Professional Documents
Culture Documents
D1.HRD.CL9.04
D1.HHR.CL8.04
Trainee Manual
Prepare and deliver
training sessions
D1.HRD.CL9.04
D1.HHR.CL8.04
Trainee Manual
Project Base
Acknowledgements
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Priority Tourism Labour Division”.
This publication is supported by Australian Aid through the ASEAN-Australia Development
Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2012.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. ASEAN Secretariat and William Angliss Institute of TAFE
are not responsible for any injury, loss or damage as a result of material included or omitted from this
course. Information in this module is current at the time of publication. Time of publication is indicated
in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from various stock photography
suppliers and other third party copyright owners and as such are non-transferable and non-exclusive.
Additional images have been sourced from Flickr and are used under:
http://creativecommons.org/licenses/by/2.0/deed.en
http://www.sxc.hu/
File name: TM_Prepare_&_deliver_training_sessions_310812.docx
Table of contents
Unit descriptor................................................................................................................... 3
Glossary ........................................................................................................................... 7
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Trainee Manual
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Trainee Manual
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Introduction to trainee manual
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Introduction to trainee manual
Front Office
Travel Agencies
Tour Operations.
All of these competency standards are available for you to look at. In fact you will find a
summary of each one at the beginning of each Trainee Manual under the heading „Unit
Descriptor‟. The unit descriptor describes the content of the unit you will be studying in the
Trainee Manual and provides a table of contents which are divided up into „Elements‟ and
„Performance Criteria”. An element is a description of one aspect of what has to be
achieved in the workplace. The „Performance Criteria‟ below each element details the
level of performance that needs to be demonstrated to be declared competent.
There are other components of the competency standard:
Unit Title: statement about what is to be done in the workplace
Unit Number: unique number identifying the particular competency
Nominal hours: number of classroom or practical hours usually needed to complete
the competency. We call them „nominal‟ hours because they can vary e.g. sometimes
it will take an individual less time to complete a unit of competency because he/she
has prior knowledge or work experience in that area.
The final heading you will see before you start reading the Trainee Manual is the
„Assessment Matrix‟. Competency based assessment requires trainees to be assessed in
at least 2 – 3 different ways, one of which must be practical. This section outlines three
ways assessment can be carried out and includes work projects, written questions and
oral questions. The matrix is designed to show you which performance criteria will be
assessed and how they will be assessed. Your trainer and/or assessor may also use
other assessment methods including „Observation Checklist‟ and „Third Party Statement‟.
An observation checklist is a way of recording how you perform at work and a third party
statement is a statement by a supervisor or employer about the degree of competence
they believe you have achieved. This can be based on observing your workplace
performance, inspecting your work or gaining feedback from fellow workers.
Your trainer and/or assessor may use other methods to assess you such as:
Journals
Oral presentations
Role plays
Log books
Group projects
Practical demonstrations.
Remember your trainer is there to help you succeed and become competent. Please feel
free to ask him or her for more explanation of what you have just read and of what is
expected from you and best wishes for your future studies and future career in tourism
and hospitality.
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Unit descriptor
Unit descriptor
Prepare and deliver training sessions
This unit deals with the skills and knowledge required to Prepare and deliver training
sessions in a range of settings within the hotel and travel industries workplace context.
Unit Code:
D1.HRD.CL9.04
D1.HHR.CL8.04
Nominal Hours:
40 hours
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Unit descriptor
3.4 Explain the training and assessment activities involved in the training session
3.5 Present training session
3.6 Provide opportunities for learners to practice skills
3.7 Provide feedback to learners
3.8 Ensure on-going safety of learners during training delivery and practice
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Assessment matrix
Assessment matrix
Showing mapping of Performance Criteria against Work Projects, Written
Questions and Oral Questions
3.2 Prepare the training venue for the training 3.2 19,20 13
session
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Assessment matrix
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Glossary
Glossary
Term Explanation
Generic General
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Glossary
Term Explanation
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Element 1: Determine training requirements
Element 1:
Determine training requirements
1.1 Identify current competencies of learners
Introduction
The purpose of any organisation is to provide an expected level of
service to its customers. Every business will have their own type
and style of service that it provides to ensure it is unique and
different to other offerings in the marketplace. Regardless of the
style of service, who provides service will remain the same
amongst all businesses, regardless of size, location or industry. It
is staff – the most important aspect of any business.
In order for staff to be able to deliver the expected service they
must:
Know what the service standards are
Have the competencies to be able to deliver the service standards.
Competency
Competence is the demonstrated ability to consistently perform discrete tasks under
specified conditions to an agreed standard.
Competency comprises knowledge and skills and the consistent application of that
knowledge and skills to the standard of performance required in employment.
Competency can be defined as the ability to do something. In order to do something a
person will require a combination of three things:
Knowledge – called the cognitive domain. These are the „head‟
skills such as what people think and their level of knowledge
Skill – called the psychomotor domain. These are the „hand‟
skills such as what people can do
Attitude – called the affective domain. These are the „heart‟
skills such as what people feel.
Training is a key to being able to develop the competencies of staff.
Every organisation will have dedicated training programs aimed at
ensuring all staff are able to develop their competency levels to meet the desired
standards.
Lots of on-the-job training will be skill-related, but nearly every training event has a need
to include coverage of the attitude and knowledge areas, too.
In the hospitality industry where customer interaction and service is vital, it is not enough
to be able to perform a practical task. It is equally important to be able to accompany the
skill with the right interpersonal skills that are all attitude-based.
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As the current competency levels of staff are as varied and different as the staff
themselves, the level of participation in different training initiatives will also vary.
Training is only valuable if it enables the participant to learn. If a staff member already is
competent in a certain area of knowledge, skill or attitude, any training in this area will not
be beneficial.
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Talk to people:
Talking to people is a great way to get current information regarding
the competency levels of a learner. Some documents located in the
learner file may be outdated or not descriptive enough to identify true
competency, therefore speaking with others will also help answer any
remaining questions. People to talk to include:
Talk to the learner – ask them about their training history, their
preferences and their attitude to learning in the workplace: find out
what, if any, obstacles stand in the way of their workplace learning (factors such as
family commitments, sport and other learning activities)
Speak to other trainers – What can they tell you about the learners? Based on their
experiences, where are possible strengths and weaknesses?
Speak to other supervisors who have delivered training – what information can they
give you about what seems to work and not work with certain staff, in their experience.
Observation
One of the most effective ways to determine and understand a learner‟s
competency level is to observe what the learner is able to do.
This may be done by the trainer or another suitable person.
Trainer collecting competency evidence
This is most common form of conducting the observation and collection
of evidence.
The trainer may wish to notify the learner or may wish to do it without their knowledge to
gather a true understanding of competency.
The trainer may use a checklist or other documents to help identify current competency
levels.
Two examples of checklists to record competency have been
included on the next pages as examples. These checklists are
based on the role of a waiter and are designed to record
competency in two aspects:
a) Example A – identifies all competencies required by a waiter
b) Example B – identifies specific competencies relating to the
service cycle
As you can see, these checklists are prepared in a format that is easy to use, whilst still
providing an area for specific comment.
The marking is aimed at what percentage of specific criteria they are competent in. As
different staff within a department will have different skill levels, it focuses on what staff
can successfully do and what still needs to be achieved for full competency.
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% of competency in task
Competency Task Comment
25% 50% 75% 100%
Restaurant layout
Hours of operation
Company knowledge
General knowledge
Restaurant knowledge
Waiters priorities
Section awareness
Restaurant awareness
Phone answering
Docket writing
Service cycle
Station Set-up
Problem resolution
Cashiering
Waiters tools
General service
Bussing
Resetting
Reading guests
Work Management
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Service cycle
% of competency in task
Competency Task Comment
25% 50% 75% 100%
Restaurant area
Waiter station
Reception area
Bathrooms
Temperature
Lighting
Smell
Music
Table decorations
Set up furniture
Positioning
Table numbers
Allocation of waiters
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% of competency in task
Competency Task Comment
25% 50% 75% 100%
Coffee area
Tea area
Cutlery
Crockery
Glassware
Condiments
Napkins
Waiter Station
Verify menu
Type of menu
Daily specials
Types of covers
Dress tables
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% of competency in task
Competency Task Comment
25% 50% 75% 100%
Welcome customers
Greet customer
Check reservation
Making recommendations
Take orders
Record orders
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% of competency in task
Competency Task Comment
25% 50% 75% 100%
Clear tables
Process accounts
Farewell guests
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Performance standards
As well as understanding the required competencies staff
members must have, it is essential that trainers understand what
the acceptable performance standards are for each of these
competencies.
Each competency will have a standard of performance that is
required to be met by the employee undertaking that job.
These standards should be linked to the organisation‟s
competitive strategies which, once achieved, would allow for the
organisation to achieve its objectives and goals.
