Essays on Case Study: Training needs at Cruising Enterprises and on the Pacific Destiny Ship Case Study

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Training needs Answer 4 i) Supervisors can use different methods to train the staff on different aspects service. As indicated in the questions above, the supervisors may intend to use role-playing, on the job training, mentoring or films and videos. Now, depending on the tasks and responsibilities, different methods are appropriate for certain roles given to the staff (Scholefield 1993). The training and development program that will address the issues raised in the previous question will involve lessons regarding each associated problem. The program will procedurally be executed as in the steps to be shown. 1.

Showing of films and videos: This would be the initial step aimed at building curiosity among the students as well as helping them visualize the task. In our case study step could be carried out at the training centre in California. 2. Planning and Analyzing: The supervisors then confirm the objectives of the exercise to put the trainee at ease as well as help them put the task in a practical sense. Theoretically, mention the key areas that need emphasis and clearly demonstrate to the learner the magnitude of the task (Brida, & Zapata 2010).

Room for questions ought to be allowed. 3. Prepare to train: With the enough level of curiosity on the trainee, assemble all the necessary equipment and guide the learner. At some point, the trainee has to try the task at which point the supervisor corrects any errors. It continues until the supervisor is content with mastering of the skill; initially carried out at California as the course is being introduced. 4. Arrange the workplace: The supervisor then sets up the normal working environment as the learner ought to maintain it.

Here the supervisor helps the student acquitted to their workspace inside of the Pacific destiny, and they are given room to experience the reality (Varley and Martin 2007). 5. Role-playing: Given the mastery of the skill by the student at normal conditions, the supervisors could try to alter the circumstances in order to test further the level of comprehension of the skill. The drills conducted, however, are on issues that could arise in the working environment that are different from the normal.

It could use drills set up on a cruise ship by the supervisors of Pacific Destiny. Simulations are also conducted through models. 6. Mentoring: Meanwhile in case of any clarifications or emergencies, the supervisor maintains contact with their student. This process is continual and proceeds even after the drill is over. The supervisors on Pacific Destiny closely monitor their students. ii) The use of the Training Development Program designed above will help the trainees familiarize with the working conditions inside the ship as well boost their self-confidence in whatever they do (Ribler 1983).

For this reason, they will have solved the issues mentioned that relate to health and safety, dining policies for waiters, communication of activities schedules as well as well timed cleaning roasters conclusively. Specifically by showing the student films and videos, the students are helped to address issues related to health and safety, as the consequences of alternative approaches are evident (Miller & Osinsky 1996). Through role-playing, the students are taught on what tasks lies with each one of them and thus are familiar with the dining policies for instance in the case of waiters (Scholefield 1993).

Planning and analyzing help the trainees understand the timing for doing certain activities. It helps them counter issues such as during effective communication of schedules as well as timing for cleaning. Furthermore, duty rosters developed aid in this course. References Brida, J., & Zapata, S. (2010). Cruise Tourism: Economic, Socio cultural and environmental factors. Cruise Tourism: Economic, Socio cultural and environmental factors, 1(1), 206-212. Ribler, R.

I. (1983). Training development guide. Reston, Va.: Reston Pub. Co.. Miller, J., & Osinsky, D. (1996). TRAINING NEEDS ASSESSMENT. Training Needs Assessment, 1(1), 1-5. Scholefield, M. (1993). Implementing Training And Development Standards: The Background. Industrial and Commercial Training, 25(10), 3-56. Varley, C. K., & Martin, A. (2007). Training. Philadelphia: Saunders.

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