In order to develop a training module, the first question to be answered is “what needs to be done?” In other words, what are the job (and therefore training) requirements in the selected area of operations. The simple answer is a list of tasks to be performed. Multiple definitions exist for the word ‘task’, but it can be best described as “a combination of processes forming a work sequence that culminates in a result.”
Task Elements
In assessing the training needs, it becomes necessary to identify the tasks in a given area of operations. This is followed by the selection and clustering of a number of tasks to form jobs. Each identified task is subdivided into task elements… here lies the source of confusion. In the case of a room attendant for example, cleaning bedrooms, bathrooms and corridors are all regarded as task elements. They are, in fact, only a specification of the location and confuse the task with the job. Another approach suggests defining the task according to the equipment and materials used for cleaning. The most logical task elements suggested are specifying the surfaces to be cleaned like carpets, ceramic surfaces, glass surfaces, metal, marble, etc.
Job descriptions are varied, and standard operating processes differ from one type of organization to another and also between organizations of a similar type. For example, the supervision and processes of cleaning in a hospital are more focussed on hygiene. In contrast, hotel housekeeping tends to emphasize on the appearance factor.
Job titles and methods of cleaning vary widely across the globe and the gap in dignity of labour between developed and developing countries is yet to be bridged. Task elements also vary according to the type of equipment and cleaning agents used. Though suppliers provide training documents and on-the-job training to support their product, this may prove to be inadequate. As a result, the requirement of training calls for a great deal of supplementary inputs and inevitably, task elements get tied up to work schedules.
Training must be based on an analysis of the relevant knowledge, skills and attitudes. Bearing in mind the level of the target population (particularly crucial at the operational level of housekeeping in developing countries), every attempt must be made to focus on a practical approach and the use of jargon-free language. Certain tasks may be common to a number of jobs, while some may be specific to a certain job. Not only are tasks common – skills, knowledge and attitudes are frequently repeated.
Identification of skills
Having identified what needs to be done, the next step is to identify whether the task is predominantly targeting mental ability, physical ability or a behavioural pattern. Although technically these are all skills, for training purposes, it becomes necessary to categorize them clearly as knowledge, skills and attitudes.
Knowledge is a body of acquired information and experience which is essential for the complete performance of the task. It includes concepts, facts, ideas, technical terms, etc. Training at a skill level would be meaningless without training in knowledge. Blindly performing a task without being able to use the correct terminology would encounter serious communication problems and is tantamount to training animals to perform in a circus!
Skills are active operations involving physical actions co-ordinated with mental processes. These task elements are the highest at operational level. The level of skills is generally task appropriate and during training, progresses from basic to an advanced level
Attitudes are qualities required for housekeeping staff – an eye for detail, safety awareness, hygiene awareness, being a team player, being pro-active, being courteous… Some of these appear to be social graces, other inherent qualities and personality traits, but none of these words seem adequate. Since all of them seem to be the result of thought processes, they can be categorised best as attitudes that are displayed through behaviours. The success of training is dependent on the attitude of the trainee and developing the willingness to perform a task well is the primary goal for any trainer.
Many organizations create training blocks which format the task elements under the heading of KSA and chart the progress of the trainee from basic to advanced competence level.
It is not enough to analyse the job and the tasks. Consideration must be given to analyzing the trainees and defining the goal to be achieved. It also may be worthwhile to carry out an analysis of the resources available for training.
The training programme is intended to achieve the overall goal. Based on the job description, the progress is planned by the selection and clustering of tasks to form modules. This calls for specific learning outcomes generally referred to as objectives written from the perspective of what the trainee should be able to do. This performance should be observable and measurable and have a definite criterion. Once the list of modules and objectives are clear, it is now essential to ensure that the training is carried out in a logical sequence. The time span over which training is to be carried out and desired goals to be achieved should be clearly set. With this framework, it is now possible to develop the training module.
To develop the training module one must choose the right training methods and create the corresponding training materials. This must be documented in the form of session plans with a specific objective that is required to be achieved. Tools for assessment of the trainees’ performance at each stage and at the end of the module must be created in advance. The modules covered and the progress of each trainee should ideally be documented in a training record which serves as evidence for HR records and appraisals as well as in the case of emergencies where it may become essential to prove that the necessary training has been given to staff in order to avoid legal action.
Knowing the desired outcome of a session provides a sense of direction in selecting methods and resources to achieve this end. Each session must commence by capturing the interest of trainees and stating why they need to know the information. It must also be clear to the trainee as to what he/she should be able to do at the end of the session. It is necessary to choose methods and material that will be most effective for conveying the knowledge, skill or attitude. These may range from lectures for knowledge, demonstration for skills to role plays for attitudes. Where knowledge is being imparted, sessions may be conducted in the classroom, but those tasks that are skill-oriented must quickly move from the classroom to an on-the-job training. In many cases, the trainee is put into a ‘buddy system’ where an experienced employee (buddy) in the same area, works along with the trainee. This system works well provided ‘buddy’ knows his job, is reliable and is a motivated worker. It must always be remembered that the level of literacy is a crucial factor and that every effort must be taken to design and facilitate learning in a manner that will be clearly understood. The use of visuals in training is a useful tool in such cases where language is a barrier.
As training is a cyclic process, it is necessary to evaluate the training programme once it is completed and this evaluation is reviewed in order to revise future training.
Avril Sule