External wine education and certification for restaurant service staff: a mixed-methods evaluation of training effectiveness

PurposeThe purpose of this mixed-methods explanatory sequential study was to assess the effects of an external wine education and certification program on trainee reactions, learning, transfer and financial results.Design/methodology/approachThe quantitative phase was a mixed experimental design in which the training intervention was between-subjects and time was within-subjects. The sample comprises 91 employees (NTraining = 43; NControl = 48) from 12 units of a fine dining restaurant group. The qualitative phase, comprised of semi-structured interviews with training group participants (N = 12), was implemented after the experiment.FindingsTraining group participants reported high scores for attitude toward training content, instructional satisfaction and transfer motivation. Financial metrics, tracked up to 60 days post-training, demonstrated the wine education program was effective in increasing wine knowledge but not wine sales. Four themes emerged from the qualitative data: sense of accomplishment, enhanced guest interaction, tips and gratuities and defeat. Integrated findings revealed increased wine knowledge led to personal financial impact (increased tips) rather than organizational impact.Originality/valueThis research builds on existing training literature and human capital theory by examining external training programs. Further, the use of a mixed-methods design and integration of the quantitative and qualitative findings offers a previously unidentified explanation for why wine training, although effective in facilitating positive reactions and learning, fails to result in transfer behaviors which generate increased wine sales.

Constructing a Unified Framework and a Causal Model of Occupational Satisfaction, Trainee Reactions, Perception of Learning, and Perceived Training Transfer

This chapter introduces the framework and causal model of occupational satisfaction, trainee reactions, perception of learning, and perceived training transfer. It argues that dimensions of occupational satisfaction, trainee reactions, and perception of learning have mediated positive effect on perceived training transfer. Perception of learning positively mediates the relationships between occupational satisfaction and perceived training transfer and between trainee reactions and perceived training transfer. Furthermore, the author hopes that understanding the theoretical constructs of occupational satisfaction, trainee reactions, perception of learning, and perceived training transfer through the use of the framework and causal model will not only inform researchers of a better design for studying occupational satisfaction, trainee reactions, perception of learning, and perceived training transfer, but also assist in the understanding of intricate relationships between different factors.

Multidimensional Training System Evaluation using the Revised Bloom's Taxonomy

Many organizations employ training systems to reduce work-related low back disorders. However, the evaluation of training programs is often not satisfactory, mainly due to the complexity of training systems, the high costs involved, heavy reliance on trainee reactions, and little integration of outcomes-based validation. In this work, we used the Revised Bloom's Taxonomy to classify the learning objectives of a training program. These classified objectives were then examined to predict training performance, and were further compared with trainee reactions using multiple regression and correlation analyses accordingly. Results indicated that the classified learning objectives were better predictors of training performance than trainee reactions. Practical implications of the results are discussed.