TRAINING FOR HOTEL AND - Kansas State University final project.doc · Web viewI have completed my project, Training for Hotel and Restaurant Management Stadium Suite Hosts, which

TRAINING FOR HOTEL AND RESTAURANT MANAGEMENT

STADIUM SUITE HOSTS

Jane Student ENGL 516

Nora Ransom December 6, 2002

22 College AveManhattan, KS 66502December 6, 2002

Patrick PesciHotel and Restaurant Management Program DirectorKansas State University 103 Justin HallManhattan, KS 66506

Dear Mr. Pesci,

I have completed my project, Training for Hotel and Restaurant Management Stadium Suite Hosts, which you authorized on October 23, 2002.

This project consists of major two parts. The first major part is a report that gives situational background information, explains the link between training and customer satisfaction, and explores the steps for training manual design. You will find that information from the report has been applied to the second major part of this project, the training manual for HRM suite hosts. The training manual covers all duties of an HRM suite host, and it conveys what is required and expected of someone in the position. It is located in appendix A of the report.

This project is important to the HRM program, because there is such significant value in having HRM students work as skybox suite hosts that, as you have mentioned to me, the program aims to retain or increase the number of students as suite hosts. Developing training with the ultimate goal to increase customer satisfaction is the first step the HRM program has taken toward this goal.

I think you will take interest that the report develops the link between training and customer satisfaction and in how we apply that to our situation. Training HRM suite hosts will convey the duties and expectations of the position before the job begins. Not only will having job specific training and knowledge equip them to better serve the suite owner(s) and guests, but also it will give the students confidence in their abilities to do the job. Both positively affect customer satisfaction, which leads to the retention and possible growth of HRM students in these positions.

I want to thank you for the opportunity to complete this project. It allowed me to gain more knowledge on training, customer satisfaction, and developing training manuals. Also, it allowed me to make one last contribution to the HRM program before I graduate. If you have any questions or comments about the project, please contact me at 785-587-9710 or <[email protected]>.

Sincerely,

Jane Student

TRAINING FOR HOTEL AND RESTAURANT MANAGEMENT

STADIUM SUITE HOSTS

Submitted to:Mr. Patrick Pesci

Hotel and Restaurant Management Program DirectorKansas State University

103 Justin Hall Manhattan, KS 66506

Submitted by:Jane Student

Hotel and Restaurant Management ProgramKansas State University

December 6, 2002

TABLE OF CONTENTS

LIST OF FIGURES……………………………………………………………………….….. iiiEXECUTIVE SUMMARY……………………………………………………………………. ivINTRODUCTION……………………………………………………………………………... 1

Background of HRM Students as Suite Hosts….………….………………………… 2The Value of HRM Students Working as Suite Hosts………………………………. 2Importance of Training HRM Suite Hosts…………………………………………….. 3Benefits of Training HRM Suite Hosts………………………………………………… 3Why a Training Manual?……………………………………………………………….. 5

THE LINK BETWEEN TRAINING AND CUSTOMER SATISFACTION……………….. 5The Relationship Between Training and Employee Performance ………………… 5

Training Results in Better Performance…………………………………………. 5Increased Employee Performance Means High Customer Service………….. 6Customer Service Equals Customer Satisfaction………………………………. 6

The Relationship Between Training and Employee Satisfaction…………………... 7Training is an Investment in the Employee……..………………………………. 7Training Increases Employee Confidence……………………….……………… 8Employee Satisfaction Equals Customer Satisfaction…………………………. 8

DESIGNING A TRAINING MANUAL……………………………………………….………. 9A Well-Written Training Manual……………………..…………………………………. 9

The Prewriting Process……………………………………………………………. 9The Writing Process……………………………………………………………….. 9The Revision Process……………………………………………………………… 10

A Well-Packaged Training Manual…………………………………………………….. 10CONCLUSION...………………………………………………………………………………. 11REFERENCES………………………………………………………………………………… 13BIBLIOGRAPHY……………………………………………………………………………….. 14APPENDIX A, Training Manual for HRM Skybox Hosts.………………………………….. 17

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LIST OF FIGURES

1. Ownership Profile of K-State Football Skybox Suites……………………………... 4

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EXECUTIVE SUMMARY

The idea of developing training for hotel and restaurant management (HRM) students who work in the Kansas State University Stadium suites is a new concept for the HRM program. The 1999 football season was the first that an HRM student worked as a suite host. Actually, the opportunity to offer the services of HRM students to suite owners was an opportunity the HRM program encountered without seeking. At that time, the College of Human Ecology jointly owned a new skybox suite on the east side with two other colleges. Dean Carol Kellett of the College of Human Ecology, who was familiar with the HRM program, selected an HRM student to host and manage the food and beverage ordering for their skybox. However, by the 2002 season the number of HRM student working as suite hosts had tripled.

