Chapter 7 Training and development
HRM in practice 7.1 and Review and reflect question 1
Outline arguments for and against government intervention in support of
training and education
The UK, US and Germany are especially good in illustrating this particular question,
hence HRM in practice 7.1. In that sense the US has a strong emphasis on the
individual, reflecting the broader institutional and cultural context of HRM in
America. The UK is now moving from a predominately voluntarist approach to a
more hybrid approach in which there is some level of state intervention. Lastly,
Germany is a very good example of high levels of state intervention. As with other
aspects in this book there is clearly no ‘right’ answer. Instead the level of state
intervention has to be seen within the particular national context in which training and
development policies have developed. For further discussion of some of these points
see the following paper:
http://www.ces.fas.harvard.edu/publications/docs/pdfs/Hillmert.pdf
HRM in practice 7.2 and HRM in practice 7.3
These two examples are useful in offering a comparison between those supportive of
IiP and those who are somewhat more critical. In that sense the two examples point to
a number of core arguments likely to be made for supporters and critics. For the
former group HRM in practice 7.2 points to how training can be embedded within an
organization, even within the context of relatively high levels of labour turnover. For
the latter the example points to concerns about bureaucracy and the cost of gaining
and maintaining the standard.
HRM in practice7.4
With the awarding of the 2012 Olympics and the 2014 Commonwealth games to
London and Glasgow respectively there is already much discussion of how to improve
customer service standards to ensure the expected large numbers of visitors have a
great experience. This issue is one which is particularly recognized by Welcome to
Excellence the body responsible for Welcome Host in the UK. As HRM in Practice
7.4 recognizes there are already a number of programmes from the basic Welcome
Host through to Welcome All and Welcome International. The latter award is likely to
be particularly important in the run up to 2012 and 2014 as it focuses on the overseas
visitor coming to the UK. The programme thus covers a number of areas including:








Greeting overseas visitors – tips and guidelines
Giving directions – tips and guidelines
How to improve your language skills
Communicating effectively through vocal communication
Communicating effectively through body language
Communicating with overseas visitors – practical guidelines
Face-to- face communication – tips
Identifying cultural expectations covering aspects such as:
o What is culture?
o
o
o
o
Cultural awareness
World religions
Meeting the needs of all UK residents
Working in a diverse team, including people from overseas
The details of the full programme can be found at:
http://www.welcometoexcellence.co.uk/trainingprogrammes/welcomeinternationaldet
ails.asp and see also
http://www.welcometoexcellence.co.uk/downloads/Customer%20Management%20art
icle%20-%20Mar07.pdf
Review and reflect question 2
If you are currently undertaking a tourism or hospitality degree to what extent
do you consider it to be training, education or development? What are some of
the influences in making your decision?
This question engages with the age old issue of the permeable nature of training,
education and development. As suggested in the discussion in Chapter 7 historically
these terms might have delineated a much clearer demarcation between the different
types of activities. In a more contemporary sense though these terms have greater
fluidity and arguments could be made that studying tourism and hospitality may be
encompass one or all of these aspects.
Within the wider context there is also much talk and interest in aspects such as
lifelong learning and what denotes graduate employability and how academic study
and the development of more practically-oriented skills contribute to this. A number
of these issues are discussed at the Hospitality, Leisure, Sport & Tourism Network
website which can be found at: http://www.heacademy.ac.uk/hlst/home
In addition a recent article in their house journals covers a number of these issues in
considering the relationship between part time work and the extent to which this helps
in skill attainment (Martin and McCabe, 2007). This article can be found at
http://www.heacademy.ac.uk/hlst/resources/johlste/vol6no2
HRM in practice 7.5
The example is useful both in illustrating the range of techniques that organizations
may utilize in training their employees, as well as illustrating the potential benefits of
conducting training.
HRM in practice 7.6
For more details of the National Training Awards you can visit their website at:
http://www.nationaltrainingawards.com/index.htm
HRM in practice 7.7
This example is good in illustrating that induction is not simply a bureaucratic process
but is increasingly about instilling an understanding of an organization’s culture. That
said, the provision of worthwhile and straightforward information is helpful to new
employees to find their feet in a new organization (and see also IRS, 2006)
HRM in practice 7.8
E-learning is increasingly common in organizations and this example offers a good
illustration of this approach. In particular it is useful in outlining a number of the
benefits of e-learning as described by CIPD, including:



Flexibility of access from anywhere at anytime.
Ability to simultaneously reach an unlimited number of employees.
Ability to personalize the training for each learner.
For further discussion of some of the strengths and weaknesses of e-learning, as well
as a more general overview go to:
http://www.cipd.co.uk/subjects/lrnanddev/elearning/elearnprog.htm and for a good
case study of e-learning in Hilton see Smethurst (2006)
Review and reflect question 3
Think of any on-the-job or off-the-job training which you have undertaken in
the workplace. Which was most useful and satisfying and why?
This question allows students to think about the differing intent of on and off the job
training. In particular it serves to illustrate that what is not necessarily ‘better’ than the
other, merely that they are seeking to achieve different things.
References
Industrial Relations Services (2006) ‘Welcome, stranger: employers’ induction
arrangements today’, IRS Employment Review, No. 849, 23 June, 38-48.
Martin, E. and McCabe, S. (2007) ‘Part-time work and postgraduate students:
developing the skills for employment’, Journal of Hospitality, Leisure, Sport and
Tourism Education, 6, 2, 29-40.
Smethurst, S. (2006) ‘Staying power’, People Management, 6 April, 35-36.