Performance standards are targets and as such, where possible, should be expressed
objectively. That means expressing the standard in quantifiable terms such as:
The waiting time before presentation of the menu
The number of tables to be covered
How a room should be cleaned
Time taken to set up
Deadlines for reports
Turnover targets.
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However, some behavioural standards are implicit. That is, they might not necessarily be
told to the employee, but any reasonable person would expect the employee to behave in
certain ways.
Implicit behavioural objectives might only be discovered when they are broken and may
need a resulting policy to ensure others do not repeat the undesirable behaviour. For
example, staff smoking at the side door in view of guests.
It is worth noting that job behaviour standards must be work related. That is, you must be
able to prove that the behaviour is a necessary part of success in the job or organi-sation.
A behaviour standard must not reflect an irrelevant personal characteristic; otherwise your
organisation would be guilty of discrimination. This might particularly be relevant in the
area of personal grooming, where standards concerning weight and height would be
discriminatory unless you could prove they are a bona fide job requirement.
Similarly, managers need to be careful that while their organisation might not accept
certain behaviours, local governments and regulatory boards may take a different view.
For example, while your organisation might say it requires females to wear light make-up,
this may not be considered fair in terms of local regulations or laws that may state an
employee should wear no make-up.
In the same way, organisations may need to be careful in dictating that males should not
wear earrings. Males wearing ear-rings would now be considered acceptable by society in
general and in no way suggests a person is of ill repute or cannot deliver a service to a
public standard.
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Adherence to procedures
The venue may expect staff to adhere to written
policies and procedures 100% of the time.
Customer service standards
Service staff may be required to use standard
phrases, greetings and farewells at all times
Employees answering the telephone may be
required to answer the phone within 3 rings every time.
Team interaction
Team members may be required to „actively participate‟ in team meetings.
Response times/waiting times
Waiting staff may be required to greet and seat guests
within 1 minute of their arrival
Drink staff may be required to take a drink order from
a table within 3 minutes of guests being seated
Room service staff may be required to deliver room
service meals within a nominated timeframe.
Waste minimisation
Kitchen staff may be required to return X% of useable product from every kilogram of
raw material.
Cost minimisation
Bar staff may be required to always use a nominated „pour‟ brand for all spirits where
a specific brand name is not called for.
Now that we have identified the current competencies of staff and those required by the
organisation, it is now time to compare them and identify where a training gap exists.
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Both need to be identified and corrected if the organisation is to achieve its goals. It is the
frontline or immediate supervisor who carries this responsibility.
In essence it may not be the staff member‟s fault for the poor performance.
Regardless of what has caused the poor performance the reason must be identified so
management can make necessary changes.
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External sources
These are problems an employee can have that stem from society and its values. These
include situations where society‟s values clash with the job (for example, working in the
gaming industry in a community that dislikes gambling, even selling tobacco):
Clashes with moral or religious issues: working on certain days, assisting guests with
certain unsavoury requests
Changing economic conditions: economic uncertainty of rising interest rates or
impending legislation that appears to create job insecurity.
Considerations
Before starting to prepare training programs the trainer needs to
consider:
What are the symptoms and what are the likely causes?
If the causes are internal to the organisation, and are not
addressed, the organisation may become responsible for further
future problems which develop
Identify whether you are dealing with a work performance
problem, such as not achieving targets or objectives, or a work
behaviour problem, such as their work might be fine, but their
behaviour in the workplace is inappropriate.
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Workplace errors – this may be identified by checking the finished product a worker
produces, checking the documentation they complete to identify errors or omission in
calculations or billing. noting when the wrong service or product is delivered in
response to customer requests
Changes in workplace equipment – when upgraded equipment is
introduced into the workplace there is usually a need for training
Changes in procedures – where the business introduces a new
procedure or wants to vary an existing procedure, there is again
a potential need for training
Changes in legal requirements – whenever a law changes that
impacts on workplace performance there is commonly also a
need for training to inform staff about the changed legal
obligations that apply to them. This training may simply be
updating their knowledge about a certain area, or it can be a
need to obtain or renew a mandatory certificate, licence, etc. to
comply with legislated requirements
Training Needs Analysis Form – this is a form that can be given to staff members for
them to identify what training may be beneficial to them. Please see the following
pages for an example of this form.
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5. I am interested in my job
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15. What training will help you with your current job?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Once we have collected this survey we will be talking to staff to get further information. In the near
future we will be letting you know more about what is on offer. We look forward to training and
working with you.
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Relevant personnel
The role of training normally falls under a specific training department or within the
domain of Human Resources. This department is designed to support operational
departments (Food & Beverage, Front Office and Housekeeping etc) achieve their goals
in providing quality customer service, operational efficiency and financial success.
Human Resources
The Human Resources department themselves will have a
limited amount of resources in which to conduct training for
the entire organisation and therefore training programs must
be prioritised in terms of:
Training budget
Priority of training programs
Training staff
Availability of training rooms and resources.
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Operational Managers
Whilst training may be the responsibility of the training
department to organise, prepare or conduct, the objectives
of the programs and training delivered must reflect the
expectations of the operational departments.
Therefore it is vital that once the training gaps have been
identified, that they are confirmed with managers of specific
departments to ensure they agree with the findings and are happy for the training
department to proceed with developing training programs based on these.
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Therefore, if they believe their competencies are not what they should be, they really only
have two options:
Arrange for some training for themselves so that you can get up-to-speed with what is
required
Get someone else to provide the training for staff.
Seeking support
In reality there will be a distinct possibility that any trainer will need assistance to deliver
some workplace training.
When this occurs, it is important they understand this does not negatively reflect on their
competence or ability. As stated, no-one can ever know everything and no-one is capable
of training all staff in everything they need to know.
When they identify a situation where assistance is required – they need to get it!
If a trainer identifies a situation where they need help and fail to obtain it, then that
indicates their incompetence!
Assistance can come in many forms, so trainers must be alert to what best suits each set
of circumstances as they arise.
Location of support
Support may come from other people:
Inside the organisation including Human Resources and training
personnel, managers, supervisors or senior staff
Outside the organisation including professional trainers, equipment
suppliers or specialist personnel such as medical practitioners.
Types of support
A trainer may wish to seek support in a variety of ways including:
Contacting an expert to obtain their verbal input to the upcoming training. They might
ask them to identify what needs to be delivered, get them to clarify recent legal
changes that apply to their area, ask them to provide you with workplace illustrations
of various aspects of the training. This expert can be a worker from within the
organisation, an outside consultant, a government official or someone from head
office, an industry body or a support industry
Arranging for someone else to deliver the training – this can be
another in-house staff member (the „subject expert‟, a previous
learner who has proved themselves to be extremely competent,
or a supervisor), or it can be a professional trainer from an
external training provider. It may also be someone from a
supplier organisation. For example, if you have had new
equipment installed in the store, the best person to provide the
training might be a trainer from the business who supplied the
equipment
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Arranging for guest speakers – to come in and supplement the basic training you
deliver
Arranging external events – such as taking learners on a field trip to another business,
a supplier, or an industry conference or seminar
Obtaining training materials that someone else has prepared.
Importance of preparation
No effective training can ever occur without adequate preparation. The Five Ps rule of
training is: Proper Preparation Prevents Poor Performance‟.
In the majority of cases, the success or failure of any training session is determined well
before the training actually begins.
Effective training can never be achieved without an appropriate amount of time being
made available for it. Professional trainers in institutes are allocated up to three hours of
time for every one hour of training delivery, because the out-of-training tasks demand
more than twice the time taken in conducting the training sessions.
Preparation includes:
Identifying individual and group training objectives
Deciding generic and technical skills, knowledge and attitudes
for inclusion in training
Developing a training program learning plan - determining
exactly what needs to be covered in the training program and
in what sequence the training content will be covered
Creating training session plans that sets out how the individual
training sessions will unfold. This identifies how you will
introduce the session, make explanations, illustrate points, the time that each portion
of the session will take, scripted questions you will ask, demonstrations and other
activities you will engage in, how you will finish the session, and how you will
determine whether or not learners have achieved the stated outcomes or objectives
for the training
Preparing training resources and materials
Preparing training venue
Delivering program.
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The importance of proper preparation in the successful conduct of any training cannot be
overemphasised. ‘If you fail to plan, you plan to fail’.
Proper planning before the training session commences means that you can focus 100%
on training the learners – during the session your mind is not distracted by worrying
whether or not everything will go as you want it to go, because you know it will – because
you have planned it that way.
Training takes time
Not only does the physical training session take time, but there is a substantial time
commitment required prior to the training taking place. This is, of course, the planning and
preparation that have already been mentioned.
The lesson here is that if you are expected to do your normal workplace duties plus do
training on top of those, there must be a realistic allocation of time for the training duties.
You can never succeed in long-term effective workplace training if there is no realistic
time release to do the necessary preparation and actual training.