Because there is significant value in having HRM students work as suite hosts, the HRM program aims to take action to increase this number. Value exists not only in the exposure of the HRM program, but also for the students individually. The students who serve in this capacity directly represent the image of the HRM program to the suite owners and guest who are typically very prominent in their fields. The students have the opportunity to network with them, and, at the same time, are receiving great compensation. The hours and wage the students receive is ideal for a college student. During the 2002 season, skybox hosts were paid $10 per hour, and they averaged 12-14 hours per football game. Furthermore, there is value in HRM students in these positions, because the owners and their guests could be potential donors to the university or to the HRM program.

Being aware of the value of HRM students working as suite hosts is essential background to understanding the importance of training them. HRM students are very suited for these positions because of their specialization in hospitality; they are very knowledgeable and capable. However, the current lack of specific job training for HRM students in these positions is a significant problem. To retain the value of having HRM students in these positions, the satisfaction of skybox owners and their guests must be taken into high consideration. Training is an effective way for the HRM program to take action to ensure that the suite owner and their guests are satisfied.

Training HRM suite hosts will convey the duties and expectations of the position before the job begins. Not only will having job specific training and knowledge equip them to better serve the suite owner(s) and guests, but also it will give the students confidence in their abilities to do the job. Both positively affect customer satisfaction, which leads to the retention and possible growth of HRM students in these positions. A manual format has been chosen for the training because it is a simple way to have all the material in one text that is easy to use as training, reference, and recruiting tools.

Now that this project’s background information has been discussed, attention must be turned to the research that warrants developing training for HRM skybox suite hosts, the link between training and customer satisfaction. There are two means through which training and customer satisfaction are linked, employee performance and employee satisfaction.

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First, training is linked to customer satisfaction through employee performance. Training gives employees an opportunity for skill development that is needed to increase their job-related performance. Employees who are trained perform better (Pfau, 2002), because they are aware of what is expected of them. Once they are clear on what they must do, they are able to use their knowledge, skills, and abilities to execute it. They also will provide higher levels of service (Hill, 1994). What the employee has learned in training is indirectly transmitted to the customer in the employee-customer interaction. A high level of customer service has a positive direct effect on customer satisfaction, especially in today’s service-driven markets (Zemke, 2002).

Second, training is linked to customer satisfaction through employee satisfaction. Employees are more satisfied when they are aware of what is expected of them and have the skills needed to perform well. It gives them confidence in their ability to succeed. Training can also be viewed as an investment in employees. An organization that makes this type of investment, in order to communicate to their employees that they are invaluable, can see levels of employee satisfaction increase. An employee who is satisfied with their job is able to empathize with the customer (McKenna, 2002) and is going to be one of the company’s greatest assets. Ultimately, satisfied employees will result in satisfied customers (Hill, 1994).

Now that the link between training and customer satisfaction has been established and it provides reasonable belief that developing training for the HRM suite hosts will bring increases in customer satisfaction. The next aspect to take into account is what makes a good training manual. There are two critical, yet simple, aspects to consider when designing a training manual. It should be well written and well packaged.

A well-written training manual is important. Well-written documents save an organization time and money, and they become valuable resources to the organization (Graham, 2001). However, a well-written training manual involves much more than following grammar rules. There are prewriting, writing and revision processes (Morgan, 1995). In the prewriting process, one should consider the audience and purpose. During the writing process, information should be organized in blocks and logically (Morgan, 1995); kept simple (Morgan, 1995); have a real feel (Booher, 1999); and, be written clear and concise (Booher, 1999). A training manual should also include resources and reference tools needed for the job (Morgan, 1995). The revision process follows four simple steps: 1) have someone review the manual, 2) evaluate the feedback you receive, 3) edit, and 4) rewrite (Morgan, 1995).

Once the task of writing the training manual has been accomplished, the next aspect to consider is its presentation. The appeal of a training manual largely depend on its packaging. A training manual must be visually pleasing for employees to buy into it (Evans 2001). Eye-appealing headings and visuals are two key items that make a training manual well packaged.

Information from this report has been incorporated into the development of the training manual for HRM suite hosts. The development of the link between training and customer satisfaction has been considered and provides reasonable belief that

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implementing training for the HRM suite hosts will increase customer satisfaction. The development of the manual has followed the pre-writing, writing, and revision processes,

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and great detail has been given to its presentation. The audience for the manual is HRM students who have been selected to serve as stadium suite hosts. Its purpose is to be a training tool, and this purpose is expanded in its three objectives:

To increase employee performance by conveying the duties and expectations of their position before the job begins,

To increase employee confidence and satisfaction by clarifying what is expected of them, and

To be a tool for the recruitment of prospective employees in HRM.

The training manual covers all duties of an HRM suite host, and it conveys what is required and expected of someone in the position. It is located in Appendix A of this report (page 17).

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TRAINING FOR HOTEL AND RESTAURANT MANAGEMENT

STADIUM SUITE HOSTS

INTRODUCTION

The idea of developing training for hotel and restaurant management (HRM) students who work in the KSU Stadium skybox suites is a new concept. In the last three years, the number of HRM skybox hosts has tripled. Because there is significant value in having HRM students work as suite hosts, the HRM program aims to take action to increase this number. Training is an effective way for the HRM program to do so. Training HRM suite hosts will convey the duties and expectations of the position before the job begins. Not only will having job specific training and knowledge equip them to better serve the suite owner(s) and guests, but also it will give the students confidence in their abilities to do the job. Both positively affect customer satisfaction, which leads to the retention and possible growth of HRM students in these positions.

