A Training Package on How to Be a Good Waiter - Coursework Example

ASSESSMENT NUMBER: 1 ASSESSMENT TITLE: A REPORT ON TRAINING PACKAGE COURSE CODE: HRMT 19023 COURSE NAME: HRM COMPETENCIES STUDENT NAME: HE MINTING STUDENT NUMBER: S0214758 ASSESSMENT DUE DATE: FRIDAY (27 JUL 12) 11:45 PM AEST. Extension information *I applied extension for assignment#1-training package, and the extension granted. The due date of my assignment#1 extend to Wednesday (1 AUG 12) 11:45PM AEST. Please have a check* Abstract This paper is a training package on how to be a good waiter, which is a practical skill. The training session is expected to run for one day, i.e. 8 am to 5 pm. Besides the introduction, assessment and conclusion, this session will also focus on at least four other activities/topics related to becoming a good waiter. This training package will focus on: 1. The training needs of the participants, i.e. what do they or do they not know 2. Training on actual practical skills of a waiter as well as attitudes he need to posses while serving customers 3. Guidelines on how the trainer can allow the trainees to conduct some self-managed activity. 4. Assessment and evaluation on the practical skill. Table of Contents Abstract 2 Table of Contents 3 Information for the Trainer 4 Supporting Information 4 Location 4 Layout 4 Equipment 6 Material 7 Special Actions/Events before the Training Session Begins 7 The Training Session 8 Introduction 8 The Objectives of the Training 9 Trainee Satisfaction 9 Assessment 9 Conclusion 10 Session Plan 10 Reference List 14 How to be a Good Waiter Information for the Trainer Supporting Information Location Before the trainer picks the training location he/she should consider: The size of location/room, i.e. the room or location should be spacious enough to contain the number of participants expected, e.g. trainees and head servers. The size should also be enough to contain the training material used and session activities (e.g. practical tests for trainees). Otherwise, the trainer should arrange for other breakout rooms. Adequate temperature (Hadfield-Law 2002) and lighting (e.g. the trainer should know the location of light switches so that he/she can darken or lighten the room as appropriate). Reliable power supply. The trainer should ensure there is no noise (Hadfield-Law 2002) or other such distractions. There should be no obstructions against trainees’ view, e.g. pillars. There should be enough wall space for flipcharts, material for PowerPoint presentation, etc. Layout This refers to the arrangement of the location/room where the training is to take place. Basically, the most important factors to consider here are: the number of participants (i.e. including head servers with whom the trainees can practice serving guests, size of training room and the activities to be conducted. Considering that Table-waiting involves many activities and walking, the examples of layouts below can apply depending on the number of people/participants involved. Example 1: (Giangreco, Sebastiano, & Peccei, 2009) Example 2: (Giangreco, Sebastiano, & Peccei, 2009) Example 3: (Giangreco, Sebastiano, & Peccei, 2009) Generally, the layout of the room should: consider the seating arrangement; allow easy movement of the trainer (to reach every trainee easily), as well as the movement of all the trainees (e.g. during demonstrations and practice); suit the planned session, e.g. a single table and many chairs around it may be used for a small group of sessions; allow space for other material and equipment so they do not invade others’ working space(s), e.g. a table for the projector, unused charts, etc; leave room for the placing of material, e.g. flipcharts; allow the participants to see and have access to every single material used in the session when necessary, e.g. rotating chairs make it easy for the participants to turn around to different sides of the room (Giangreco, Sebastiano, & Peccei, 2009). Equipment This section concerns the training aids used in the session. These include: Tables Microphone (where and when necessary) Speakers (where and when necessary) Laptop Data projector Screen Pens and pencils where necessary Flip charts Material These include: Flipcharts Session handouts, which includes; Introduction Course outline/guide Training objectives Requirements for assessment Pictures of specific pieces and their names Explanations on where every piece is supposed to be placed Pens Post-it notes A PowerPoint presentation to accompany the information provided by the trainer and on the handouts and flipcharts. Such a presentation may provide, for instance, visuals on real table-waiting settings, e.g. setting the table, room layout, etc. This helps make the descriptions and explanations easier to understand and memorable (Craig and Amernic 2006; Harrison 2003). Other important equipment and material include what the trainees will use for practical exercises at the end of the session and which will be used for the assessment of the waiters. These include menus, cutlery, trays and plates, wines and wine glasses, coffee maker, etc. Special Actions/Events before the Training Session Begins These refer to what the trainer must do before he/she commences the training session. Hadfield-Law (2002) suggests two main things at this stage: chunking and measuring the trainees’ present performance: Chunking: This involves breaking the learning into various component parts. This helps to identify the sessions that the training will involve. When necessary, these sessions should be taught in sequence. Chunking here involves: defining the practical skill as an objective, listing the component sections of that objective, e.g. tasks and sub-tasks, arrange the identified sessions in order and take note of the prerequisites, test the correct order routine and take