Training objectives
The objectives for the training can be seen as what you achieve as a result of the training.
Care needs to be taken to ensure that the issue will be addressed by training.
Training delivery commonly has to have a focus on individual training objectives and
group training objectives.
Individual objectives
The focus here is on providing training as required by individual
staff members. This takes into account that potentially every
worker has individual workplace learning needs.
For example, you may have a very technically competent
employee who is brilliant at operational matters, but lacking in
customer relations skills; or you may have a worker who needs
attention in terms of one aspect of one task in order to bring their competency level up to
what is required by the business.
When addressing individual objectives, the reality is that every training session of this
type is unique in nature. Not only must the training address the identified individual need,
but as we have seen, it must also factor in the individual learning style preferences of the
learner.
Group objectives
These are training objectives established by the business as being
necessary for all staff in a certain work role to attain competency
in.
Commonly, training is required to deliver this training early in the
career of the worker. These objectives, while generic in nature,
may have to be delivered on an individual basis or they may be
able to be delivered in a group setting.
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For example, a new intake of multiple staff may receive generic training as a group,
whereas when a single staff member joins the organisation the generic training will be
provided one-on-one.
Examples of group objectives can include:
Functioning as part of a workplace team performing the workplace duties as required
in a particular department of the business
Liaising and cooperating with other departments or individuals within the organisation
so that proper integration of activities occurs
Recognising what the goals of the business are for individual departments and
understanding the strategies that are in place to enable attainment of those goals.
Gathering and checking the training objectives
Every workplace is subject to change – procedures change, equipment changes over time
and legal requirements change.
When gathering together the objectives for your training it is vital you check the objectives
to ensure they are:
Current – to guard against providing training on something
that is now out-of-date
Reflective of workplace practice – your training is intended
to make staff competent in your workplace so it needs to
focus on what actually happens in the workplace
Complete – ensuring that no important steps, processes,
pieces of information, checks, etc. are missing
Correctly sequenced – so as to follow the sequence of activities in the workplace
Legal – that is, they are compliant with any legislated obligations that apply. This
includes the need to ensure they comply with relevant OHS requirements
Pitched at the correct level – meaning there is a need to ensure that staff are trained
only to the degree required by the workplace standards and levels of quality, service,
etc. that apply. Note that in some businesses these standards may vary between
departments or sites and may even fluctuate depending on seasonal influences.
The intention of these checks is to ensure that you, as the trainer, are
quite clear about what the learners are expected to achieve so that
you can adequately plan the training delivery to achieve those end
results.
How do you check the training objectives?
Whilst you will have a good understanding of what the required
competency standards would be through the activities described in
section 1.2, the training objectives may differ to these. For example a
training objective may focus on one or two specific dimensions of a
job, not an entire competency itself.
There may be a nominated process for this in your workplace, but the following is a
recommended procedure where no formal checking procedure is in place:
Observe the work that is being done – take notes to record what is being done, how it
is being done, what equipment is being used, what workplace pressures apply, and
what workplace limitations apply
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Technical skills
Technical skills are the hands-on operational skills required by workers to perform their
allocated workplace duties. These skills are not necessarily technical in nature – that is,
they often do not involve the use of „technology‟ as such.
These technical skills relate to the individual workplace functions such as:
Cleaning a room
Making a coffee
Preparing a dessert
Checking in a guest.
Generic and technical skills may be delivered one-on-one or in a
group setting. Factors that will all combine to determine whether the
training is group-based or individual include the size of the business,
the numbers of staff involved, their availability, the urgency of the
need for training and the existing levels of knowledge possessed by
individuals .
Dimensions of competency
Although mentioned in Section 1.3 it is important to remember each competency has four
dimensions which must be considered in deciding what is to be included in a training
session.
These are broken up into:
Task Skills
Task Management Skills
Contingency Management Skills
Job/Role/Environment skills.
The next section will look at the development of specific training and learning plans.
Presenting recommendations
Now that the training objectives and competencies for development have been
determined, like in Section 1.4 this information must be presented to the relevant people
for any suggestions or approval to continue.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer.
You must submit documentation, suitable evidence or other relevant proof of completion
of the project to your Trainer by the agreed date.
1.1 To fulfil the requirements of this Work Project you are asked to research how to
identify current competencies of learners
1.2 To fulfil the requirements of this Work Project you are asked to research how to
identify required competencies of learners including:
1.3 To fulfil the requirements of this Work Project you are asked to research how to
describe the training gap for learners including:
1.4 To fulfil the requirements of this Work Project you are asked to research how to
confirm the identified training gap with relevant personnel
1.5 To fulfil the requirements of this Work Project you are asked to research how to
determine support available for training provision including:
1.6 To fulfil the requirements of this Work Project you are asked to research how present
recommendations for training
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Summary
Determine training requirements
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Element 2:
Prepare training plan
2.1 Develop session outlines for approved
training
Introduction
Now that you, as the trainer, may have received the approval to develop and prepare
the training program, there are many considerations that need to be addressed to
ensure that the training programs are suitable to the audience.
As mentioned, success of the training program is greatly influenced by the
effectiveness of the preparation. As a trainer you must ensure all necessary factors are
taken into account.
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Imagine that you were training someone in how to make a cup of tea. Your outcome
statement or range statement might sound something like this:
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This said there will always be some training requirements that are more urgent than
others. The need to meet externally imposed compliance training requirements such as
health issues, food safety, OHS, restrictions on sales, obtaining proof of age from
purchasers, fair trading provisions, etc are always top of the list, but other immediate
training needs include:
Training someone immediately to replace a staff
member who has left, failed to arrive for work, or gone
home sick
Training someone to replace someone who has been
promoted or fired
Training extra staff to meet identified instances of
above average trade – which may be related to sales or promotions, or may be
related to holiday periods and seasonal influences
Training staff to operate new equipment – which may have been installed overnight
and needs to be operational as soon as possible to support the operation of the
business
Training staff in order to respond to operational issues that arise – this might
include immediate short-term training to allow staff to cope with equipment
malfunction or breakdown, or training staff to respond to some emergency that has
impacted the store such as fire, or the theft of operational equipment.
Limits of training
Training is useful in most workplace situations, but it is important that you understand
that training can never fix all workplace problems, and you have to be prepared to
notify management when you believe you are being asked to address a situation that
training alone cannot successfully fix.
For example, you may be asked by management to deliver training to staff in order to
increase profit in the business. Management may see this as a legitimate request
(despite its being extremely vague in nature), but it is possible that no amount of
brilliant training can ever achieve because:
The staff who are working in the store may have the wrong
attitude – and it is nearly impossible to change a person‟s
attitude
Products offered are not of appropriate quality and customers
won‟t buy them
Venues are closed at times when customers say they want to
buy
Departments are so busy that customers have to wait too long to
be served
The layout of the outlets are such that items have to move about
all over the place for anything to get done
The equipment being used is old and not operating efficiently.
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The point is that training is not always the answer to a workplace problem.
Sometimes you may have to advise management that other actions are needed
including changing suppliers, opening longer hours, getting rid of certain staff
members, hiring extra staff, changing the layout of the premises or buying extra or
different equipment.
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If one staff member is ready to learn the next step, many trainers believe all
learners are ready for the next step. This is not necessarily true
One single method of training will be equally effective for all
Because people are all at different levels due to their previous training, experience
and background, it is a reality that some staff will find learning more difficult, and
some will find certain training topics relatively easy
The same amount of time needs to be spent with each learner to achieve the same
result
While we don‟t want staff to think we are playing favourites with them, it is usual for
some staff to pick things up quicker than others, so it is important to spend only the
time that is necessary with each learner to achieve your training goal
New learning can be mastered by each trainee with the same amount of practice.
Experience shows no two learners are the same in their readiness for learning, their
initial understanding of the work to be learned, their rate of progress through the
training and their individual response to different training methods.
In most groups, you are likely to find some learners who are easily motivated, learn
readily and progress rapidly, while others will require a great deal of help, but still
progress at a reasonable pace. Yet again, some others will progress slowly, find
learning difficult and apparently develop little interest.
„Difficult‟ learners may be casual staff who simply see their work as a „second job‟,
treating it merely as a means to obtaining some extra money. They may see training as
a waste of time and something that unnecessarily interferes with other things they have
to do – family, sport, relationships, etc.
All of this underlines why it is important to get to know your learners before you start
training them.
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Things about the learner‟s profile that you should try to determine before the training
commences include:
Physical differences:
Are there hearing, sight or speech problems?
What is their level of dexterity and manipulative skills?
Are they too short or too tall for the training arrangements?
Literacy and numeracy.
Not all adults can read or read ‟well‟ and nor can all adults handle figures with ease.