This project consists of major two parts. The first major part is a report that gives situational background information, explains the link between training and customer satisfaction, and explores the steps for training manual design. The information from the report has been applied to the second major part of this project, the training manual for HRM suite hosts.

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The training manual covers all duties of an HRM suite host, and it conveys what is required and expected of someone in the position. It is located in Appendix A of the report (page 17).

To appreciate the reason for developing this project, understand its situational background information. This introductory section explains the background of HRM students as skybox hosts; the value in it; the importance of training; the benefits of training; and, why train with a manual. First, it is important to understand the background of HRM students as skybox suite hosts.

Background of HRM Students as Suite Hosts

The first season that an HRM student worked as a host in a skybox suite was in 1999, which was the first season after the east side stadium expansion. Actually, the opportunity to offer the services of HRM students to suite owners was an opportunity the HRM program encountered without seeking. At that time, the College of Human Ecology jointly owned a new skybox on the east side with two other colleges. Dean Carol Kellett of the College of Human Ecology, who was familiar with the HRM program, selected an HRM student to host and manage the food and beverage ordering for their skybox. In 2000, the College of Human Ecology sold their previous suite ownership, and they took joint ownership of another suite with the College of Arts and Sciences. After this change, both suites continued to employ HRM students. Also, in 2002, Intrust Bank employed an HRM student, who was already working for the bank. Thus, during the 2002 football season, three of HRM undergraduate students worked as hosts in the K-State football stadium skybox suites.

The Value of HRM Students Working as Suite Hosts

Now after understanding how HRM students came to work in the skyboxes, it is important to understand the value of HRM students working as suite hosts. The value of HRM students working as suite hosts is significant. Value exists not only in the exposure of the HRM program, but also for the students individually. The students who serve in this capacity directly represent the HRM program. In these positions the HRM program is exposed to the owners of the suites and their guests who are typically very prominent in their fields. Also, these same people are good contacts for the students. In the past, they have helped students find job placement after graduation, put them in touch with K-State alumni groups in the areas they will relocate to, and have offered to serve as a references for the students.

In addition to a networking opportunity, the hours and wage the students receive is ideal for a college student. During the 2002 season, skybox hosts were paid $10 per hour, and they averaged 12-14 hours per football game. The hours are good for a student because they know in advance exactly what weekends they will work, and they are able to schedule their own preparation time. HRM student skybox hosts are paid directly by the skybox suite owner(s). They are paid for their time to order and prepare for the game, as well as their time at the skybox on game day.

Furthermore, there is value in having HRM students in these positions, because the owners and their guests could be potential donors to the university or to the HRM program. HRM students are able to visit with the owners and guests about campus life and important university issues. To have the opportunity to hear what is going on at K-State from a

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student can have a powerful influence on a donation that a K-State alumnus or friend might make.

Importance of Training HRM Suite Hosts

Being aware of the value of HRM students working as suite hosts is essential background to understanding the importance of training them. HRM students are very suited for these positions because of their specialization in hospitality; they are very knowledgeable and capable. However, the current lack of specific job training for HRM students in these positions is a significant problem. To retain the value of having HRM students in these positions, the satisfaction of skybox owners and their guests must be taken into high consideration.

Training is important because measures must be taken to ensure that the owner and their guests are satisfied. It is what keeps them employed in these positions. If the owners and their guests are not satisfied, the consequences can be severe. According to Terry McKenna (2002), 70% of the reasons from customers who stopped doing business with an organization were poor service. Poor service results in poor satisfaction, and in this situation will result in discontinued use of the HRM students’ services.

As mentioned before, HRM students have a large amount of general classroom knowledge pertaining to hospitality; however, they unfortunately are not being trained specifically for the duties and expectations of their positions. Therefore, training HRM students who are employed in these positions is imperative because they must be trained for specific job duties and requirements. As explained later, there is a relationship between training and the satisfaction of the skybox suite owners and their guests. Because their satisfaction is of primary concern, measures must be taken to ensure it. Developing training for HRM skybox suite hosts is how the HRM program can take an active role to ensure customer satisfaction.

Benefits of Training HRM Suite Hosts

Before any training is developed, one must consider its benefits. In this case, training the HRM skybox hosts will have several benefits.

First, training will convey to the HRM students the duties and expectations of the position before the job begins. Once they receive specific job training, they will have the knowledge to be successful at the job, even during the first few games of the season. Typically, without training, it is difficult to be time and cost-efficient during the first two or three games of the season, because the HRM student is still attempting to understand the processes of the job and the needs of the group. Having job specific training and knowledge will not only equip them to succeed, but also will give the students confidence in their abilities to do the job.

