Good and Bad Training Experiences Reflection Paper Write at least a two-page and not more than three-page, double-spaced, 12 point font paper describing an

Good and Bad Training Experiences Reflection Paper Write at least a two-page and not more than three-page, double-spaced, 12 point font paper describing and answering the questions below.

1. List two different employment training activities in which you have participated that were beneficial to you. Why did you enjoy them? How did they help you to learn? What training principles (be specific) noted in Chapter 6 (pps. 119-121) were incorporated into each training activity?

2. List two different employment training activities in which you have participated that you did not enjoy. Why did you not like them? How did they hinder your learning experience? What training principles (be specific) noted in Chapter 6 (pps. 119-121) did they violate?

Attached are the training principles for you to use.

Please write from your own experiences, no need to reference anything from the internet. measured
Step 4: Write a Job Description
A job description lists the major tasks that comprise a position. You’ve learned about the role of job
descriptions in recruitment and training. They also assist with supervision; staff members should
normally perform only those tasks noted in them. As well, they can be used for performance evalu-
ation activities that consider the extent to which staff adequately perform the tasks in their position.
TRAINING PRINCIPLES
planned and implemented.
LEARNING OBJECTIVE 3. Apply basic principles when training programs are
There is a saying that an organization pays for training even if it doesn’t offer it. This recognizes
that developing and delivering training takes time and money to do well. In the absence of train-
to receive the proper quality of offered products and services.
ing, however, time and money are wasted because of errors and rework, and guests are less likely
If one accepts the idea that managers will, one way or another, pay for training, it makes good
business sense to implement effective training that returns benefits exceeding costs. A first step is
to incorporate several basic principles that should be included in the training process. The follow-
ing apply to the largest and smallest hospitality operations regardless of location, type of guests
served, or financial objectives being pursued.
• Training Principle 1 — Trainers Must Know How to Train. In many hospitality properties,
the supervisor and/or a peer of a new staff member serves as the trainer. In the former case,
the supervisor may have been a “good” employee who is promoted and now performs tasks,
including training, that were not part of their previous position. One does not become an
effective trainer by “magic” or by default. Instead, he or she must be taught how to train, and
“train-the-trainer”
programs are needed to provide necessary knowledge and skills.
training for the trainer doesnt now how to do it property, the problem reste
130
CM
at the menupt not with the trainer. Effective training requires more than just one
• Toring Principale 2-Taster Manches Lernend Ned Malou so Do sa The
olid expresiones can lead a horse to water, but you can’t make it drink applies here
Trainer was to learn and they must recognize its worth Because the box
cury is not a meaningful reason from the perspective a motstar. By contrast,
dere. This training a step in a career ons professional development program to
help you become eligible for promotion may be of interest to many trainee
Training Principle … Training Mus Focus on Real Probleme Problems are frequently
centered for which training is believed to be resolution tactic. It would seem, then
that this principle is frequently used. However, think about the content of some train
ing programa, such as detailed motivational theories in a supervisory session that must
be interpreted and then applied to the job. Efective trainers must constantly consider
whether training should addrew hice to know or need to know issues in the con
text of the specific training program being planned
Training Principles – Training Must Emphasize Application. Most people learn best by
doing and hands-on training using an individualized training program is typically the
best way to teach many tasks to entry level employees
You’ve learned that training should be performance-based. However, training
can also present information that extends beyond one’s position or department. For
esample shouldn’t all staff members learn about their organization’s values, vision,
and mission? What should every staff member in every department know about what
their employer intends to do, how it adds value, and how it intends to act? How
much, if any of the organization’s long-range plan should be explained? What about
the organisations philosophy and policies relative to guest service!
Perhaps these topics are addressed during orientation, but ongoing formal and infor-
mal training opportunities may also be planned for more experienced staff. Fortunately,
buske training principles apply to these situations as well as to more traditional task-
focused activities
• Training Principles-Training Should consider the Trainees Life and Professional Experi-
Good trainers establish a benchmark of what trainees already know and can do and
then build on this foundation of knowledge and skills. This tactic maximizes the worth
of training by emphasizing the most important subject matter with which the trainee is
familiar Fortunately, one-on-one training is frequently the training method of choice
is known
und skilled trainers can focus on what the trainee doesn’t know instead of repeating what