In lots of work situations, there is no requirement for the staff to be able to read in
order to get their job in the first place. But some may have literacy difficulties and
their lack of reading skills may mean we can‟t rely on the printed word as a training
source. You need to answer these questions about your trainees:
Can they read your forms?
Can they read internal paperwork?
Can they price a bill?
Can they work out the price for a list of items you
have on sale?
Can they calculate a simple discount?
What is their socio-economic status?
What are their aspirations?
What support or lack of support do they get from their family?
What other commitments (sport, family, or study) do they
have outside work?
Does their background indicate that they value training
and see it as worthwhile?
Previous learning:
What is their level of education and qualifications?
What experiences have they had with in-house training?
Will they be used to undertaking training or is this going to
be a new experience for them?
Present status:
How long have they been employed with us?
Is there a long history of non-promotion?
All these questions are not judgemental in nature, but simply provide background
information you can use in order to gain fuller understanding about the focus of the
training, the trainee and their motivation:
Is the training regarded as solely related to work or can it be seen also as part of a
bigger, personal development project, outside of work? The more you can relate a
workplace training topic to a staff member‟s wider life (including their life outside of
work), the better
Is the training necessary for promotion?
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They need to be free to direct themselves. Their teachers must actively involve
adult participants in the learning process and serve as facilitators for them.
Specifically, they must get participants' perspectives about what topics to cover and
let them work on projects that reflect their interests. They should allow the
participants to assume responsibility for presentations and group leadership. They
have to be sure to act as facilitators, guiding participants to their own knowledge
rather than supplying them with facts. Finally, they must show participants how the
class will help them reach their goals (e.g., via a personal goals sheet)
Adults have accumulated a foundation of life experiences and knowledge that may
include work-related activities, family responsibilities, and previous education.
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Adults are relevancy-oriented. They must see a reason for learning something.
Learning has to be applicable to their work or other responsibilities to be of value to
them. Therefore, instructors must identify objectives for adult participants before the
course begins. This means, also, that theories and concepts must be related to a
setting familiar to participants. This need can be fulfilled by letting participants
choose projects that reflect their own interests
Adults are practical, focusing on the aspects of a lesson most useful to them in their
work. They may not be interested in knowledge for its own sake. Instructors must
tell participants explicitly how the lesson will be useful to them on the job
As do all learners, adults need to be shown respect. Instructors must acknowledge
the wealth of experiences that adult participants bring to the classroom. These
adults should be treated as equals in experience and knowledge and allowed to
voice their opinions freely in class.
How to motivate adult learners will be discussed in a later section.
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Examples of a learning plan and a learning plan evaluation form have been
identified on the following pages
Session plan – goes into the actual make up of a training session and acts as a
guide to the trainer on timings, activities to cover and theory to teach.
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Learning Plan
RTO William Angliss Institute
Number of learners 8
Purpose/focus To train food and beverage staff in the art of extracting and
serving espresso coffee.
Prerequisites Nil
Administration Trainer/Assessor to mark the written work and sign off the unit
Given to WAI admin for processing of Statement of Results
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Safety Incident or hazard All staff have attended induction which covers incident and
issues reporting hazard reporting.
Incident report forms and a hazard management process are
available if needed.
Inspection checklist completed by trainer prior to session.
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2 Preparation 30 minutes Organise and prepare work Organise coffee workstation – Verbal Workplace Espresso machine
and areas hazards, visual appeal classroom observation
Grinder
organisation 8.45 am ABC Hotels work routines SOP‟s Practical Oral Questions
Crockery and
– Mise-en-place – items e.g. demonstration
Written glassware
9.15 am Crockery, glassware, cutlery, assessment
serviettes, milk jugs, tea pots Condiments
and condiments e.g. Milk, sugar,
Other items
coffee, chocolate,
marshmallows, syrups, tea and Whiteboard
cleaning materials e.g. Tea
towels, sanitiser, cleaning cloths
and sponges
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3 Customer 30 minutes Provide customer service Giving advice to customers Verbal Oral questions ABC Hotels
service and 9.15 am and advise customers on History of coffee classroom espresso menu and
3rd party
product – espresso coffee SOP‟s
9.45 am Botanical notes – coffee species Practical report
knowledge
– coffee growing countries – demonstration
Written
Whiteboard
terminology Learner practice assessment
Customer preferences and
product knowledge – espresso
or short black, ristretto, doppio,
long black, macchiato,
cappuccino, latte, piccolo, flat
white, mocha, Vienna, Coretto,
Affogato and decaf
Roasting.
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4 Coffee 30 minutes Select and grind coffee Grinding – selection and check Verbal Workplace Grinder and coffee
grinding 10.00 am correct grind classroom observation
Learner resource
– What affects the grind – Practical Oral Questions
10.30 am environmental and equipment demonstration
considerations Written
Learner practice assessment
Adjusting the dose
Dosing by sight.
5 Coffee 20 minutes Extract coffee Selection of cups or glassware – Verbal Workplace Espresso machine
extraction 1030am various of sizes ceramic cups, classroom observation
glasses and paper cups Grinder
–
Practical Oral Questions
1050am Measure or dispense required Crockery and
demonstration
dosage Written glassware
Dosing the coffee Learner practice assessment
Condiments
Adjust, tune and moderate Other items
temperature and pressure –
brewing temp 88 - 92◦C, pump Whiteboard
pressure 8 to 9 bars, machine or Learner resource
boiler pressure 1 – 1.5 bars,
temp of water in boiler should be
just under boiling, water level in
the boiler should be 70% full
Pouring rate – espresso rate 30
– 35 mls, volume in no more
than 30 seconds
Extraction quality –good body,
thick rich caramel coloured
crema, good aroma, strong
balanced taste
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6 Milk 40 minutes Texture milk Milk selection – skim, low fat, full Verbal Workplace Espresso machine
texturing cream, UHT, soy or enhanced classroom observation
1050am – Other items
1130am Milk jug – stainless steel and Practical Oral Questions
different sizes Whiteboard
demonstration
Written
Steam wand – clean, before Learner practice assessment
Learner resource
using expend steam and cloths
exclusively for cleaning
Steam milk – always use fresh,
cold milk, right size jug and fill to
½ to 1/3 full, use thermometer,
expel steam from wand, keep tip
of wand just under milk surface,
milk should whirlpool, when tem
reaches 65
Turn steam off, pour milk
immediately
Pour milk as per espresso menu.
7 Coffee 15 minutes Serve and present Present and serve coffee – as Verbal Workplace Crockery and
presentation 1130am espresso coffee per ABC Hotels SOP‟s classroom observation glassware
and service – Ensure crockery and glassware Condiments/Other
Practical 3rd party report
1145am is free of chips and cracks, are items
demonstration
clean, no spills in saucer, don‟t Written Learner resource
Learner practice assessment
overfill and serve immediately. ABC Hotels SOP‟s
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8 Cleaning 15 minutes Clean and maintain Follow OHS requirements as per Verbal Workplace Cleaning materials
and 1145am espresso machine session 1 & 2 classroom observation
Learner resource
maintenance – Clean machine – have a Practical 3rd party report
1200pm cleaning schedule for steam ABC Hotels SOP‟s
demonstration
wands, drip tray, panels and the Written
grinder assessment
Back flushing using blind filter
depending on the amount of
coffee you make in a day
Check grinder and espresso
machine parts for remedial
action to ensure machinery
operates at optimum levels
Troubleshooting – problems and
solutions.
9 Conclusion 1 hour Revision Revise keys points – learning Verbal Workplace Coffee equipment
1200pm outcomes. classroom observation Learner resource
– Give opportunity for questions Practical Oral questions
100pm and feedback. demonstration
Learner practice
and feedback
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10 Final 3 hours Learner demonstration and Organise and prepare work Learner Oral questions Coffee equipment
session 130pm assessment areas demonstration rd and condiments
3 party report
– Customer service and advise and feedback
430pm Written
Select and grind and extract assessment
coffee
Workplace
Texture milk
observation
Serve and present coffee
Clean and maintain espresso
machine.
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Does the content and structure address all aspects of the units?
Does the plan cater for diversity of gender, ethnicity and disability?
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Thank you
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Cost considerations
There will be lots of occasions where you need a learning resource, but there is simply not
the money to produce or obtain it.
In these cases, you have to find another way to achieve your objective. There is no magic
bottomless bucket of money available to support training. Many training practices have no
budget at all, and if you are lucky enough to have a budget, you will be expected to work
within the limits placed on expenses.
For example, if you were training staff in cash register operation, it is pointless using for
training purposes a cash register that has been removed from operational use last year.
You need to use a cash register the same as the one currently in use.
But cash registers cost money and management will be reluctant to buy a new cash
register just for training purposes. So what can you do? You can‟t elect not to conduct the
training!