In both instances, customer satisfaction is affected as well. Thus, a second benefit is that increased levels of customer satisfaction will lead to the retention of HRM students in these positions. Also, because customer satisfaction is high, another potential benefit of training is increased word-of-mouth marketing for the services of the HRM students.

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Third, developing training will also provide a tangible tool that is helpful in two ways: 1) as a reference tool, and 2) as a recruitment tool. An HRM student is able to use the training tool as a reference tool on the job when a question arises. Also, the training tool can be used as a recruitment tool for the director of the HRM program to show other HRM students when recruiting HRM skybox suite hosts each year.

Finally, another benefit of developing a training manual is it will strengthen the position of the HRM program to market the services of the students to other suite owners. In order to take further steps to do so, the HRM program must first gain permission from the K-State Athletic Department. Developing training for the HRM skybox hosts would serve as an indicator to the K-State Athletic Department that the HRM program is serious about formally marketing the services of the students to other suite owners. This would mean the possibility of increasing the number of HRM skybox hosts. It is evident that there is much room for this opportunity. In 2002, HRM students were employed in three suites, which is only 5% of the skyboxes. According to Jeff Steele, Assistant Athletic Director for Kansas State University (Personal Communication), there are 56 skybox suites in KSU Stadium. In 2002, K-State colleges owned two of the suites that employed HRM students, while a business owned the other. The owner profiles of the 56 suites vary. Corporations or businesses, K-State colleges, and individuals or families privately own 50 of the suites, while the remaining six are under the operation of the K-State Athletic Department (See Figure 1).

Figure 1. Ownership Profile of K-State Football Skybox Suites

*Owned and operated by K-State Athletic Department**Owned and operated by K-State Athletic Department, but 66 club suites seats are sold to individuals.

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Why a Training Manual?

Now, the benefits of training HRM skybox hosts are evident. But, why train them with a training manual? A manual is the training tool that will work best for the HRM skybox hosts. The best reason for using a manual is the simple benefit of having all of the training material in one text that is easy to use. A manual format is optimum because it can effortlessly be used as a reference tool and recruiting tool, which as explained above is one of the primary benefits for developing the training.

Again, developing training is the first measure the HRM program must take to ensure skybox suite owners who employ HRM hosts are receiving high levels of customer service and are satisfied. Now that this project’s background information has been discussed, attention must be turned to the research that warrants developing training for HRM skybox suite hosts, the link between training and customer satisfaction.

THE LINK BETWEEN TRAINING AND CUSTOMER SATISFACTION

Training and customer satisfaction are linked through two channels, employee performance and employee satisfaction. Training affects how employees perform and how they feel about their job. Both of these elements have a positive impact on customer satisfaction, which is the key to success in today’s service-driven market. It is also the key to continuing the employment of HRM students as skybox hosts in the K-State football stadium skybox suites. The following literature review explores how training impacts customer satisfaction through both the employee performance and employee satisfaction channels. It begins with the relationship between training and employee performance.

The Relationship Between Training and Employee Performance

The first channel through which training and customer satisfaction are linked is employee performance. Training gives employees an opportunity for skill development that is needed to increase their job-related performance. Employees who are trained perform better (Pfau, 2002), because they are aware of what is expected of them. Once they are clear on what they must do, they are able to use their knowledge, skills, and abilities to execute it. They also will provide higher levels of service (Hill, 1994). What the employee has learned in training is indirectly transmitted to the customer in the employee-customer interaction. A high level of customer service has a positive direct effect on customer satisfaction, especially in today’s service-driven markets (Zemke, 2002).

Training Results in Better Performance

The main function of training is to improve the performance of employees at their job-related tasks. I. L. Goldstein’s definition of training as cited by Paul Muchinsky in the textbook Psychology Applied to Work (2000) makes this clear. Goldstein says (Psychology, 2000, p.

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171), the process of training is “the systematic acquisition of attitudes, concepts, knowledge, roles or skills that result in improved performance at work.” The key words in this definition are “improved performance at work.” Improved performance is one of the main goals of any employee training. Training gives employees the opportunity to learn the duties of their position; they are taught how to do their job. Training should meet the training needs of employees. It is does, it will increase their job-related skills and make them more productive (Pfau, 2002). An employee’s training needs are in areas where their performance is weak. However, if they are learning a new skill or position, training is necessary for the employee to be able to provide the performance an organization expects. The organization cannot just give them a new position or task, and immediately expect them to excel at it. Training employees will result in improvements in their performance; and, when employees perform better, the organization will reap benefits.

Increased Employee Performance Means Higher Customer Service

When trained employees perform better, the organization will reap the benefits because their employees are serving the customers better. What the employee has learned in training is indirectly transmitted through service in the employee-customer interaction. Customers expect good service and positive exchanges between themselves and the organization with which they are conducting business (Zemke, 2002). In the eyes of the consumer, a positive exchange not only includes receiving a quality product, but also being helped by knowledgeable employees who provide good customer service. Ten years ago, the importance of customer service became more significant (Zemke, 2002). As competition in the marketplace increased, many companies used customer service to distinguish themselves from others (McKenna, 2002). In fact, customer service is one good way to effective way to create a competitive advantage (McKenna, 2002).

