希尔顿集团培训师培训课程（全套英文）

1、train the trainer skills training facilitators guide 1 forward hilton internationals success as the number one hotel brand name derives from the outstanding quality we offer our customers. this quality is consistent worldwide. ensuring this quality depends on the training available for all staff, an

2、d the skills of every trainer. train the trainer - skills training is a training programme designed for new skills trainers. training is a learned skill, one of those which learners must practice in order to develop. consequently, this programme is structured so that, as participants learn each topi

3、c, they build towards a skill training session. at the end of the programme participants then deliver this session before the rest of the group. participating is these sessions, together with observing others sessions and both giving and receiving feedback is integral to the development of each new

4、skills trainer. it is part of hilton internationals commitment to developing all its employees. the single most important element affecting the learning environment is you, the trainer. specifically, what is important is what you do, how what you do is perceived by the students and how these percept

5、ions impact the students behaviours and learning process. stephanie burns artistry in training 1996 hilton international 2000 2 contents how this pack is designedpage 3 aims and objectivespage 4 programme sessionspage 5 organising skills training the hilton international waypage 7 stages of train th

6、e trainer - skills trainingpage 11 preparationpage 11 promoting the programmepage 11 preparing the administration detailspage 14 preparing yourselfpage 15 implementing the programmepage 16 opening and closing each sessionpage 16 training methodspage 16 the facilitators rolepage 17 evaluating the pro

7、grammepage 19 measuring reaction and understandingpage 19 measuring changepage 19 measuring tangible business outcomespage 21 appendices 1-9page 22-34 certificatepage 35 handouts 1 - page 36 - 3 how this pack is designed this facilitators guide contains: appendices, containing the welcome letter, pr

8、e-programme work and evaluation forms. handout master sheets for each of the six sessions overhead masters for you to copy on to transparency sheets the facilitators notes, session by session in the facilitators notes these abbreviations appear: a suggested question to ask the group bulletsthe expec

9、ted or possible answers in response. overhead transparency plus its title. write on a flipchart. handouthandout: each one is numbered. bold typefaceemphasize this point exerciseexercise expected time required in minutes summarysummarise 4 aims they dont have to be a supervisor. clear and concise com

10、munication skills fluency in the language spoken a positive attitude, commitment and enthusiasm good interpersonal skills patience and confidence the respect of other staff members. they must also have completed this hilton international train the trainer - skills training programme. future potentia

11、l in the future we would expect a skills trainer to be an ideal condidate for the post of departmental trainer. the next stage of their development would be to get involved in off-the-job training with groups of 6-8 people. how skills trainers are selected the department head in liaison with the tra

12、ining department should select individuals. once selected, they should have an interview with the training department, to be fully briefed on their role and tasks. role and responsibilities of the skills trainer skills trainers assist with training of new employees and retraining of existing employe

13、es. the position is concerned with the development and maintenance of job skills necessary for meeting performance standards. the departmental trainer coordinates the skills trainers and makes sure they are carrying out skills training as required. 8 each skills trainer reports functionally to the d

14、epartmental trainer. if a departmental trainer is not in place, then the skills trainer should report functionally to the training department. overall scope of the skills trainers job the skills trainers responsibilities include: assisting with departmental induction of new employees assisting with

15、conducting on-the-job skills training ensuring that skills lists and relevant records are completed for any training they undertake assisting with setting and monitoring departmental standards assisting with the updating of standard operating procedures manuals informing the department trainer and d

16、epartment head of any training needs they identify an ideal organisation chart the figure below shows the ideal structure for ensuring that skills training will be effective within a department. the example taken is a restaurant. note: the number of skills trainers required will depend on: the size

17、of the department employee turnover operational difficulties level of skill of department employees restaurant manager assistant restaurant managertraining manager (department trainer) supervisorsupervisor (skills trainer) waiters(skills trainer) 9 organising skills training it is not the purpose of

18、 this section to focus on the organisation of all department training, not merely skills training. department training meetings are included to show how the skills trainers fit into the overall picture. trainers meetings the training manager should hold monthly meetings with all department trainers,

19、 who in turn should cascade the agenda with a monthly meeting for their own skills trainers. if such regular meetings are not realistic, adapt them, involving skills trainers, as you prefer. the objectives of these meetings are to: monitor the level of training activity, including skills and off the

