ability to deliver extraordinary
levels of customer service and provide creative solutions to our guests.
As a Departmental Trainer you are responsible to plan, implement and evaluate
departmental employee development training activities to meet the operational and
business needs of the department. The role involves developing and conducting training
courses as well as facilitating training workshops based on operational requirements of the
department and will include key responsibilities such as:
•Analyse employee development within your respective division in conjunction with the
Department Head and identify employee development needs arising from the
departmental business plan and operational requirements
•Prepare 6-months departmental employee development plan based on identified needs
and in line with the standard of the Managing Employee Development program
•Conduct on-job training sessions to the standard of the On-Job Training Certificate
program
•Consult with the Employee Development Manager and Department Head for the co-
ordination of departmental employee development courses
•Evaluate on a monthly basis the effectiveness of departmental employee development
activities carried out and update the departmental employee development plan as
necessary
•Oversee the job training of new and existing employees
•Prepare and participate in the organized departmental employee development
standards reviews
FOUR STEP TRAINING METHOD TO TRAIN
EMPLOYEES
 PREPARE TO TRAIN
 CONDUCT THE TRAINING
 COACH TRIAL PERFORMANCE
 FOLLOW THROUGH
 Step 1: Prepare to Train
Are employees new? Higher costs?
Increase in Increase in
complaints? accidents?
Crisis Management? Increase in mistakes
High turnover Productivity?
Absenteeism Performance?
New equipment or
procedures?
Trend Analysis
 Identify and use sources of data that can provide valuable information
regarding training needs.
 Performance reviews
 Absentee records
 Turnover
 Complaint logs
 Exit interviews
Job Analysis

 Task list
 Job breakdown
Set Training Objectives

 Outline what a trainee should know and be able to do after training

 Provide focus for training activities
 Alleviate trainee stress
 Objective should be reached
 Facilitation
Know your Participants

 Different learning styles

 Visual learners
 Auditory learners
 Kinesthetic learners
Visual Learners

Prefers note taking

Learns by seeing
Thinks in images or pictures rather than words
Benefits from illustrations
Charts, graphs videos
Auditory Learners

Learns by hearing
Handouts are more helpful after hearing it
spoken
Learns best when hears someone talk about an
idea or discussing it with someone else
Able to concentrate on what someone else is
saying
Benefits from storytelling, small group discussions
Kinesthetic Learners

 Hands on learner
 Needs to be actively and physically involved
 Likes to gesture
 Remember what was done but has difficulty
remembering what was seen or said
 Communicates by touching
 Doodles
 Benefits from – role playing, practice, demonstrations
Develop Lesson Plans & Support the
Training
 Managers should:
 Learn about the course
 Communicate reasons for training
 Minimize interruptions
 Debrief the employees
 Make the material part of the job culture
Step 2: Conduct the Training

 T – Teach by showing
 R – Repeat until comfortable
 A – Ask questions
 I – Imitate work conditions
 N – Note good performance
Steps to Follow

1) Go slowly
2) Make sure everyone can see and hear
3) Sequence the tasks properly
4) Segment and pace the information
5) Discuss quality standards
6) Highlight safety issues
7) Go over each step at least twice
8) Emphasize evaluation standards
9) Avoid jargon
Training Techniques

 Demonstration
 Shadowing
 Role Plays
Demonstrations

 Advantages – Visual, gives a model to follow

 Disadvantages – May require equipment or set up, not all trainees may be
able to see or hear
Shadowing

 Advantages
 Takes place in the work setting
 Can address language issues
 Helps employee learn company culture
 Disadvantages
 Depends on the trainer
 Trainee may pick up bad habits
Role Play

 Advantages
 Practice new skills
 Trainer can see how well the trainee will do
 Disadvantages
 Must be taken seriously
 Everyone may not get a chance to participate
Step 3: Coach Trial Performance

 Used for training job skills.

 Tips for coaching
 Remain relaxed and patient
 Compliment
 Don’t push the trainee
 Spend more time on skills less understood
 Explain by telling why
 Skills develop with practice
Step 4: Follow Through

 Coaching must be on going

 Evaluate the training
 Employee reaction
 Learning acquired
 On the job behaviors
 Bottom line results
Factor affect training the trainer