You might consider:
Running training sessions before an outlet opens or
after it closes – when the cash registers are
available
Arranging for the supplier of your cash registers to
lend you a cash register for a period for training
purposes
Asking the supplier to attend with their own cash register and conduct the training
themselves
Joining with another outlet or hospitality business in the area on within your group to
contribute to the shared cost of buying a training cash register that can be used
between the different businesses
Hiring a cash register for the training session.
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Session Plan
Session Title Designing a training program
Session Number 1 of 4
Aim/objective To develop the ability to design and deliver workplace training sessions to groups and individuals against
organisational guidelines.
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Slide 5: reflection: Trainer to lead visualisation exercise. Participants to think of the last Handout 10 min 10:15
training session they attended and write notes about details they can remembered as
prompted. Trainer to read out the following points:
Review: Follow on from Mind map results and trainer to circle the words/phrases that they Whiteboard 10 min 11:15
believe training is about. In another colour the trainer circles those thoughts that WILL be
Why train? covered in this course.
Slide 9: What is competency? Explain this will discussed in detail in the assessment Discussion 5 min 11:40
cluster
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Activity 1: In 2 or 3 groups participants to access different SOP‟s in the organisation to Guidelines and 35 min 12:45
understand competencies required. SOPS
Discussion: Break group into 2 or 3 groups and they are to write down their definitions of Whiteboard 10 min 13:40
the words Trainer/Coach/Mentor/Facilitator/Instructor/Teacher. Review response and clarify
Discussion 5 min 13:45
answers.
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Slide 17: Work based learning plans Learner Guide 20 min 15:00
Refer to page 97 Appendix 3 of the LG.
They give an overview of the learning for a group or individual and involves on the job
learning as the main approach but may also involve other types of learning e.g. off the job
self paced or one to one coaching. Usually incorporates work based learning pathway plus
organisational arrangements.
Activity 2: In 2 or 3 groups complete this activity and then get each group to present their Learner Activity 25 min 15:35
answers for discussion. Guide
Slide 19: Activity: work based/individual learning scenario Discussion 25 min 16:00
In 2 or 3 groups complete this activity and get then get each group to present their answers
for discussion.
End day 1
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In many ways, there is a need for you to be more aware of safety when training, simply
because the inexperienced learner may not be familiar with the safety requirements,
dangers and hazards associated with certain tasks.
In many training situations, there is an absolute need to cover the safety aspects of the
task before any practical training commences: in most cases, you should also conduct
some sort of assessment to confirm that staff are aware of the safety elements. If nothing
else, this assessment can be used as evidence that you have discharged your legal duty
of care in relation to safety before hands-on training begins.
If the training situation requires that safety be addressed and you don‟t know all there is to
know about the topic, a subject expert must be used for this aspect of the training.
What exactly constitutes „safety‟ will depend on the task, location and procedure and can
include consideration of:
Workplace safety equipment – such as fire hoses, fire extinguishers,
fire blankets and cut-off switches
Personal protective equipment and clothing – such as aprons,
protective gloves, steel- capped boots, hard hats, respirators and
thermal wear
Material Safety Data Sheets – that detail emergency first aid and
clean-up procedures where there is an accident/incident
Safety guards – especially on equipment with moving parts, sharp
components/blades or hot surfaces
Manual handling and lifting skills – as well as devices used to assist in manual
handling activities (fork lifts, trolleys and lifters)
Operational skills that contain an element of risk or danger – which can include
activities where there are awkward or repetitive movements, where heavy loads or
cramped conditions are involved, where extremes of temperature are involved, or
where dangerous items of equipment are being used
Safe access and exit requirements – making sure that learners can safely (including in
the event of an emergency) get in to and get out of the training area. This should also
include ensuring that learners become familiar with the emergency procedures for the
business as laid out in the Emergency Management Plan or similar for the
organisation.
It is important that trainers liaise with the designated workplace OHS officer to assist with
identifying hazards and implementing appropriate hazard management for all tasks where
workplace training is involved.
Equipment safety
It is your responsibility – no-one else‟s – to ensure that all equipment
being used for training is safe. This can mean, depending on the
situation, that it:
Has been inspected and approved for use
Is working correctly, as intended, according to manufacturer‟s
instructions
Is stable
Has no missing parts.
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This can often be an issue where management expect trainers to use „just anything – it‟s
only for training‟. Remember, if you believe you couldn‟t use it yourself safely, don‟t use it
for training.
Be quite sure that if something goes wrong during the training and a learner gets hurt (or
worse still, dies) it will be you who will be legally responsible – extremely large apply, as
well as the potential for jail time.
In addition, the training must cover the safety checks that need to be done on equipment
prior to using it in the actual workplace. The training must duplicate what is expected in
the real workplace.
Training must stop when safety is compromised – no exceptions. This means you have to
monitor actively learner safety and the safe operating condition of the equipment and the
environment in which it is operating.
Learners are notified of training details
As the trainer, it will be your responsibility to organise the training
and then to let staff/learners know what is happening.
The information that needs to be passed on to learners regarding
the training arrangements includes the following.
Timing
It is important to make sure that all the learners who need to attend
training are informed about the timing and location of the training.
Ways to achieve this include:
Verbally letting them know
Putting a message on the staff noticeboard
Using the e-mail.
When doing this make sure you:
Give the instructions in a clear manner – for example, does
„Training starts at 8 o‟clock‟ mean 8:00 am or 8:00 pm?
Let the learners know when the training will finish – so they can
plan the rest of their day
Start the training at the advertised time – it is a good habit to start on time, every time.
This sends a message to learners, for their future reference, that they need to turn up
on time, or a little before time.
Location
Give clear directions about where the training is to occur – this can be easy to do in
smaller establishments, but difficult in larger premises, especially where there are multiple
sites. You might need to consider giving:
Street address
Building name
Floor
Room number and/or name
Details of any transport provided – where the training is
held off-site.
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Contact details
Include your contact details – so people can follow-up with
you if required.
What to bring
Let them know if they need to bring anything with them. This
can include:
Paper and pen
Training materials (if already distributed)
Portfolio of work they are preparing
Samples of work already prepared
Personal protective equipment and clothing
If food is being provided, let them know this, too.
People attending
Notify them about anyone who will be attending the training session and give an indication
as to why that person will be there. This can include:
List of other participants
A guest speaker – perhaps you have arranged for an official from
some government authority to come and speak to staff, or
perhaps it might be a previous employee, or someone from your
network of contacts
A representative from a supplier/provider company – who is going
to talk about a new product, give out samples, or provide their
own company-based training for frontline staff
A management representative – who might be going to talk about
the performance of the business, a new direction the store is
seeking to take, financial matters, or promotional opportunities for
staff.
Tracking costs
Training costs money – even the most basic and shortest training sessions involve at
least time: your time as the trainer and staff time for those who attend as learners.
The bigger the training commitment, the larger the training cost and there can be a need
for you to be accountable for costs associated with training.
Depending on the scope and nature of the training, these costs can
require you to monitor and be responsible for the spending of money
relating to training delivery. Responsibility means that you should be
able to prove expenses and provide documentary evidence of
expenditure in areas such as:
Staff wages in relation to those who attended training and
assessment sessions – whether as learners, trainers, assessors,
internal guest speakers, internal subject experts, staff who back-
filled other staff while they attended training, or support staff who
may have written notes, photocopied notes, etc.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer.
You must submit documentation, suitable evidence or other relevant proof of completion
of the project to your Trainer by the agreed date.
2.1 To fulfil the requirements of this Work Project you are asked to research how to
develop session outlines for approved training including:
2.2 To fulfil the requirements of this Work Project you are asked to research how to
develop training content including:
2.3 To fulfil the requirements of this Work Project you are asked to research how to
develop training resources and materials including:
2.4 To fulfil the requirements of this Work Project you are asked to develop individual
training sessions
2.5 To fulfil the requirements of this Work Project you are asked to organise training
requirements including:
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Summary
Prepare training plan
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Element 3:
Deliver training sessions
3.1 Confirm attendance of learners at the training
session
Introduction
Without learners, no training session will be successful. In many cases potential learners
may have been told well in advance about upcoming training and may have forgotten
about the training or need a reminder. It is a good idea to follow up with learners to ensure
they are able to attend.
This may be done a couple of weeks to a month before the training session to ensure that
the learner does not make any other arrangements at that time.
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Preparation activities
Key personnel
When you first arrive at the venue it is important to contact
any key people including:
Venue management
Caterers
Facilitators
Guest speakers
Suppliers of equipment or resources.
You will need to confirm arrangements with these key personnel to ensure everyone is
clear as to the training requirements.
Venue
You will need to check the venue to ensure it is prepared as required. This includes:
Adequate tables and chairs
Specified configuration of training environment
Suitable air-conditioning or heating including location of
switches
Suitable lighting and how to work the lights. This is
important if you want to turn lights on/off to conduct
presentations etc.
