OH 8-1

Training Employees

Human Resources Management and Supervision

8OH 8-1

OH 8-2

Chapter Learning Objectives

Explain benefits of training.

Differentiate between training and education.

Identify elements in successful training programs.

Explain the content that training materials should include.

Describe the (ADDIE) training development process.

Describe the steps of an evaluation of training activity.

OH 8-3

Benefits of Training

Improved job skills

Applies basic foodservice skills

Prepares employees for new assignments

Needed for equipment operation

Necessary for new procedures

Increases job proficiency

Increases sales and profitability

OH 8-4

Other Reasons for Training

Helps non-English speaking employees

Transfers values

Creates consistency

Increases employees’ morale and confidence

OH 8-5

Other Reasons for Training continued

Combats turnover

Reduces legal liabilities

Increases safety

Increases guest satisfaction and profitability

OH 8-6

Negligent Training

The lack of training or inadequate training

Customers may sue companies for problems they have experienced that are blamed on the lack of effective training.

Special concerns include food safety, equipment care/use, and personal safety/security.

OH 8-7

Safety Training

Hopefully, this employee received the proper training and consistently follows the proper operating instructions when operating this potentially dangerous piece of equipment.

OH 8-8

Differences Between Training and Education

Goal Training—to improve job skills and performance Education—to improve knowledge not connected to a

job

Focus Training—about learning “how” Education—about learning “what”

Timeframe Training—short-term Education—long-term

OH 8-9

Forms of Training

OH 8-10

Elements of Good Training

The most effective training includes

Only things relevant to the job

Presentation of information that employees do not already know and cannot do

Hands-on work to reinforce learning

OH 8-11

Element 1—Content Based on Guidelines and Objectives

Guidelines, standards, procedures, and practices must be the foundation for training.

Skills, knowledge, and attitudes to be learned should be stated as learning objectives that drive the content of training programs.

OH 8-12

Element 2—Effective Learning Methods and Sequence

Effective training

Breaks the learning into manageable modules

Teaches each module using a classic model (four-step training method)

OH 8-13

Four-Step Training Method

Step 1 – Preparation

Step 2 – Presentation

Step 3 – Practice

Step 4 – Performance

OH 8-14

Pattern of Training

OH 8-15

Element 3—Thoroughly Prepared Materials

Training materials should

Cover the content of the training

Provide primary and backup content

Provide instructions for conducting the training

OH 8-16

Element 4—Qualified and Prepared Trainers

Training skills include

Motivating the learner

Providing constructive feedback

Adjusting the training based on the trainees’ needs

Helping the learner transfer learning back to the job

OH 8-17

Final Elements—Practice and Evaluation

Trainees learn by doing.

Validation of training helps to ensure that training teaches what is actually needed.

OH 8-18

How Would You Answer the Following Questions?

1. Training is about learning _______, and education is about learning _______.

2. The first step in the four step training method is _______.

3. Trainees (learners) must be motivated to learn. (True/False)

4. Training evaluation should address the objectives of the training. (True/False)

OH 8-19

Industry-Recognized Training

Many “off-the-shelf” training resources are excellent and cost-effective.

External resources must meet objectives of the program being planned.

There are many sources of external training materials and training programs.

OH 8-20

This restaurant manager must know and be able to do many things. The task of training employees is one of his most important responsibilities, and the best training practices must be consistently used.

OH 8-21

Five-Step Training Model

Preview of ADDIE

Analyze

Design

Develop

Implement

Evaluate

OH 8-22

ADDIE Training Model—Analyze

Effective analysis ensures the training is job-related.

Problems should be carefully analyzed to determine their cause, and then training can be directed to problem resolution.

A needs assessment can determine skills and knowledge of trainees.

OH 8-23

ADDIE Training Model—Design

Training objectives must be developed, and training program content must be organized with the proper sequence.

Procedures for evaluation should be considered as training is designed.

OH 8-24

ADDIE Training Model—Develop

Most time in creating training is spent on program development.

Some training materials may be available; others will likely need to be developed.

OH 8-25

ADDIE Training Model—Implementation

Activities include

Arranging for space

Scheduling trainers and participants

Preparing participants

Practicing training delivery

Duplicating materials and forms

OH 8-26

Four Levels of ADDIE Evaluation

OH 8-27

Procedures for Training Evaluation

Create a checklist to include all tasks covered by training and verify with trainees that they were addressed.

Create an evaluation form.

Evaluate progress of the training.

Create an evaluation process.

Make modifications to training materials and procedures as needed.

OH 8-28

Retraining Employees

Good coaching can eliminate some causes of performance problems.

Start with what the employee already knows, and then modify the original training to address deficiencies.

After training, continue coaching and monitoring.

OH 8-29

How Would You Answer the Following Questions?

1. The most important concern when selecting off-the-shelf training materials is their cost. (True/False)

2. The first step in the ADDIE training model is _______.

3. Training objectives are developed during the _______ step in the ADDIE training model.

4. There are _______ levels of training evaluation in the ADDIE training model.

OH 8-30

Key Term Review

ADDIE

Chunk

Classical model of training

Design document

Four P approach (or four Ps)

Four-step training method

Instructional design

Integrative practice

OH 8-31

Key Term Review continued

Job instruction training

Learning objectives

Needs assessment

Negligent training

Task analysis

Validation

OH 8-32

Chapter Learning Objectives—What Did You Learn?

Explain benefits of training. Differentiate between training and education. Identify elements in successful training

programs. Explain the content that training materials should

include. Describe the ADDIE training development

process. Describe the steps of an evaluation of training

activity.