note of any omissions. Measuring the trainees’ present performance: Before the training commences, it is important for the trainer to know the present knowledge of the trainees. The trainer can do test this by asking the trainees to perform the practical task. The level of the trainees’ knowledge on the practical skill informs the trainer on what the session should entail. For example, if all the trainees know the basic (such as how to hold the tray) then the session can begin to focus on other things (such as serving guests at the table). The Training Session Introduction The introduction is the first stage of the training session and provides the basic knowledge on what the whole session entails. At this stage the trainer: This involves welcoming of trainees and carrying out an orientation. Most importantly, this orientation is not only for the trainees, but also for the trainer. For instance, the trainer should know the initial attitude of the trainees towards the training. For example, Giangreco et al. (2009) notes the importance of knowing the initial perceptions of the trainees on the usefulness of the training. Trainee attitude informs the training tactic to adopt. Indicates and explains clearly the objectives of the session. These objectives, according to Owen (2006), Hu and Yang (2010) and Farahbakhsh (2010), should be in line with the corporate strategy and culture. Provide the basic outline the session, especially as shown in the course outline. Hadfield-Law (2002), for instance, provides an example of the course outline: introduction; trainee pre-training testing; trainer demonstration (with minimal talk); trainer talk through (explaining each stage); trainee talk-through (i.e. trainee performs as trainer explains); practice by trainees; conclusion (questions and summary of the key points); and, also very important, feedback. Indentifies and explains the requirements for the assessment of the session. Encourages and motivates the participants to create a fun and meaningful learning experience in a way that is in line with adult learning. This provides the participants with a clear vision and purpose for learning the practical skill and it would enhance their management skills (Khan 2005). The Objectives of the Training The roles and duties of waiters vary. Depending on the time available for the training, it may not be possible to touch on all them. Objectives outline what roles of waiters the training will focus on. In other words, before the training commences, the trainer should decide what outcomes are expected at the end. The training could then be considered effective if that outcome is achieved. Most importantly, since this is a training session on the practical skills, the objective must mention the practical skill as the ultimate objective (Khan 2005). Trainee Satisfaction Although the ultimate goal of the training session is to teach them practical skills, it is important to understand that such a goal may not be achieved if the trainees themselves do not feel satisfied about the session. According to Giangreco et al. (2009), there are three situational dimensions of trainee satisfaction: how the trainees perceive the usefulness of the training, the efficiency of the session and the performance of the trainer. Having some knowledge about these factors should help the trainer adopt the right training method. Ultimately, trainee satisfaction can be achieved by: encouraging participation of all trainees; taking note of issues that still require further discussion; summarizing each session at the end and confirming with the participants (Mohammadi 2008). The way to serve customer also plays a significant role in the trainee career hence becomes part of training. Trainee is expected to be satisfied on various ways of serving customers. Another aspect that trainee is expected to be satisfied with is on what attitude they need to have when working. The trainees should also be impacted with knowledge on how the waiter needs to take different action when the table setting is different. This depends with number of visitors and occasions. The trainee also needs to know how to serve customers in good manners. Assessment Assessment at the end of the session involves putting the trainees to task. This involves testing the trainees on the theoretical knowledge, as well giving the participants time to practice on table waiting. In this respect, the trainer should have a written test for the trainees (e.g. on issues such as communication skills, ingredients, preparation, wine or liquor details, etc.) and practical tests on the practical duties. The competency of the participants is judged based on how they do individually in the tests (Brown 2005). Reaction evaluation, i.e. the evaluation of trainees’ satisfaction with the session is also important (Brown 2005; Rosholm et al, 2007; Giangreco et al. 2009). Trainees’ satisfaction can be seen, among other ways, in how they respond towards assessment (e.g. practice on the practical skills), their propensity towards applying the skills at work and their personal evaluation of the session (Giangreco et al. 2009). Conclusion Of course, the impression here is that trainees can be shown a practical skill once and it is enough. On the contrary, that is not the case. A practical like waiting tables is such a delicate skill that it requires a lot of practice to perfect. A lot of that perfection depends on the training acquired. The trainer should take a while to debrief and take note of what is going well and what is not, and thus ensure the effectiveness of the training session (Farahbakhsh 2010; Hadfield 2002). Session Plan Program Title: Training Package Session Title: How to be a Good Waiter Total Time: 9 hours Objectives Trainee Satisfaction- Although the ultimate goal of the training session is