Break out areas if required
Sign to notify learners of venue location. This may be in front of the room or in the
building entrance
Speaking with staff who may need to direct learners to the training venue
Location of toilets, catering venue such as a restaurant
Location of support services including printing and photocopying.
Equipment
This relates to equipment that is used to present information to learners. Trainer will need
to check:
Screens, DVD players, microphones, stands, audio players
Whiteboards with appropriate pens and cleaners
Laser pointers
Flipcharts, paper and pens
Overhead projectors – how to connect to computer and to
ensure trainer is comfortable how to operate
Power boards, leads and adaptors that may be required
Internet access and passwords.
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Training equipment
This relates to any equipment that will be used as part of the delivery. Some examples
include:
coffee machines to teach learners how to make
coffee
glasses and blenders in cocktail making
sessions
wine bottles, openers, buckets and glasses in
wine sessions
bakery equipment if teaching how to make bread or pastry items
Access to guest rooms, linen, towels, buckets, detergents and vacuum cleaners when
teaching learners how to clean guest rooms.
When checking equipment, ensure:
Right numbers
They are in working order
You are familiar how to use it them
Any accompaniments that are requires including food, ingredients, beverages,
napkins etc.
Utensils and other supporting operational equipment.
Training materials
Follow up location of materials that have been
transported to the venue before the training session
Lay out teaching resources in a logical manner to enable
easy access
Lay out resources for learners in the specific locations.
Catering
Right number
Timing of catering.
Review documents
It is a good idea for the trainer to review all necessary
documentation so that they are familiar with the scheduling, order,
timing and content of the training session.
This may include a review of:
Learning plan
Session plan
Training manual or notes.
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Welcome
It is important that the trainer and the audience are familiar with
important aspects of the training session, before the actual content of the training program
is introduced.
Some important „housekeeping‟ topics to introduce to the audience include, but are not
limited to:
A brief welcome to the training session
Thanking learners for attending
Introduction of trainer
Introduction of learners – this is a good „icebreaker‟ which enables both trainer and
learners to become comfortable with each other, but it also enables the trainer to
identify strengths, weaknesses and experiences of learners. This comes in handy later
when the trainer needs to call on specific people for input
Rules and expectations of training sessions including mobile phones, confidentiality,
acceptable and unacceptable conduct, dress and respect for each other
Scheduling of activities – brief introduction to timing of topics, breaks, finishing times
etc.
Introduction of training resources to enable learners to become
familiar with the materials they will be using
Location of toilets, smoking areas and catering.
Generate interest
Once the initial introductions have been done, it now time to get
the audience focused on the subject content.
How will you generate interest to get audience attention?
Options could include:
Anecdotes – telling a short story that is of interest and relates to the subject of the
presentation. This can be based on personal observation, something you have read,
something you have overheard, a story based on your personal industry/store
experience
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Leadership
During the training, you must manage the twin functions of „group task‟ and „group
maintenance‟.
Task functions
„Task‟ functions of leadership involve leading the group successfully completing their
training. Factors included here are:
Offering ideas and information to the learners
Seeking opinions from learners
Passing on facts and skills to learners
Giving directions to learners
Setting plans for learners to help them achieve the set
training goals
Getting the individuals within a group to function as a
cohesive unit
Coordinating activities of learners
Clarifying learner goals as they progress through a session or topic.
Maintenance functions
„Maintenance‟ functions centre on ensuring the learners continue to work harmoniously
and that there are good working relationships among all participants. This includes your
being involved in:
Provision of positive feedback to learners – to help keep them interested, engaged
and motivated
Giving encouragement – either verbally or non-verbally
Raising enthusiasm amongst learners – to make them
aware that they can achieve what is required, and to
provide motivation during the tough times when they might
be tired or disinterested
Maintaining a safe, secure and supportive physical and
emotional environment – physical safety is, of course, important, but so, too, is the
need to provide emotional support when learners find the going tough, or when they
feel dispirited
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Training styles
It is important to select a training style that best suits the topics for learning and the
characteristics of the individual learners and the group as a whole.
There are three basic training styles:
Authoritarian
Laissez-faire
Democratic.
Each is fundamentally different and each has different
implications for training delivery. You must assess each group on
its merits and apply the style that appears the most appropriate in
each instance.
While you may prefer one alternative, it is often impossible to use
that preference in every situation with every learner, safety or
discipline factors may dictate otherwise.
Authoritarian style
In this style, the trainer is very authoritarian, autocratic and even tyrannical.
There is no dispute as to who the boss is, or who is in-charge of the training session.
The trainer dictates what will happen and allows no departure from preset plans, or from
pre-prepared exercises, questions and timeframes.
The effect of this style is that learners often feel the training is taking place for the benefit
of the trainer rather than for their benefit – they feel afraid, disillusioned and irrelevant.
Some will see this style as a challenge and proceed to do whatever they can to annoy,
upset or jack up the trainer.
The authoritarian style is rarely effective with adults because it puts most people very
quickly off-side and raises all sorts of barriers to learning. This approach may be
appropriate or preferable in the army, but it has little to recommend it in the business
world of adult training.
Nonetheless, it does have a limited use.
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Where the training involves something very dangerous and the trainer
wants to ensure no-one gets injured, this style allows the trainer to
quite literally tell the learners what to do and doesn‟t allow any
discussion on the tropic. There is no room for the learner to make
suggestions as to how the procedure may be modified or to apply their
own personality to the topic.
Regular use of this style as the norm, though, is usually an indication
of trainer insecurity and anxiety. The trainer is very closed with the
learners, is afraid of making a mistake, feels learners are out to make
a fool of him/her, and tends to dominate activities and discussions.
Laissez-faire style
This style is the complete opposite of the authoritarian style.
In this style, little or no direction is given by the trainer in terms of what will take place
during the session.
Much of the time is spent taking care of people‟s feelings,
discussing anything and everything except the topic of
training, and generally just passing the time of day.
While this may be an appropriate approach for some
learning situations where emotions are involved, it tends not
to be very applicable to task-related workplace training
where trainees are usually job-focussed and intent on
achieving something.
To most learners in a work environment, time is valuable and any training session that
fails to quickly „get to the point‟ and stick to it, is seen as frustrating and a waste of time.
This leads to severe problems with learners‟ motivation, attendance and achievement –
and your credibility.
Learners expect the trainer to take control over the training and not let it turn into a waste
of time.
Democratic style
Adult learners prefer this approach in which they are treated
like adults and feel they are not simply being lectured to.
This style sees them as individuals with individual skills,
abilities, experiences and needs, rather than as a generic
mass that has no feelings or opinions. In this approach adults
are valued for who they are and regarded as distinct
individuals, equal to the trainer in all but (perhaps) subject
knowledge and workplace skills.
The trainer presents to the group the task to be learned and obtains agreement that the
task is indeed a reasonable aim, explaining why there is a need for this skill or knowledge
in the workplace. The trainer also, from the outset, creates a safe, secure and equitable
(democratic) environment by encouraging learners to contribute, participate and offer
alternatives.
While this situation provides learners with a warmer environment in which to function,
there must also be a realisation the trainer overall is still in-charge and shoulders
responsibility for the training: the trainer has final control of what happens and has the
right to take decisive action, but what is decided may be modified by learner input.
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For example, less time may be spent on a topic the learners believe they already know. A
particular type of training delivery, such as reading from a manual, might be changed to
something else because the learners have indicated they don‟t like that approach. The
background music that is playing while they work on self-paced individual exercises might
be turned up or down as requested by the group.
The difference in this training style is that the trainer using a
democratic style is assertive, whereas in an authoritarian style they
are aggressive or dominant.
Training techniques
Training techniques commonly used in workplace situations
include:
Demonstrations
Explanations
Question and answer sessions
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referring to notes during the actual explanation to make sure you cover topics in
the right sequence, and you don‟t miss anything out
consider taping/filming your explanation – either during the trial process or in-class
– and play it back to see if you can identify any points you need to change.
It is wise to seek feedback from participants to determine what they thought about your
explanation skills.
In brief, all information must be presented coherently and clearly, whether provided
verbally or in writing.
Written explanation
Trainers will communicate with learners mainly via the spoken word and the printed word
(that is, notes, manuals, texts and overheads), but they will also communicate to a lesser
extent in writing.
The two main occasions where this is required is when:
Writing on a board
Providing handwritten notes/explanations to individuals in a
one-on-one situation.
When providing handwritten notes on paper, it is necessary to
take a bit of extra time to make sure that they can actually read
what you have written. The writing doesn‟t need to be
copperplate but it needs to be legible.
If the leaner can‟t read your writing they will commonly not ask you to decipher the
scribble for fear of giving offence and perhaps risking getting off-side with you.
When writing on a white board of flip chart it is essential to practice first. Writing on boards
is a skill in itself and one you should perfect before subjecting your learners to your
practice sessions!