A 1994 study sponsored by Manpower, Inc. evaluated the importance of actions taken by companies to enhance the quality of the products and service they provide. The survey reported that 90% of companies considered training as a means of developing both their product and service quality (Hill, 1994). Although this 90% figure includes both product and service quality, it is definitely considerably large enough to conclude that organizations are using training to increase their customer service. Thus, through training, an organization can increase the quality of its interactions and exchanges with the customer, its customer service (Hill, 1994). And, customers who receive the service they expect and deserve are going to be more satisfied.

Customer Service Equals Customer Satisfaction

Customers who receive the service they expect and deserve are going to be more satisfied customers. When they get what they want, they are happy. Customer satisfaction is a principle goal for all organizations, because when customers are satisfied, they will come back. Organizations need customers to be satisfied, because they need them to come back. In a service-drive marketplace, an organization cannot afford to always be looking for new customers. The 80/20 rule comes into effect. You get 80% of your business from 20% of your customers (Julie Shelton, Personal Communication). Also, according to Terry McKenna (2002) in Service Training Your Front Line, 70% of all consumers will stop doing business with an organization because they are unsatisfied with poor service. Customer

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satisfaction is so critical to organizations that many are going so far as to conduct an employee’s performance appraisal based on the satisfaction of the customers they serve (Hill, 1994). In fact, in the same Manpower, Inc. survey mentioned above, 85% of the companies reported that they use this method (Hill, 1994).

The point of the matter is that customer satisfaction is important. For the service-driven consumer, they are winning in the marketplace when they receive what they need and want, which is high service and quality (Zemke, 2002). But, companies are also winning in the form of customer loyalty and increased profits. It is a win-win situation. Above all, satisfied customers are loyal customers.

To briefly recap the relationship between training and customer satisfaction through employee performance, training increases employee performance because it gives them the opportunity to learn the duties and expectations of their job. Increased performance is the primary goal of training. And, when employees perform better, they offer higher levels of service to customers. Thus, customers are satisfied because they are receiving the service they want and expect.

The Relationship Between Training and Employee Satisfaction

The second channel through which training and customer satisfaction are linked is employee satisfaction. Employees are more satisfied when they are aware of what is expected of them and have the skills needed to perform well. It gives them confidence in their ability to succeed. They gain this understanding of expectations and acquisition of skills through training. Training is also viewed as an investment in employees. An organization that makes this type of investment is communicating to their employees that they are invaluable, and it will see many benefits. Among those benefits are employee empowerment and employee retention or, in other words, low turnover. Employees who are satisfied with their job are able to empathize with the customer (McKenna, 2002) and will be some of the organization’s greatest assets. Ultimately, satisfied employees result in satisfied customers (Hill, 1994).

Training is an Investment in the Employee

According to Mary Marx (1995, n.p.) in her article Keeping your Best Employees, “training your people is not just a way to improve their day-to-day performance, it is also a way to show you respect them and want them to grow.” It is an investment in them (Marx, 1995). Investing in your employees demonstrates that you are committed to them and want them to succeed in their job (Spears, 2002). For Target, Inc., their extensive training is definitely seen as an investment in the employee. It allows a bond to develop between the employee and the company (Hisey, 1994). When employees realize the investment their companies are making, it has the potential to reciprocate a commitment or loyalty from them for the company (Spears, 2002).

A company that makes this type of investment to communicate to their employees that they are invaluable will see many benefits. Among those benefits are cultivating knowledgeable employees, providing a means to strengthen the organization’s culture, empowering

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employees, and employee retention in the form of low turnover. Several of these benefits come as a result of increased employee confidence and job satisfaction, which is discussed next.

Training Increases Employee Confidence

According to Spears (2002), training will ultimately have a positive impact on employee satisfaction. Training programs give employees an opportunity to learn their specific job responsibilities. Most importantly, they give employees an opportunity to learn and understand what is expected of them. For an employee, having knowledge of what your mangers expect of you is essential to developing confidence on the job. An employee without knowledge of expectations can be left feeling incapable and incompetent when they fail to complete a duty. However, in this case, the employee cannot be blamed because he/she was not aware of the expectation or responsibility. Many times, management mishandle situations like these. For example, management might criticize or humiliate the employee because he/she was unable to perform the task. It is misfortunate that this situation is very frustrating for both the employee and the manager. It can also cause a decrease in employee confidence, which will have an adverse effect on future job performance. When an employee is thoroughly trained it equips them with the knowledge and skills that are important to succeed on the job giving them confidence. Being well trained and confident contributes to an employee’s satisfaction.