20、 job training. to guide the department trainers in such areas as identifying real training needs and compiling departmental training plans. to communicate the overall hotel training activities. to develop department trainers in their role. this may include, for example: showing different ways of com

21、piling a departmental training needs analysis, or developing their group training techniques. to discuss new initiatives. development of their training skills is a priority for all trainers. to achieve this, the training manager should quality control training by regularly sitting in on the training

22、 events and giving the trainers clear feedback and support. skills trainers meetings departmental trainers should in turn brief their skills trainers on a regular basis. the objectives of these meetings are: to monitor the level of skills training in the department to ensure all training records are

23、 up to date to brief skills trainers on areas covered at department trainer meetings to discuss any new initiatives department trainers should quality control skills training by regularly assessing each skill trainers training and providing feedback on strengths and development needs. 10 standard op

24、erating procedures manuals each department should have a s.o.p. manual in which all tasks are broken down and standards are clearly stated, possibly with the help of photos or diagrams. it should be updated regularly. the manual should be referred to at all times when training staff, and they should

25、 be encouraged to use it for themselves. a skills checklist lists all the skills necessary to complete a specific job. once trained, the trainee and skills trainer sign off a particular skill. once the trainee is competently carrying out the task in the workplace, the skills trainer will sign off fo

26、r a second time. if the individual is not performing to standard, the skills trainer will coach them. they should only sign off when satisfied that the trainee is completing the task to the required standard. it is for this very reason that its important to have standards written down. 11 preparatio

27、n promoting the programme train the trainer - skills training requires each participant to be away from their department for one full day and two half days over three weeks. this will require their supervisor or manager to organise other employees to cover the participants workload, in addition to t

28、he cost of attending the programme. for this reason, you need to become a salesperson, your customers being the management team. you must persuade them to invest time and money in employees, so promoting the programme is your first objective. programme promotion is in two stages: promotion presentat

29、ion 1. promotion this step involves gaining the management teams interest in the programme and you should be as creative as you wish. for example, you might consider designing flyers or distributing advertisement teasers before making your presentation. if you know that managers are already aware of

30、 the need for systematic training of skills trainers, or that they are aware of a broader need, such as to ensure quality standards, exploit this in your promotion. however if you know that training has a low profile, you might benefit by first gaining the commitment of your general manager and then

31、 visiting your internal customers to gain an insight into their training needs and priorities. 2. presentation prepare thoroughly for the presentation to the management team because you need their full support for the training to be successful. its useful to describe the programme in terms of its: f

32、eatures advantages benefits to be successful, you must work out the precise details for yourself; here are some guidelines on the features, advantages and benefits to help you. 12 features describe the programme, explaining its content, structure and objectives. distribute a copy of the programme sc

33、hedule explain the selection criteria advantages of the programme train the trainer - skills training is highly participative and practical. it sets a high standard of skills trainer training it includes a follow-up session in which each participant is observed and critiqued while conducting their f

34、irst live training session. this is to ensure each skills trainer achieves the required standard in skills training. benefits any department will benefit from the improved skills training available to all employees. each participant will have a personal action plan adapted to their own needs and the

35、 needs of your department. increased motivation of participants better quality standards within the department reduction in customer (internal please make sure that learners know what it is. 17 much of the facilitators script consists of a dialogue between facilitator and participants, in the form o

36、f short talks peppered with questions. the questions help: encourage participants to think things out for themselves. give participants the opportunity to display their understanding and knowledge. provide the facilitator with feedback on how well they understand the topic. maintain interest and hel

37、p participants to concentrate. the facilitator to give positive feedback and reinforcement, so increasing learning. the facilitators role as your title suggests, your objective should be to act as facilitator in order to create an environment conducive to learning. remember, the facilitator does not

38、 create learning; you create the conditions for learning. in general, as a facilitator you will be mindful of the following considerations: find time for individuals, coach and counsel if necessary be active, energetic and enthusiastic create a good team spirit be imaginative and creative in trainin

39、g style adapt a light-hearted approach, but know where fun ends and serious begins do not tolerate unprofessional standards of behaviour, e.g. absence or lateness be tuned into the real world, including day-to-day needs and hotel pressures be assertive when required be trustworthy and honest with fe

40、edback be organised and well-researched for each session relate theory to practice, give good examples to make the subject easier the ultimate objective of the programme is to bring about a positive change in behaviour. the adult learner generally experiences four levels of learning before this occu