Some tips include:
Make sure the board is clean before the session
begins
Check to make sure you have chalk and/or white
board markers plus cleaners– when using a white
board double-check to make sure the markers are
whiteboard markers and not permanent markers!
Write bigger than normal – do a few test runs first. Write a couple of sentences and
then step back to where the learners will be to see if they can read it
Keep the lines straight – a common problem with most people who write on boards is
that the sentence starts at the „right‟ level and slips lower down on the board as they
write. To help overcome this, you must move along the board as you write the
sentence: if you stay in the one spot, the sentence will nearly always drop
When writing on the board, don‟t speak – the learners can‟t see your face/lips, your
voice may be muffled and they can‟t read your body language
Tell learners if you expect them to copy down what you have written – don‟t assume
they will. If you expect them to copy down what is on the board, be quiet and let them
do it in peace. Don‟t talk while they are trying to write – they can‟t listen to you and
write down notes effectively at the same time.
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Pace
Pacing of the session refers to how fast or how slowly you
move through the session.
Keys in pacing a session include:
Start on time – don‟t wait for stragglers. Five minutes
lost at the start of a session may be impossible to make
up during the training
Know at the start how long you have to do the training, know exactly what you intend
to cover and know how you are going to do the training
Monitor time throughout the progress of the session – so you know where you are in
real time terms in comparison to where the delivery plan says you should be
Refrain from covering „could know‟ information where time is running short
Make sure that learners don‟t lead the session off course
through interruptions, comments, red herrings or other
activities that slow down the delivery
Stick to the session plan to the greatest extent possible – this
asks you to refrain from adding bits and pieces to the training
that you feel should be included
Identify as quickly as possible the point at which it becomes
obvious that the planned session cannot be completed as
intended, on time – so that you have the maximum amount of
time available to determine how, and where, to conclude the
session
Move the session along so that it remains interesting – the difficulty here is that while
you want to keep moving forward, you cannot afford to do so at the expense of letting
certain learners fall behind. Recognise that different learners learn at different rates,
but you also have to be sensitive to drawing attention to those who may be struggling
to keep up.
A good way of addressing this is to have a set of activities ready to give out to learners
who are up to speed. The idea is to stop the delivery process when you believe some
learners are falling behind and give out these activities such as case studies, exercises,
self-paced learning materials, extra reading, „could know‟ information to the ones who are
up to speed.
While the faster learners are engaged with these activities, this
gives you a chance to spend some extra time with the slower
learners to bring them on track with the others.
Note, too, that in some situations it may be best to finish the
session as planned and then make separate arrangements at the
end of the session with the slower learners to provide some extra
(perhaps one-on-one) training, assistance, advice or practice
opportunities.
You can never just finish a session and ignore the fact that the required content was not
completed. It is your responsibility to work out how the required content can be achieved
using some alternative techniques or extra sessions.
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Providing support
Here are some suggestions for developing a supportive learning environment:
Consider warm-ups – where time allows, it can be beneficial to start off each session
with a „fun‟ warm-up activity such as a quiz or a light-hearted challenge not associated
with the content of the training
Provide positive feedback – use various feedback techniques. This will be discussed
in Section 3.7
Be open yourself to feedback –although this can be very hard to do, you might:
Accept openly what is said – don‟t get defensive
Modify what you do or say on the basis of the feedback given ––to you – for
example, this might mean you speak slower, repeat a step, make the training room
warmer, stop walking around the room and stand still when talking and don‟t use a
training delivery technique they tell you they don‟t like
Where a request to change is unreasonable, talk
it through and reach a compromise
Aim to generate autonomy where learners do their
own thinking, self-reliance and initiative by using the
following strategies:
Give learners time to think when you ask them a
question – don‟t rush in and provide answers
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Allow learners to make mistakes and create an environment where it‟s okay to do
so. It‟s best if mistakes occur during training rather than in real-life customer
contact situations
Challenge trainees to extend themselves and to think more deeply, rather than just
achieve what has been set
Vary how you respond to learners‟ questions by employing these techniques:
Put the question back to them – „Good question! What do you think? Any ideas?‟
Give it to someone else – „Fair question, Dave. Chris, what do you think?‟
Give it to the group – „Okay, anyone want to have a go at that?‟
Refer them somewhere for an answer – „The policy manual has a bit to say on
that. Read the section on Claims and Expenses, and then get back to me if you‟re
still unsure.‟
Give hints, but not the answer – „If I said „think about what we said during the legal
section‟, would that help?‟
Finally, you can always give the answer! But don‟t make a habit of giving the
answer straightaway
Know when to be quiet– it is very distracting for learners when you keep talking (also
known as „prattling on‟)
Know when to leave them alone to get on with it – don‟t spend excessive time on the
demonstrations. Do them and allow learners to have a go
Realise there are likely to be heaps of emotions bubbling away, so be sensitive to
them and alert for signs of their presence – learners may be worried about:
Looking foolish in a role-play
Failing in front of others when they do their demonstration
Making a mistake – and feeling angry about that mistake because it was done in
front of someone senior or you as the trainer
Embarrassment at not being able to read – perhaps other staff don‟t know they
can‟t read, but this can come to light during a training session where they are
required to read something, especially where the training requires them to read out
loud in front of the group
Having to give feedback, demonstrate something in front of others, or talk in
public. Lots of learners are scared of doing anything in front of others even though
their work role requires them to work with members of the public
Obtain equity in the session, by ensuring:
Equal use of resources among learners
Equal opportunities for learners to make contributions
to the session
A special effort is made to encourage reluctant
learners to participate
Dominant participants are not allowed to take over the
session
Equal amounts of your time are spent with each
trainee
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Enhancement of learning
Enhancement of learning refers to many aspects of training.
In all cases, you are expected to make sure you cover the
basics as set out in the established learning program and
delivery plans, but there can be plenty of opportunities to go
beyond these minimum requirements and add depth, breadth
and additional context to the material. This is enhancing the
learning.
It is often said that the difference between a good trainer and a bad trainer is the extent to
which they can do this. In most cases, enhancing learning requires you to make an extra
effort, spend extra time on the training and nearly always, there will be no extra
recognition or remuneration for doing so.
Ways in which you can enhance the learning experience for individual learners
sometimes means doing that „little bit extra‟ and sometimes it can mean doing what you
know you should do.
Examples of what can constitute enhancement of learning include:
Genuinely catering for individual differences between learners – instead of delivering
the same training to all learners regardless of who they are, or what their experience
is
Spending time getting to know the individual learners – their background, their work
roles, their aspirations about the job, their fears and their out-of-work lives
Encouraging the learners to ask questions and providing information and answers to
those questions – as opposed to giving the impression that questions are not
welcomed, and those who ask questions are regarded as unwanted interruptions
Recognising what the learners achieve – this can be one-on-one (or group-based)
recognition of effort, achievement, contribution, attendance and attitude
Providing a physically comfortable and emotionally supportive learning environment
Providing extensions to the minimum required competencies for learners who
demonstrate a desire to go further than just what the scheduled learning program
dictates. This can include providing extra training to them yourself, or making
arrangements or recommendations to management for them to attend external
training
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Mentioning learners who stand out during training to supervisors and management
who are often eager to identify people who can be ear-marked for extra
responsibilities, cross-training or promotion
Being prepared to meet with learners out-of-training – to provide extra tuition, to listen
to their problems, and to encourage them when they feel anxious
Sharing your personal work-related experiences that demonstrate that you, too, have
made mistakes in the past. No trainer should ever put themselves on a pedestal in
terms of their work abilities. Telling anecdotes about the mistakes you have made is
one good way of building rapport with learners and letting them know that everyone
makes errors from time-to-time. As they say „The person who never made a mistake,
never made anything‟.
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While they are practising, you must continue to monitor, encourage and praise.
Open questions should also be asked where and when appropriate.
Remember that some employees become embarrassed easily, so all feedback should be
done in an appropriate location away from other staff members and members of the
public.
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When providing feedback you should be clear about the areas to be covered (such as
relevant performance criteria). The feedback should always be constructive but this
doesn‟t mean shying away from the truth or explaining shortcomings.
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The above problems can traditionally be traced to one or more of the following causes:
Poor, insufficient or rushed preparation – remember that good training takes time and
that the preparation prior to the training session is a major indicator of the success of
the training
Time restraints – it is common for workplaces to place unrealistic expectations on
trainers, asking them to do too much in too short a time: where you genuinely believe
you are being allocated insufficient time, you must raise
this with management, explain your concerns and negotiate
extra hours
Communication barriers – including interruptions from
outside sources
Uncomfortable surroundings
Inappropriate learning tools
Broken, dangerous or faulty equipment
Unmotivated learners – you will recall that a fundamental responsibility of trainers is to
provide sufficient motivation for their learners: lots of learners attend training with no
real motivation so it is up to you to generate it
Insufficient stock, or consumables, to allow the training session to be completed as
intended – this is commonly a budgetary constraint and where it is a genuine issue
you must once again negotiate extra funding from management
Poor levels of attendance – this may be due to poor motivation, or it can be due to the
fact that supervisors will not release staff to attend training.