Employee Satisfaction Equals Customer Satisfaction

Employee job satisfaction has an impact on ultimate customer satisfaction. In fact, Jean Dunaway (2002, p. 4), president of Bankers Training, says “one of the best ways to keep your customers coming back is by putting out a frontline employee who is confident with him or herself. “ McKenna (2002, p. 16) also agrees and states, “when your front line feels good about themselves and how they are treated, they transmit that feeling on the job, which directly carries over and positively impacts the customer.” Both Dunaway and McKenna are right on track. An employee that is satisfied with their job is able to empathize with the customer (McKenna, 2002). These employees are going to be some of the company’s greatest assets because they will transmit their feeling of satisfaction to the customers (McKenna, 2002). Thus, the employee’s satisfaction will affect customer satisfaction. However, having satisfied employees does not happen over night; it requires training (Zemke, 2002). The process runs full-circle.

To briefly recap the relationship between training and customer satisfaction through employee satisfaction, training is an investment in your employees, which communicates to them that the organization cares. Training will increase employee confidence and will ultimately have a positive impact on employee satisfaction (Spears, 2002). Employees who are satisfied are able to empathize with the customer, and they transmit feelings of satisfaction to the customer, positively impacting the customer.

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DESIGNING A TRAINING MANUAL

The link has been established between training and customer satisfaction through two channels, employee performance and employee satisfaction. To review, first, training gives employees an opportunity for skill development to increase their job-related performance. Employees who perform well provide better service to customers, which has a direct effect on customer satisfaction. Second, training provides employees with knowledge of expectations and skills needed for a job. Trained employees are confident in their skills and abilities and are more satisfied with their job. Ultimately, satisfied employees will result in satisfied customers.

Now that this relationship has been established, the second part of this report is focuses on developing a good training manual. There are two critical, yet simple, aspects to consider when designing a training manual. It should be well written and well packaged.

A Well-Written Training Manual

A well-written training manual is important. According to Bonni Graham (2001), CEO of Manual Labour, well-written documents save an organization time and money. They become valuable resources to the organization (Graham, 2001). However, a well-written training manual involves much more than following grammar rules. There are prewriting, writing and revision processes (Morgan, 1995).

The Prewriting Process

The first step to a well-written manual is the prewriting process, which begins long before one sits down to write (Morgan, 1995). The first things to consider in the prewriting process are the two most important elements of any written piece, its audience and purpose (Morgan, 1995). For every aspect of a training manual the audience must be taken into consideration. The selected audience’s background, education levels, and training needs must be measured. Next, consider purpose. When developing a training manual, the task is evaluated as the purpose of the manual (Morgan, 1995). What does the task involve? What skills, knowledge, abilities are needed? What equipment is required? Once you have considered the audience and answered these questions and other task-related questions, the next step is the writing process (Morgan, 1995).

The Writing Process

The writing process is perhaps the most important step in developing a training manual. According to Diane Booher (1999, p.17), CEO of Booher Consultants, what is done in this step is “essential both to learners’ understanding and their perception of the validity and accuracy of the training content.” In other words, how training is written affects how well it is understood. When training is poorly written, the trainee is lead to perceive the information as invalid or inaccurate information. This is why the writing process must be taken seriously. There are many things to take into account when writing a training manual, and below are five considerations.

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1. Organize in blocks of information and logically (Morgan, 1995). Block information into useful chunks that can be learned together. Doing so is less overwhelming for the trainee, and it will help them remember the information easier. Within each information block, develop a logical organizational format.

2. Keep the information simple (Morgan, 1995). The information should be straightforward and easy to read. If it is, trainees will utilize it more (Graham, 2001). After all, time is money. The more complicated something is, the more time and money it consumes (Crisp, 2002). Do not include an excess of information. Limit general information and focus on the content that is job specific (Morgan, 1995).

3. Develop a real feel (Booher, 1999). Making the content sound real to the trainee will help them understand it. In the writing, capture the tone that should be conveyed to reader. This can be accomplished through word choice and sentence structure and length (Booher, 1999).

4. Write clear and concise. Follow grammar rules (Booher, 1999). Say what you mean, get to the point, and say it right.

5. List resources needed for the job (Morgan, 1995). Be sure to include in the training manual any resources that a trainee will need to do the job. Such information includes, examples of tasks, tools or supplies required, task checklists, and where to find additional instructions, if needed (Morgan, 1995).

The Revision Process

The last step in developing a well-written training manual is the revision process. Revising a training manual is just like the revision process of any written piece. According to Morgan (1995), there are four basic steps, which are listed below.

1. Have someone review the manual. Another person or a group of people is able to take a fresh look at the manual and to let you know if it works. It can help identify strengths and weaknesses.

2. Evaluate the feedback you receive. The feedback you receive will make the training manual better. Be objective and do not take it personally.

3. Edit. Check over the entire training manual for errors. Look for organizational, spelling, and grammatical errors.

4. Rewrite. Make the needed changes to the training manual.

A Well Packaged Training Manual

Once the task of writing the training manual has been accomplished, the next aspect to consider is its presentation. The appeal of a training manual largely depend on its packaging. According to Andie Evans (2001, p. 29), in Packaging: A Key to Buy-In,

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“packaging can make a great deal of difference in employees’ attitude toward training.” If it looks good they will be more apt to sit down and read it. Evans (2001) also suggests that an organization regard their employees as investors. Indeed, companies prepare impressive documents for investors, such an annual report; it should be no different for employees. A training manual must be visually pleasing for employees to buy into it (Evans 2001). Eye-appealing headings and visuals are two key items that make a training manual well packaged.