• Training Principle 6-Training Should Belieformal. The best training is normally per
sonalized and conducted in the workplace with individualized interaction between the
trainer and the trainee. It is planned for delivery at a pace that is best for the trainee and
addresses the trainee’s specific questions and needs as they arise
• Training Principle 7-A Variety of Training Methods Should Be Used. Do employees
learn when trainer quickly shows them how to do something but doesn’t allow them to
practice immediately after the training! By contrast, training that allows for demonstra
tion, practice and comparison of written information with hew tasks are actually done
Is more likely to be effective Group training that uses case studies, small group interac
thon, video followed by discussion, and other interactive techniques will likely be better
received by trainees than a lecture only format
• Training Principles-Training Should focus on Trainees. Good trainers address train
ees’ needs. They don’t try to impres them with their own personal knowledge or skills
not do they make training more difficult because everyone should learn it the hard
way Pullure to teach a training point because everyone should know it is another
error, as is the use of jargon. Addressing the question. “How would I like to be trained?”
ofes retals suggestions about tactics that should (and should not be used.
Jer forminology used by
and commonly known only to
people for
Training Principles
121
onds
here,
practicing the activity in step by step sequence. After the task is leamed, time and repeti
trast,
hen,
stal in
Ird position must have significant knowledge and skills. Few skills can be learned by read
Jolt. Rather, skills are typically learned by observing how something is done and then by
on are often required to enable the trainee to perform the task at the appropriate speed
Obvious is sometimes violated. Consider that some managers expect a new staff mem
Set to learn necessary tasks by tagging along with an experienced peer. What happens
When these trainers must provide a well thought-out and organised training program
even though they are continually interrupted by the demands of their own position!
Training Principle 11- The Training Environment Must Be Positive. The stress created
when training principle 10 is violated provides an example of a training environment
dat is not positive. As another example, consider someone with training responsibilities
who does not enjoy the task. These issues can create a hostile environment without the
interpersonal respect that is necessary for effective training
Training Principle 12-Trainees Need Encouragement and positive feedback. Most
trainees appreciate ongoing input about how the trainer evaluate their performance
during and especially, after the training is completed.
Training Principle 13 – Trainees Should Not Compete Againer Each Other.Contests in
which, for example, one trainee wins and other trainees “lose do not encourage team.
work. A better alternative is contests in which all trainees that attain specified perfor
der
the
For
har
Ow
But
ely
nd
th
15
mance standards can’win.”
• Training Principle 14-Teach the correct Way to Performa Task. Showing a trainee how
something should not be done does little good, but this happens when, for example, a
trainer notes “Here’s the wrong way that many employees use. Instead, use the cor-
rect work methods on a step-by-step basis, with trainer presentation followed by trainee
demonstration
• Training Principle 15-Train One Task at a Time Tasks should be taught separately
and each should be broken into steps taught in proper sequence
• Training Principle 16-Thain Each Task Using a Step-By-Step Plan. Consider the task of
checking in a hotel guest. Begin by demonstrating how to perform the task for one type of
guest, such as an airline crew member. Then, beginning with the task’s first step, present
correct procedures and encourage the trainee to demonstrate them. Trainer feedback
helps the trainee to identify where performance improvements could be helpful. After
the trainee demonstrates the step, repeat the process until all steps are presented to and
Ruccessfully demonstrated by the trainee. The trainer can then demonstrate the correct
way to do the entire task again, and the trainee can repeat the correct procedures and
practice each step to build the appropriate speed for task performance.
• Training Principle 17- Thaimees Should Know Training Requirements. Experienced
trainers often use a preview, present, and review sequence. They tell the trainees what
they are going to say (preview), they tell them (present), and they tell them once again
(review). A preview of the entire training experience is a first step that precedes training
Training Principle 18-Consider the Trainees Attention Spar. Several short training ses-
ons are generally better than one long session. Consider the complete range of subject
matter to be presented, then break the total training requirement down into manageable
(short) parts for each session.
Training Principle 19 — Learning Should Be Maced. Learning that is spread out to address
one or just a few concepts at a time allows trainees to practice and improve on basic skills
sa focused way. They can concentrate on one or several skills rather than on all skills
and better learn the correct way to perform all of them
d
• Training Principle 20-Learning Spond Sanies for Thales Individualized training
allows the trainer to incorporate what the train doesn’t know and exclude what the
france does know from the training process.

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