Following is a simple way to collect feedback from learners.
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Please tell us how you rate your training experience ranking in order 1 (below expectations) to 6
(exceeded expectations). Please feel free to add comments or suggestions. Thank you for your
feedback.
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
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1 2 3 4 5 6
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
By enabling learners to also provide feedback it enables learners to improve either their own
training skills or to make the program content or delivery method more suitable and effective for
other sessions.
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Equipment safety
Equipment must:
Be stable
Be working properly
Have no loose connections
Have proper safety guards fitted
Have no frayed cords or faulty
switches
Be regularly serviced
Be appropriate for the training task at hand
Be representative of what the learner will be expected to use in the workplace once
they have successfully completed their training.
Learner safety
Be on the lookout for learners who arrive at a training session in no fit condition to operate
equipment. Because learners are attending a training class, as opposed to performing
work, there is always a possibility they may turn up hung-over, drunk, affected by drugs,
extremely tired, or emotional.
Where trainees are so affected, they must be excluded from the training. Rules should be
laid down at the first session and strictly adhered to. Once you ban a learner from a
session because they are drunk, for example, it sends a very clear message to the rest of
the group that you will not tolerate people attending in such a state.
Ensure the trainees‟ physical stature enables them to perform the task safely. Are they
too short, too tall, or excessively overweight? If this is the case, some adaptation to
existing practice, equipment, or layout may be required.
The environment must also be conducive to safety. Floors should not be wet or slippery,
the lighting must be sufficient but not blinding, and the temperature should be
comfortable.
Safety equipment
You also have a responsibility for ensuring all necessary safety and first aid equipment is
on hand. It is preferable for trainers to have basic first aid training as well as phone
access for further medical assistance.
You may require the following:
Fire extinguishers or fire blankets
Knowledge about location and operation of shut off switches – power, water, gas,
steam, LPG
Gloves, aprons, facemasks and protective goggles
Appropriate small equipment, thermometers
First aid kit
Knowledge of store emergency procedures.
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Learners are briefed on any occupational health and safety (OHS) procedures and
requirements prior to and during training
OHS is a big issue in all workplaces today and the structure of
these notes and the regular reference to OHS should help
underscore its importance.
As we have said, in a training situation, you must address OHS
from two distinct viewpoints:
You must guarantee the safety of all learners involved in training
You must make sure your training content delivery covers all the
relevant OHS issues for the topic concerned.
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Work Projects
It is a requirement of this Unit you complete Work Projects as advised by your Trainer.
You must submit documentation, suitable evidence or other relevant proof of completion
of the project to your Trainer by the agreed date.
3.1 To fulfil the requirements of this Work Project you are asked to identify how to
confirm attendance of learners at the training session including:
3.2 To fulfil the requirements of this Work Project you are asked to identify how prepare
the training venue for the training session
3.3 To fulfil the requirements of this Work Project you are asked to identify how to
introduce training topic to learners including:
Welcome
How to generate interest
Reason for the training
Outcomes for the training.
3.4 To fulfil the requirements of this Work Project you are asked to identify how to
explain the training and assessment activities involved in the training session
including:
3.5 To fulfil the requirements of this Work Project you are asked to identify how to
present a training session including:
Role of leadership
Types of training styles
Structure of training program
Training techniques
How to communicate with learners
Providing support.
3.6 To fulfil the requirements of this Work Project you are asked to identify how to
provide opportunities for learners to practice skills
3.7 To fulfil the requirements of this Work Project you are asked to identify how to
provide feedback to learners
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3.8 To fulfil the requirements of this Work Project you are asked to identify how to
ensure on-going safety of learners during training delivery and practice including:
Equipment safety
Learner safety
Safety equipment.
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Summary
Deliver training sessions
Confirm attendance of learners at the training session:
Reasons for confirming attendance
Methods to follow up.
Prepare the training venue for the training session:
Preparation activities.
Introduce training topic to learners:
Welcome
Generate interest
Reason for the training
Outcomes for the training.
Explain the training and assessment activities involved in the training session:
Summary of training activities
Summary of assessment activities.
Present training session:
Leadership
Training styles
Structure of training program
Training techniques
Communicating with learners
Pace
Making quick decisions
Providing support
Enhancement of learning
Always finish on time.
Provide opportunities for learners to practice skills:
Observing learner‟s practise.
Provide feedback to learners:
What learners want to know
Providing constructive feedback
Out of session feedback
Seek feedback from learners
Feedback with people other than learners.
Ensure on-going safety of learners during training delivery and practice:
Equipment safety
Learner safety
Safety equipment
Involvement of OHS experts.
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Presentation of written work
2. Style
Students should write in a style that is simple and concise. Short sentences
and paragraphs are easier to read and understand. It helps to write a plan
and at least one draft of the written work so that the final product will be
well organized. The points presented will then follow a logical sequence
and be relevant. Students should frequently refer to the question asked, to
keep „on track‟. Teachers recognize and are critical of work that does not
answer the question, or is „padded‟ with irrelevant material. In summary,
remember to:
Plan ahead
Be clear and concise
Answer the question
Proofread the final draft.
Format
All written work should be presented on A4 paper, single-sided with a left-hand margin. If
work is word-processed, one-and-a-half or double spacing should be used. Handwritten
work must be legible and should also be well spaced to allow for ease of reading. New
paragraphs should not be indented but should be separated by a space. Pages must be
numbered. If headings are also to be numbered, students should use a logical and
sequential system of numbering.
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Presentation of written work
Cover Sheet
All written work should be submitted with a cover sheet stapled to the front that contains:
The student‟s name and student number
The name of the class/unit
The due date of the work
The title of the work
The teacher‟s name
A signed declaration that the work does not involve plagiarism.
Keeping a Copy
Students must keep a copy of the written work in case it is lost. This rarely happens but it
can be disastrous if a copy has not been kept.
Inclusive language
This means language that includes every section of the population. For instance, if a
student were to write „A nurse is responsible for the patients in her care at all times‟ it
would be implying that all nurses are female and would be excluding male nurses.
Examples of appropriate language are shown on the right:
Mankind Humankind
Host/hostess Host
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Recommended reading
Recommended reading
Brown, Douglas Robert & Arduser, Lora; 2005 (1st edition); The Encyclopedia Of
Restaurant Training: A Complete Ready-to-Use Training Program for All Positions in the
Food Service Industry; Atlantic Publishing Group
Cannon, Debra; 2002 (1st edition); Training and Development for the Hospitality Industry;
American Hotel & Motel Association
Dunn, D. M.& Goodnight, L.J., 2011(3rd edition); Communication: embracing difference;
Allyn & Bacon, Boston.
Ford, Robert; 1999 (1st edition); Managing the Guest Experience in Hospitality; Delmar
Cengage Learning
Ford, Robert C, Sturman, Michael C, Heaton, Cherrill P; 2011 (1st edition); Managing
Quality Service In Hospitality: How Organizations Achieve Excellence In The Guest
Experience; Delmar Cengage Learning
Gillen, Terry; 2001 (Lslf edition); The Performance Management Activity Pack: Tools for
Building Appraisal and Performance Development Skills; AMACOM
Holloway C, Davidson R, Humphreys C, 2009(8th Edition); The Business of Tourism;
Pearson Education
Jazsay, Christine; 2003 (1st edition); Training Design Guide for the Hospitality Industry;
Delmar Cengage Learning
Johnston, R & Clark G, 2008 (3rd Edition); Service Operations Management; Pearson
Education
Kusluvan Salih 2003; Managing employee attitudes and behaviours in the tourism and
hospitality; Nove Science Publishers, New York
Lashley, Conrad, Morrison, Alison; 2001 (1st edition); In Search of Hospitality (Hospitality,
Leisure and Tourism); Butterworth-Heinemann
Martin, William B: 2001 (1st edition); Quality Service: What Every Hospitality Manager
Needs to Know; Prentice Hall
Maxwell J, 2001; The 17 Indisputable Laws of Teamwork: Embrace Them and Empower
Your Team; Maxwell Motivation, USA
O'Fallon, Michael J.; 2010 (5th edition); Hotel Management and Operations; Wiley
Sturman, Michael C; 2011 (1st edition); The Cornell School of Hotel Administration on
Hospitality: Cutting Edge Thinking and Practice; Wiley
Walker, J, 2009, (36th edition); Supervision in the Hospitality Industry: Leading Human
Resources; University of South Florida
Zeithaml, Valarie A; 2009 (1st edition); Delivering Quality Service; Free Press
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Recommended reading
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Trainee evaluation sheet
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Trainee evaluation sheet
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