CONCLUSION

In conclusion, the information from this report has been incorporated into the development of the training manual for HRM suite hosts. The development of the link between training and customer satisfaction has been considered and provides reasonable belief that developing training for the HRM suite hosts will bring increases in customer satisfaction. The development of the manual has followed the pre-writing, writing, and revision processes. During the pre-writing process, the audience and purpose were defined. The audience for the manual is HRM students who have been selected to serve as stadium suite hosts. The purpose is to be a training tool, and this purpose is expanded in its three objectives:

To increase employee performance by conveying the duties and expectations of their position before the job begins,

To increase employee confidence and satisfaction by clarifying what is expected of them, and

To be a tool for the recruitment of prospective employees in HRM.

During the writing and revision processes, the audience and purpose were the always the first consideration. Also, during the writing process, extra time and attention were given to fulfilling the five principles of a well-written manual. First, the information in the training manual is structured into blocks of information and is organized logically from what the student will want/need to know first to the order in which the tasks will be completed. You will notice that there are not transitions from each small section to the next. This is because its logical organization should make it read well. And, the manual is designed to be used as a simple training tool and a quick reference guide and does not need redundancy in transitions between the brief sections. While transitions have been crucial in the report, they are not needed in the manual because of its audience and purpose. Second, the content is simple and to the point. The only information that does not directly pertain to the suite host’s tasks is background information on the KSU Stadium. However, it is important that the student have a general appreciation for the environment in which they are working, KSU Stadium. Third, the training manual is written in a tone to which the student can relate. It is real. Fourth, every attempt was made to write clear, concise, and to follow grammar rules. Fifth, many resources for the job are incorporated into the training manual. It has seven figures and four appendices that are resources for the student. And finally, the training manual has been well packaged. Its design is simple, but incorporates different fonts, colors and many pictures to give it appeal.

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Again, the training manual for HRM suite hosts is located in Appendix A (page 17). Enjoy, and please note how the information and ideas from this report have been incorporated into its development.

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REFERENCES

Booher, D. (1999). Ten writing principles to improve your training. Training & Development, 53, 17. Retrieved October 4, 2002, from General BusinessFile ASAP database.

Crisp, M. (2002). Uncommon sense. Training, 39, 60. Retrieved September 22, 2002, from ABI/INFORM database.

Dunaway, J. (2002). Training links customer service and compliance. ABA Bank Compliance, 23, 4-8. Retrieved October 22, 2002, from ABI/INFORM database.

Evans, A. Packaging: A key to buy-in. Training, 38, 29. Retrieved October 4, 2002,from General BusinessFile ASAP database.

Graham, B. (2001). Equipment manuals can be office’s best resource. San Diego Business Journal, 22, 13. Retrieved October 4, 2002, from General BusinessFile ASAP database.

Hays, D. (2002). Turnover hampers adjuster staffing. National Underwriter, 35, 31 & 34. Retrieved October 7, 2002, from ABI/INFORM database.

Hill, F. (1994). Making your quality initiative successful: The human side of quality. CMA Magazine, 68, 27. Retrieved October 3, 2002, from ABI/INFORMdatabase.

Hisey, P. (1994). Customer satisfaction linked to employee training. Discount Store News, 33, 41. Retrieved October 3, 2002, from ABI/INFORM database.

Marx, M. (1995). Keeping your best employees. Journal of Property Management, 60, Retrieved October 3, 2002, from ABI/INFORM database.

McKenna, T. (2002). Service training your front line. National Petroleum News, 7,16. Retrieved September 22, 2002, from ABI/INFORM database.

Morgan, C. (1995). The write training. Supervision, 56, 12-13. Retrieved October 4, 2002, from General BusinessFile ASAP database.

Muchinsky, P. (2002) Psychology applied to work: An introduction to industrial and organizational psychology. Belmont, California: Wadsworth/Thompson Learning.

Pfau, B. (2002). Playing the training game and losing. HRMagazine, 47, 48-54. Retrieved September 22, 2002, from ABI/INFORM database.

Spears, M. (2002). A probit analysis of the impact of training on performance appraisal satisfaction. American Business Review, 20, 12-16. Retrieved October 3, 2002, from ABI/INFORM database.

Zemke, R. (2002). The customer service revolution. Training, 39, 44-48. Retrieved

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September 22, 2002, from ABI/INFORM database.

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BIBLIOGRAPHY

A performance model that delivers. (2002). HR Focus, 79, 3-4. Retrieved September 22, 2002, from ABI/INFORM database.

Berta, D. (2002). CHART conferees focus on ways to validate training investments. Nation’s Restaurant News, 36, 6. Retrieved September 22, 2002, from ABI/INFORM database.