41、rs: awarenessthe participant is introduced to the learning situation. understandingthe participant puts the information into context. skillthe participant tests how the information can be used. attitudethe participant decides to do things differently and is motivated to adopt new skills 18 the facil

42、itator plays a major role in the first three levels, but the only person to achieve number four (becoming an effective skills trainer) is the participant. whether or not this change in behaviour occurs depends on the environment to which the participant returns after the programme. this is the reaso

43、n why the managers role is so important, and why each participants first real skills training session will be supported by the facilitator. 19 evaluating the programme evaluation can be defined as an objective, measurable assessment of the costs and benefits of a training experience. it is the third

44、 and last stage of train the trainer - skills training. it involves: measuring participants reaction and knowledge at the end of the programme. measuring change at the follow-up session. measuring tangible business outcomes. without evaluation it is impossible to assess the true value of any trainin

45、g experience. measuring reaction and understanding reaction is the easiest part of the post-programme evaluation to measure. it simply involves getting participants feedback on what they found useful, interesting, liked, disliked, and so on. reaction is important because it affects motivation levels

46、 - an essential prerequisite to change in behaviour. it also affects the reputation of the programme, important for future promotions and sales presentations to internal customers. you can evaluate reaction by asking the group for their opinions verbally or by distributing a programme reaction quest

47、ionnaire during the last group session (see appendix 6). based on the suggestions that participants make, consider any appropriate action, which could improve the programme in the future. to measure knowledge and understanding, you can issue a quiz or questionnaire to measure how much information pa

48、rticipants have retained. this, of course, is only a first check, because measuring the change in behaviour is the more significant outcome, but participants who cannot recall the key learning points cannot transfer them to their skills training at work. measuring change for skills trainer training,

49、 change can generally be regarded as new competence. for this reason there is no pre- and post- measurement of change. you have a choice of three approaches to measuring the competence of the skills trainer. the three resources available to measure change or competence are: 1. participants are requi

50、red to complete a two-stage evaluation of their own development by: commencing and maintaining an action learning journal. co-ordinating with the departmental trainer to schedule a training session once every 3 months for critique, for a period of 9 months post training. 20 action learning journal m

51、aintain an action learning journal (alj). the alj is for recording learning experiences and relating those experiences in a structured way to the concepts covered in skills training. use an exercise book or the template provided to make entries (participants may have an alj from previous supervisory

52、 training and a template is included as appendix 9). the alj forms the basis for assessment of participants completing the programme and it provides a structure which participants can use for tracking their learning journal. journal entries should be made after each training session. the skills trai

53、ner will be required to: a)reflect on what occurred in the skills training session, focusing on what went well and what could be improved. b) contemplate what was learned in the train the trainer - skills training programme and how those principles could be applied more effectively next time. c)impl

54、ement an initiative or change in the next skills training session. d) report on the outcome of the application in the skills training session. the skills trainers journal should be submitted for assessment to the departmental trainer after each of the first three skills training sessions run by the

55、skills trainer. critique the purpose of critique is to: raise awareness give the audience/trainees perspective allow for behavioural change. the departmental trainer will observe the skills trainer and note key points about what went well and what to keep in mind for next time. whereas in a group tr

56、aining session we limit observers to one positive and one corrective point the departmental trainer may offer a number of key points under the following headings: content:relevant right amount appropriate level for trainee/s structure:covers the 4-part structure clarity of subject easy to follow 21

57、emphasizes key points delivery:rapport interest enthusiasm voice posture timing 2. a self-assessment checklist. this is for participants to use at the end of the training programme, and again after their first skills training session/progress review. 3. a facilitators assessment form, for use at the

58、 first skills training session (appendix 7). this is a facilitators version of the self-assessment checklist. guidance on these resources is provided in session 6 and the follow-up session measuring tangible business outcomes training costs money. participants need to take time off away from their d

59、epartments and organise other team members to cover for them. there is your salary to consider and the cost of facilities. to justify this spending, you need to identify the business outcomes that are both tangible and measurable. for example, if skills training programmes are offered more frequentl

60、y and enable skills trainers to offer more effective training, then other measurable benefits might include: in the relevant departments, employees will work to the required standards more consistently than before. consequently, turnover figures will improve in the relevant departments. the pace of