to teach them practical skills, it is important to understand that such a goal may not be achieved if the trainees themselves do not feel satisfied about the session. Visual Aids Tables Microphone (where and when necessary) Speakers (where and when necessary) Laptop Data projector Screen Pens and pencils where necessary Flip charts Special Actions before Session Chunking: This involves breaking the learning into various component parts. This helps to identify the sessions that the training will involve. When necessary, these sessions should be taught in sequence. Chunking here involves: defining the practical skill as an objective, listing the component sections of that objective, e.g. tasks and sub-tasks, arrange the identified sessions in order and take note of the prerequisites, test the correct order routine and take note of any omissions. Measuring the trainees’ present performance: Before the training commences, it is important for the trainer to know the present knowledge of the trainees. The trainer can do test this by asking the trainees to perform the practical task. The level of the trainees’ knowledge on the practical skill informs the trainer on what the session should entail. Time Modus Operandi Main Points Details 0 Hours Introduction Pens pencils Flip charts Welcome and orientation provides the basic knowledge on what the whole session entails PPT, handout, test, activities, Indicates and explains clearly the objectives of the session. For example, objectives of this session could focus on planning, preparing for, executing, and following up on the meeting. 1hr Outlines the session structure Indentifies and explains the requirements for the assessment of the session Encourages and motivates the participants to create a fun and meaningful learning experience in a way that is in line with adult learning. This provides the participants with a clear vision and purpose for learning the practical skill and it would enhance their management skills. 3hrs Body The Objectives of the Training This training package targets adult learners, more specifically waiters. 8hrs Assessment Questions & Discussion Assessment at the end of the session involves putting the trainees to task. This involves testing the trainees on the theoretical knowledge, as well giving the participants time to practice on table waiting. In this respect, the trainer should have a written test for the trainees (e.g. on issues such as communication skills, ingredients, preparation, wine or liquor details, etc) and practical tests on the practical duties. The competency of the participants is judged based on how they do individually in the tests. Reaction evaluation, i.e. the evaluation of trainees’ satisfaction with the session is also important. Trainees’ satisfaction can be seen, among other ways, in how they respond towards assessment (e.g. practice on the practical skills), their propensity towards applying the skills at work and their personal evaluation of the session. Each trainee’s assessment should be allocated enough time. The assessment shows that one has undertaken a training session in the practical skill, and therefore has the basic knowledge. 9hrs Conclusion Discussion Of course, the impression here is that trainees can be shown a practical skill once and it is enough. On the contrary, that is not the case. A practical like waiting tables is such a delicate skill that it requires a lot of practice to perfect. A lot of that perfection depends on the training acquired. The trainer should take a while to debrief and take note of what is going well and what is not, and thus ensure the effectiveness of the training session. Conclude session • Review what has been done and achieved by trainees • Review objectives • Repeat Assessment process requirements • Ensure trainees understand process and invite questions • Commend and thank trainees for their participation Reference List Brown, K 2005, ‘An examination of the structure and nomological network of trainee reactions: a closer look at “smile sheets”, Journal of Applied Psychology, vol.90, no.5, pp.991-1001, (online EBSCOhost). Craig, RJ & Amernic, JH 2006, ‘PowerPoint presentation technology and the dynamics of teaching’, Innovative Higher Education, vol.31, no.3, pp.147-160, (online JSTOR). Farahbakhsh, S 2010, ‘Study of Short- Time Training’s Effectiveness of Managers and Staff in the Public Organizations’, Australian Journal of Basic and Applied Sciences, vol.4, no.10, pp.4888-4892, (online JSTOR). Giangreco, A, Sebastiano, A & Peccei, R 2009, ‘Trainees’ reactions to training: an analysis of the factors affecting overall satisfaction with training’, The International Journal of Human Resource Management, vol.20, no.1, pp.96-111, (online JSTOR). Hadfield-Law, L 2002, ‘Training & management development methods’, Training & Management Development Methods, vol.6, no.4, pp.743-750 Hu,Y & Yang, X 2010, ‘Research on Enhancing the Effectiveness of Staff-Training in Private Enterprise’, iBusiness, vol.2, pp.92-97, (online EBSCOhost). Harrison, C 2003, ‘Understanding how still images make meaning’, Technical Communication, vol.50, no.1, pp.46–60, (online NCBI). Khan, BH 2005, ‘Learning features in an open, flexible, and distributed environment’, AACE Journal, vol.13, no.2, pp. 137-153, (online EBSCOhost). Mohammadi, NM 2008, ‘Study of effectiveness of in service employees in Irak’, Educational Researches Journal, vol.10, pp.161-139, (online JSTOR). Owens, PL 2006, ‘One more reason not to cut your training budget: the relationship between training and organizational outcomes,’ Public Personnel Management, vol.35, no.2, pp.163-172, (online NCBI). Rosholm, M, Skyt, NH & Dabalen, A 2007, ‘Evaluation of training in African enterprises’, Journal of Development Economics, vol.84, no.1, pp.310-329, (online EBSCOhost). Read More