Hotel Staff Training Equipment, Handouts and Media Details

1. Audiovisual Requirements

Effective trainers use a variety of supplemental media to emphasize training points and to maintain the trainee\’s attention. Among the most popular audiovisual tools are flip charts, hard-copy overhead transparencies, videos, and PowerPoint overheads.

Many trainers use flip charts to illustrate training points. If they are used, trainers should:

  • Assure that the charts are in full view of all trainees.
  • Not talk to the flip chart; maintain eye contact with trainees.
  • Assure that there is an ample supply of flip chart pages before the session begins.
  • Sometimes, especially in interactive sessions such as brainstorming with trainees, trainers use all of the space on a flip chart and must continue on a separate page.
  • Trainers should consider where completed pages will be placed and how, if at all, they will be adhered to a wall to be in full view of all trainees.

2. Other types of training equipment

This can include a table, lectern, markers, whiteboard, flip chart(s), laptop computer, and digital projector, HDMI Cable, LAN Cable, Wifi Internet, Laser Pointer etc.

Other equipment needed can include an Audio or Video Conferencing, Microphones & Speakers, Camera, Control Panel, Internet Connectivity, Interactive Whiteboard, Screen (unless wall – or ceiling – mounted), Projector or overhead transparency projector, and other items necessary for demonstrations, handouts, or other needs.

3. Handouts

  • Handouts can supplement and enhance training.
  • Perhaps a handout contains a brief outline of the training or an exercise to be completed after applicable discussion.
  • Alternatively, the trainer may wish to circulate a worksheet to be completed as a sequence of training points is addressed.
  • The best use of handouts occurs as the trainer:
  • Assures that each handout enhances the opportunities for learning in a way that is more appropriate than other alternatives.
  • Proofreads (more than once) to assure that there are no word processing or other errors.
  • Assures that multiple handout are in proper sequence.
  • Confirms that handouts are brief, well organized, and relevant to the training.
  • Confirms that handout information corresponds to training points.
  • Allows space for trainees to take notes if desired.
  • Trainers should consider when handouts should be circulated (e.g., before or at the beginning of the training session, or when they are discussed).

4. Use of Videos 

  • Trainers teaching relatively generic topics have an increasingly large variety of off-the-shelf videos available to them.
  • Those employed by large tourism and hospitality organizations may additionally have customized videos.
  • Before using these tools, trainers should be certain that a video is the most appropriate way to deliver training content.
  • Off the shelf videos rarely explain a training concept exactly as the trainer desires.
  • Some revision in training content is required or, alternatively, time is needed before and/or after the video is shown to explain differences between the training and video content.
  • The timing of the video activity is another concern.
  • A video may be so short that its excellent quality is marginalized by the effort required to obtain and set up the equipment. (Note: This is especially so when, for example, video equipment must be rented.)
  • Alternatively, longer-than-desired videos require the trainer to judge whether time should be taken from other training or whether only part of the video should be shown.
  • The latter problem becomes more significant when a video must be stopped and restarted to eliminate unnecessary material.
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