To create a strong hostess skills resume for a flight attendant position, highlight transferable skills such as customer service, communication, organization, and attention to detail.
1. Determine the Learning objectives
Attitudinal Learning: Outcomes that try to change or enhance a learner’s attitude or motivation in regards to a subject.
Cognitive Learning: Outcomes that try to lead to some learner’s body of understanding in regards to a subject.
Skill Learning: Outcomes that try to help a learner execute a job-related, behavior task.
2. Identify Training Sources
Training sources might be identified while using following aspects: Content Experts, trainer(s), location(s), building, travel, materials and time.
3. Create a Training Plan
A training plan’s a guide outlining the training program design including training program title, overall description from the training, learning outcomes, target learners, period of training, all format for training, participant needs / participation, instructional materials and aids needed, logistical issues, content outline including, major topics addressed, description for every subject, identification of learning methods used.
4. Get the Training Content
Before developing the information for training think about the following aspects like what content do I wish to educate learners that will these to accomplish the mentioned learning outcomes?, what learning encounters do I wish to use to educate the information towards the target learners? And just what materials am i going to develop to supplement this learning?
5. Design a Training Program
Designing the Training Program In line with the objectives, the planner decides: Who’ll supply the training, what topics the training covers, what training techniques to use, how you can assess the training. Training levels might be established as: Level I: Orientation, Level II: Fundamental Workplace Skills, Level III: Career Development.
6. Stick to the Guidelines in Effective Training
The very best practices involve communicating the learning objective: Demonstrate the performance to become expected. Give types of inquiries to be clarified. Limit the information of training: Group extended material into chunks. Give a visual picture of the program material. Provide possibilities to repeat and exercise material. Guide trainees because they learn: Use works as reminders about sequence of activities. Use words and photographs to relate concepts to each other and also to their context. Elaborate about them: Present the fabric in various contexts and settings. Relate new suggestions to formerly learned concepts. Practice in a number of contexts and settings. Provide memory clues: Suggest memory aids. Use familiar sounds or rhymes as memory clues. Transfer course happy to work: Design the learning atmosphere in order that it has elements that is similar to work. Require learners to build up action plans that apply training happy to their jobs. Use words that link the program towards the workplace. Provide feedback about performance: Tell trainees how precisely and rapidly they’re performing their new skill. Show how they have met the objectives from the training.
Standards for Evaluating Training Effectiveness
The 2 primary kinds of evaluation are formative and summative. Change in understanding might be measured by asking three questions regarding specific training tasks like would you carry out the task? The number of occasions would you carry out the task? How much would you perform difficult and challenging learned tasks?
