OH 7-1 Training Employees Human Resources Management and Supervision 8 OH 8-1

OH 7-2 Benefits of Training The function of training is to improve the skills, knowledge, and attitudes of employees for their jobs. Effective training improves the quality of employee work, promotes employee growth, keeps employees challenged and satisfied, and creates talent to help the organization grow. Foodservice operations of all sizes require trained employees.

OH 7-3 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 7-4 Other Reasons for Training Helps non-English speaking employees: part of encouraging a diverse workforce Transfers values: Every employee represents, in their actions and performance, the company they work for. It is essential that they understand company values. Creates consistency: The key to success Increases employees’ morale and confidence: Investing in training our employees communicates their importance to the organization

OH 7-5 Other Reasons for Training continued Combats turnover: Training helps demonstrate that employees are appreciated and may help to increase job satisfaction and commitment which, in turn, reduces turnover. Reduces legal liabilities: Having all employees in the same role participate in the same training helps ensure the equal treatment that is the cornerstone of equal opportunity laws. Increases safety: The cost of accidents outweigh the cost of properly training employees about safety procedures. Increases guest satisfaction and profitability: Managers can either spend a lot of money regaining lost customers or spend less money for proper staff training.

OH 7-6 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 7-7 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 7-8 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 7-9 Forms of Training

OH 7-10 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 7-11 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. Learning objectives often contain four parts: Performance—what the trainee will be able to do Conditions—under what situations the trainee will be able to do it Standards—how well the trainee will be able to do it Repetition—how often/long the trainee will be able to do it

OH 7-12 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 7-13 Four-Step Training Method Step 1 – Preparation - Preparation involves motivating the trainee to want to learn, and involves relating the training content to the job and to the employee’s success on the job. Step 2 – Presentation - Presentation involves the task of providing the training. Step 3 – Practice - Practice allows the trainee to practice the task while the trainer observes and advises. Step 4 – Performance - Performance relates to following up after the training has been successfully practiced to provide feedback as necessary.

OH 7-14 Pattern of Training Some simple tasks (example: presenting a menu to a guest) might be taught as one module. Complicated tasks (example: how to set a table) might require several modules. For each module, the four step method (prepare, present, practice, and perform) can be used.

OH 7-15 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 7-16 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 The trainer must be able to perform the tasks being trained

OH 7-17 Final Elements—Practice and Evaluation Trainees learn by doing. Validation of training helps to ensure that training teaches what is actually needed. Training evaluation should address the extent to which training objectives are accomplished, the performance of the trainer and how, if at all, training can be improved.

OH 7-18 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 7-19 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 7-20 Five-Step Training Model Preview of ADDIE A nalyze D esign D evelop I mplement E valuate

OH 7-21 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 7-22 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 7-23 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 7-24 ADDIE Training Model—Implementation Activities include Arranging for space Scheduling trainers and participants Preparing participants Practicing training delivery Duplicating materials and forms

OH 7-25 Four Levels of ADDIE Evaluation

OH 7-26 Four Levels of ADDIE Evaluation 1.The reaction level of evaluation indicates how well the trainees liked the training and the trainer. 2.The learning level of evaluation indicates whether the trainees gained the required knowledge and skills during the training. 3.The behavior level of evaluation indicates whether the trainees apply the knowledge and skills on the job. 4.The impact level indicates whether the newly applied knowledge and skills make the work more effective and profits greater.

OH 7-27 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 7-28 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. Retraining is not always due to performance problems. Changes in the organization may require that employees learn new ways to perform required tasks.

OH 7-29 Key Term Review ADDIE —acronym for the five steps in a popular training development model: analyze, design, develop, implement, and evaluate Chunk —same as training module Classical model of training —training method in which each training model goes through four steps: preparation, presentation, practice, and performance Design document —detailed training plan written in a report format

OH 7-30 Key Term Review Four P approach (or Four Ps)—same as classic model of training Four-step training method —same as classic training model Instructional design —systematic process of developing instruction based on adult learning principles Integrative practice —final aspect of the classic training model in which the trainee properly demonstrates several training modules in the proper sequence

OH 7-31 Key Term Review continued Job instruction training —same as classic model of training Learning objectives —skills, knowledge, and attitudes to be learned by trainees during the training program Needs assessment —process that determines a participant’s readiness for training and his/her existing skills and knowledge

OH 7-32 Key Term Review continued Negligent training —willful lack of training or inadequate training Task analysis —process used to determine the proper or best way to perform job duties Validation —process of comparing the content of training and its evaluation methods to the actual job done by an experienced staff member to determine whether the content of the training and the correct work procedures are the same.