 Demographic
 Diversity
 Disabilities
 Education level and literacy
 Job experience
 Delivery style of trainer
Demographic
 participation in training was predicted more by employee personal
characteristics, such as gender, age and use of career strategies,
and job level factors of managerial level and occupational level,
than by perceived organisational predictors of training policies and
promotion ladders.
 Trainer need to be aware of the shared values of the learners that
are age, personality, characteristic, geography, profession,
language, culture and others.
Diversity
 Diversity training presents some challenges and obstacles for companies.
Resistance to diversity initiatives can be expected if the changes are not
clear to the employees.
1. Different people will see different meanings in the proposed changes.
2. Resistance can be expected when employees in supervisory positions are
caught between strong forces pushing them to make changes and strong
opposing forces pulling them to maintain the status quo.
3. Resistance can be expected to increase to the degree that employees
influenced by the changes have pressure put on them to change and it will
decrease to the degree that they are actually involved in planning the
diversity initiatives.
4. Resistance can be expected if the changes are made on personal grounds
rather than impersonal requirements or sanctions.
5. Resistance can be expected if the changes ignore the organizational
culture.
Disabilities
 These awareness training sessions look at how the impairment
affects someone and explores ways in which people can be
supported effectively in their daily lives. However, as our participants
will see, our training sessions stress that disability is a complex issue
that is different for each individual, for reasons that go beyond how
the medical condition itself affects them. The fact that there is no
‘one size fits all’ answer to disability is due to numerous societal
factors; these are again different for each person, because they
depend on aspects such as how and where the person has been
brought up and what support is, or has been, available to them.
Education level and literacy
 Many authors have found that better-educated workers
paradoxically receive more training opportunities
 prior education and training increases the likelihood that an
employee will receive further training opportunities, but reduces the
number of extra hours that an employee actually spends on further
training
 They focussed on employer-provided training courses and work-
related training leading to a formal vocational qualification,
whether employer-provided or non-employer provided. more highly
educated people have a greater probability of receiving both
types of training
Job experience
 Trainer need to aware with the trainee skills, knowledge, level and job
position before delivery a training.
 Great training affect in job experience are;
- have happier employees
- build of pool employees that can promote
- flexibility into workplace
 The way employees apply the training program by doing, feeling, thinking
and observing
 Train for what employee need. A cardinal rule of any business is to not
waste employee time. By considering the trainee job experience make a
better provided training to their need
 Train for specific scenario and situation an employee will experience in that
job. If they change jobs or get promoted, they can receive additional
training.
Delivery style of trainer
 Understanding learning styles is an important component to any training program. For our
purposes, we will utilize a widely accepted learning style model. Recent research has
shown that classifying people into learning styles may not be the best way to determine a
style, and most people have a different style depending on the information being taught.
In a study by Pashler et al., the authors look at aptitude and personality as key traits when
learning, as opposed to classifying people into categories of learning styles. Bearing this in
mind, we will address a common approach to learning styles next.
 An effective trainer tries to develop training to meet the three different learning styles 1:
1. Visual learner. A visual learner usually has a clear “picture” of an experience. A visual
learner often says things such as “I can see what you are saying” or “This looks good.” A
visual learner is best reached using graphics, pictures, and figures.
2. Auditory learner. An auditory learner learns by sound. An auditory learner might say, “If I
hear you right” or “What do you hear about this situation?” The auditory learner will learn
by listening to a lecture or to someone explaining how to do something.
3. Kinesthetic learner. A kinesthetic learner learns by developing feelings toward an
experience. These types of learners tend to learn by doing rather than listening or seeing
someone else do it. This type of learner will often say things such as “This feels right.”
 Most individuals use more than one type of learning style, depending on what kinds of
information they are processing. For example, in class you might be a visual learner, but
when learning how to change a tire, you might be a kinesthetic learner.
 Delivery Mode
 Depending on the type of training that needs to be
delivered, you will likely choose a different mode to
deliver the training. An orientation might lend itself best
to vestibule training, while sexual harassment training
may be better for web-based training.
ELEMENTS IN COMMUNICATION

 VOCAL
 VISUAL
 VERBAL
 Visual
1. Eye contact – increasing eye contact makes listeners feel you are interested in them and
genuine about the subject you are communicating.

Practice
 : In your next 5 conversations, notice where you look and how long (should be 5-15
seconds) or ask someone to evaluate or video tape you.

2. Facial expressions, gestures and body movements – make up over half of the message you
are communicating.

Practise
 : Notice in your next conversation how much impact different body movements have on
the person you are communcating with. Example: Try standing with your arms crossed,
leaning back against a wall with a frown on your face. Does this get any different response
than standing with your arms bent and your body leaning slightly forward smiling or
nodding as the person is talking?

3. Active Listening – show genuine interest in the person talking and listen in the way you would
expect them to listen to you. Watch for signs that indicate a change in mood or their loss of
interest.

Practise
 : Paraphrase what someone has said to you to be sure you understand the meaning. Ask
questions to get further details.
 Vocal
1. Tone of voice – make it match your message. If you are talking
about a sport you are passionate about, a monotone voice would not
be appropriate. Add enthusiasm and emphasis to parts of your
conversation.

Practise
 : record your voice and evaluate where more emphasis or feeling
may be added.
Verbal
1. Word choices – words only carry 7% of the message, but choose them
carefully as sometimes they have different meanings. Example: Betty
never thought much of it when she told her husband, “I’m at Sandy’s,
we’re having hot dogs for dinner,” until her husband showed up at
Sandy’s with hot dogs in hand. She realized he had interpreted what she
said differently than what she intended. Use words that are specific to the
points you are trying to make.

Practise
 : make list of words used that could be interpreted more than 1 way.
2. Use “I” messages – take ownership and send clear messages about
how you feel about something. “I” messages are a description of what
you say, do and hear. Avoid accusatory remarks like “you never listen” or
“you’re so messy”. Instead, express how the situation makes you feel.

Practise
 : Consciously make an effort to start sentences with “I”.