Blanchard and Thacker define training as "the systematic process of attempting to develop knowledge, skills and attitudes for current or future occupations" (1999). A number of business activities require training, for example, finance, accounting, human resources, marketing, computer use, complaint handling, security and so on (McGowan
et al., 2001). Organisations use training to develop job skills, facilitate career
advancement, provide instruction on new or changing job requirements and aid socialisation at the entry-level (Tannenbaum et al., 1991). Specialised training programmes can be of particular use to corporations with customers from specific segments of the market, for example, senior citizens and foreign countries (Kim & Lee, 2000; Marshall, 1999). Crime prevention and health and safety are also areas which may require specialised training (Kuratko et al., 2000). Goldstein (1993) defines training as "the systematic acquisition of skills, rules, concepts and attitudes that results in improved performance in another environment". Training helps trainees acquire
knowledge, cultivate positive attitudes and make practical use of what they have learned in real life situations (Hsu & Huang, 1995; Wilson, Strutton & Farris, 2002). Training also improves service performance, enhances company appeal to quality employees, helps companies retain quality employees, and improves teamwork and communication (Barrows, 2000; Cullen, 2000; Iverson, 2001). Quinn, Anderson and Finkelstein observed that in order to acquire competitive advantage within an organisation, training must go beyond the development o f basic skills (Quinn, Anderson & Finkelstein, 1996). In other words, organisations must broaden their views on training in order to capitalise on the intellectual and strategic value of using training as a tool to ensure competitive advantage.
There has been solid evidence to support the benefits of developing comprehensive employee training programmes (Herman & Eller, 1991). Training can be effective in communicating to employees the aims of an organisation, reducing the rate of employee turnover and enhancing service quality in general (McCune, 1994). Randall and Senior (1996) studied the relationship between training and service quality, finding a positive correlation between training which had been effectively managed and improved customer service. This finding supports training being a key managerial tool in controlling products and services (Roehl & Swerdlow, 1999) as well as being key to the success o f organisations. It has a positive direct impact on morale, how employees view the quality of supervisors, their perceptions of organisational rules and regulations, and an equally important positive impact on organisational commitment (Roehl & Swerdlow, 1999). More advantages can be gained by providing these organisations with effective training. Prioritising training ensures quality customer service, consistent employee performance and satisfaction, and organisational loyalty. It has been found that effective training improves staff turnover, employee self-esteem, the consistency of products and services, the satisfaction o f guests (Wheelhouse, 1989), business costs
(van Hoof et al., 1995), the ability to meet the demands of the target market (Shaw & Patterson, 1995), the qualifications of employees (Josiam & Clements, 1994), self- awareness, attitudes, teamwork (Conrade, Woods & Ninemeier, 1994b), and so on. From an employee point of view, a positive training experience translates into the perception and subsequent reassurance that a company is willing to invest in its employees, thus positively impacting employee organisational commitment (Tannenbaum et a i, 1991). Hospitality journals reveal an apparent strong commitment to training as a way of achieving quality customer service, consistent job performance and satisfaction, and organisational commitment while documented interviews with hospitality executives reveal similar results. Conrade, Woods and Ninemeier (1994) carried out a study on training perception and application in the hotel industry among American Hotel and Motel Association (AH&MA) member and non-member properties. The study was comprised of respondents from all areas of hotel operations, while the majority o f respondents were from the organisations' more senior levels. There was a general consensus (86 to 98 percent of respondents) that 15 factors considered important for employee and business success were directly impacted by training. Moreover, given that high turnover is largely related to decreased hotel profits (Tracey & Hinkin, 2008), lowering turnover is a way to improve profitability (Simons & Hinkin, 2001; Woods & Macaulay, 1989). Others have argued that the level and quality of training is directly linked to turnover (Berta, 2006). Mullen (2004) reported that as much as 70 percent o f employees leaving their companies would probably reconsider if their companies fostered development and provided opportunities fo r advancement. These studies appear to indicate that better training produces better turnover rates and better profits. It also highlights the importance of training in the hotel industry; however, not all funding allocated for hotel training is spent wisely (Kalargyrou, Robert & Woods, 2011). Schmidt (2007) explored the relationship between employer-provided workplace
training satisfaction and the job satisfaction o f customer contact representatives in general. It was found that there is a high correlation between job training satisfaction and job satisfaction generally. Elements o f job training, such as time spent training, training methodologies and content, were found to be significantly related to job training satisfaction.
Training is crucial in improving the quality o f services offered in the hospitality industry as it ensures competitive advantage and distinguishes one company from another. Roehl and Swerdlow (1999) remarked, "The value and benefits of training seem universally accepted". Training is key for entry-level employees who are being introduced to a new work environment (Feldman, 1989). It helps them to adjust, become familiar with their new job duties and it is important generally for facilitating productivity in the workplace. An employee's experience with a company begins with training and also impacts the initial and long term level o f employee commitment to the organisation (Mowday, Porter & Steers, 1982). Studies have revealed a significant correlation between the amount of entry-level training for new employees and organisational commitment and staff turnover (Saks, 1996). Studies by Lam, Lo and Chan (2002) found training for new employees decreased staff turnover. Entry-level training is beneficial in two ways. Firstly, it gives new employees a realistic overview of what to expect regarding new job requirements, social norms and adapting to a new work environment (Feldman, 1976). Secondly, it facilitates job competency. Knowing what to do has a positive impact on the confidence and motivation levels of new employees. Studies indicate that some aspects of the training setting are more likely to ensure an organisation's training effectiveness while others are not. Reynolds, M erritt and Gladstein (2004) found that training and orientation are keys in being able to retain seasonal employees. Generally, orientation is crucial in the long term for a viable and successful relationship between seasonal employees and employers. In the restaurant
business, orientation usually consists of walking through the restaurant's day to day operations, identifying employee common areas such as locker rooms, eating areas, washrooms, and so on. In addition to the practical or physical orientation o f a new work environment, Reynolds (2003) also identifies holistic orientation, which includes department, organisation and peer orientation. Studies have shown that when pairing orientation with training in nearly all cases, managers observed participants being able to alternate more easily between different human resources functions compared to the modular design generally reported in related literature. Tracey, Sturman and Tews (2007) found, in terms of employee development and the learning challenges encountered by new employees, that orientation and training programmes begin with focus on a job's technical requirements. If employees stay with an organisation long enough and achieve a level of competency with the jobs technical requirements, focus can then be placed on developing and maximising job requirements which include disposition and attitude. Managers should be mindful when training new employees of focusing first on making sure the technical requirements of a job are met and mastered rather than focusing on job aspects which are more related to personality and attitude. At the initial stage of employment, emphasis should be placed on whether or not new employees are achieving competency and fulfilling their job's technical responsibilities.