Bing, L. (2002). Train for results. T + D, 56, 68-69. Retrieved September 22, 2002, from ABI/INFORM database.

Booher, D. (1999). Ten writing principles to improve your training. Training & Development, 53, 17. Retrieved October 4, 2002, from General BusinessFile ASAP database.

Brown, D. (2002). Is retail ready to buy training? Canadian HR Reporter, 15, 7-8. Retrieved September 22, 2002, from ABI/INFORM database.

Coaching—one solution to a tight training budget. HR Focus, 79, 7. Retrieved September 22, 2002, from ABI/INFORM database.

Covey, S. A little food for thought. Incentive, 176, 16. Retrieved September 22, 2002, from ABI/INFORM database.

Crisp, M. (2002). Uncommon sense. Training, 39, 60. Retrieved September 22, 2002, from ABI/INFORM database.

Dunaway, J. (2002). Training links customer service and compliance. ABA Bank Compliance, 23, 4-8. Retrieved October 22, 2002, from ABI/INFORM database.

Evans, A. Packaging: A key to buy-in. Training, 38, 29. Retrieved October 4, 2002,from General BusinessFile ASAP database.

Farrel, J. (2002). Promises worth keeping. Incentive, 176, 38. Retrieved September 22, 2002, from ABI/INFORM database.

Freeland, J. (1990). Why not the best? Journal of Property Management, 55, 8. Retrieved October 4, 2002, from General BusinessFile ASAP database.

Graham, B. (2001). Equipment manuals can be office’s best resource. San Diego Business Journal, 22, 13. Retrieved October 4, 2002, from General BusinessFile ASAP database.

Grinberg, D. (1997). It pays to invest in training. ID: The Voice of Foodservice Distribution, 33, 17. Retrieved October 4, 2002, from General BusinessFile ASAP database.

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Hall, J. (2002). The keys to meeting training requirements. Heating & Refrigeration News, 216, 22. Retrieved September 22, 2002, from ABI/INFORM database.

Hammer, R. (2002). Investing in the work force. Transmission & Distribution World, 54, 22-28. Retrieved September 22, 2002, from ABI/INFORM database.

Hays, D. (2002). Turnover hampers adjuster staffing. National Underwriter, 35, 31 & 34. Retrieved October 7, 2002, from ABI/INFORM database.

Hill, F. (1994). Making your quality initiative successful: The human side of quality. CMA Magazine, 68, 27. Retrieved October 3, 2002, from ABI/INFORM database.

Hisey, P. (1994). Customer satisfaction linked to employee training. Discount Store News, 33, 41. Retrieved October 3, 2002, from ABI/INFORM database.

Holthouser, J. (2002). Training: Do it early and often. Lodging Hospitality, 58, 12. Retrieved September 22, 2002, from ABI/INFORM database.

Laudergaug, J. (2002). Embracing the upsell. Catalog Age, 19, 49-50. Retrieved October 22, 2002, from ABI/INFORM database.

Leiser, R. (2002). In-depth inspector training helps brands assure quality. Hotel & Motel Management, 217, 128. Retrieved September 22, 2002, from ABI/INFORM database.

Marshall, J. (2001). Employee retention linked to better customer service. Financial Executive, 17, 11-12. Retrieved October 3, 2002, from ABI/INFORM database.

Marx, M. (1995). Keeping your best employees. Journal of Property Management, 60, 26-29. Retrieved October 3, 2002, from ABI/INFORM database.

McKenna, T. (2002). Service training your front line. National Petroleum News, 7, 16. Retrieved September 22, 2002, from ABI/INFORM database.

Michaluk, D. (2002). Give ‘em the pickle. T + D, 56, 72. Retrieved September 22, 2002, from ABI/INFORM database.

Morgan, C. (1995). The write training. Supervision, 56, 12-13. Retrieved October 4, 2002, from General BusinessFile ASAP database.

Muchinsky, P. (2002) Psychology applied to work: An introduction to industrial andorganizational psychology. Belmont, California: Wadsworth/Thompson Learning.

New developments in customer service training. (1997). Management Development Review, 10, 151. Retrieved October 22, 2002, from ABI/INFORM database.

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Pfau, B. (2002). Playing the training game and losing. HRMagazine, 47, 48-54. Retrieved September 22, 2002, from ABI/INFORM database.

Spears, M. (2002). A probit analysis of the impact of training on performance appraisal satisfaction. American Business Review, 20, 12-16. Retrieved October 3, 2002, from ABI/INFORM database.

Van Buren, M. (2002). Training through good times and bad. Machine Design, 74, 47-49. Retrieved September 22, 2002, from ABI/INFORM database.

Zalack, R. (2002). Delegating results. Advisor Today, 97, 90. Retrieved September 22, 2002, from ABI/INFORM database.

Zemke, R. (2002). The customer service revolution. Training, 39, 44-48. Retrieved September 22, 2002, from ABI/INFORM database.

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APPENDIX A

Training Manual for HRM Skybox Hosts

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K-State Hotel and Restaurant Management Program 1