Evaluation of a Training Program in a Local Hotel in Jordan

The main focus of this paper is on a training program for telephone skills that was conducted at the end of January 2019 in a local hotel in Jordan. Depending on the philosophy of this study, choosing a qualitative investigation is appropriate because it examines the informers' position of behaviours and experiences being studied (Dawson, 2002). The research suggests that a limited amount of training program evaluation has a limited impact on performance improvements. A case-study approach was conducted in this evaluation. Besides, the data used for this study is primary in nature, as it reflects the participants' observations (Saunders, Lewis, and Thornhill, 2007) and is based on the subjective qualitative research approach (Greener, 2008). The data collected were based on interviews taken from ten employees and the human resources manager (HRM) of the hotel. According to HRM view, it has been found that the telephone skills training program did have an impact of change mainly on the front office employees. Furthermore, it has been found that training has a sustainable effect and was a motivation by itself for the employees. However, learning processes which were addressed in literature were not considered in this program. Therefore, limited impact on performance and culture was identified. This evaluation attempt is an introduction for future research associated with training programs within the local hotel industry in Jordan.


Introduction
In recent years, a growing need for evaluating the effectiveness of training programs in organisations has been identified (Adams and Waddle, 2002;Lingham, Richley, and Rezania, 2006;Barrett, 2016;Fox, Grimm, and Caldeira, 2017). Jordan local hotels are a vital area for investigating this phenomenon since growing numbers of those hotels are emerging in the Jordanian tourism market (Jordan statistical yearbook, 2018). In contrast, service quality is declining according to practitioners (Batarseh, 2018 andSaadeh, 2018); that is why it is essential to assess training programs in this sector. Moreover, the neglect of owners and managers to evaluate training programs has been identified, and according to professionals, it is associated with management and leadership styles (Batarseh, 2018 andSaadeh, 2018).
This evaluation research aims to partially contribute to the understanding of the local-hotel training role and its impact on the employees through a training program evaluation in a local Jordanian hotel. It is also based on the assumption that a limited amount of training program evaluation has a limited impact on performance improvements.

Definitions
In this sense, a program evaluation is "the determination of the value of a product, a process, or a program" (Barrett, 2016) and, in terms of its document goal attainment justification, it is to describe the outcomes in a completed program (Barrett, 2016). In their seminal study (Rossi, Lipsay, and Freeman, 2003) defined a program evaluation as a "social science activity directed at collecting, analysing, interpreting, and communicating information about the workings and effectiveness of social programs". However, in program effectiveness exploration, a researcher needs to "understand change over time and identify the underlying factors that contributed to change" in the performance of the organisation or the department in which the training is done (Fox et al., 2017). Therefore, these questions would be asked in change-impact evaluation: "how did the intervention (training program) work?" and "why did the intervention cause the impact?" (Fox et al., 2017).
Special consideration should be taken to understand the difference between a research project and a research "evaluation" project, through asking this question: In what sense evaluation is different from research? Barrett (2016) answers that it is in its "focus", in the "questions being asked," and in its "goals". Thus, evaluation research focuses on a specific program, asks questions that are specific to this program and aims to improve, justify or assess the needs of the program. In contrast, a research project focuses on theory, asks general questions, and aims to increase knowledge (Barrett, 2016). This study emphasises on a training program assessment to improve its impact on employees performance. Therefore, it is considered as a "research evaluation project".

Methodology
In this case, a case study could be one of the appropriate methods which can be carried out to evaluate the professional practice that enhances decision making (Fox et al., 2017). In other words, a case study tends to answer the how and why questions and will work in an environment where the researcher would not manipulate the behaviour of those involved in the evaluation study (Yin, 2009;Denzin and Lincoln, 2011). Those were the conditions that existed in the hotel's environment being evaluated. Therefore, in this evaluation research, the case-study method will be conducted in order to assess the training program.
In this paper, the main focus is on a training program for telephone skills that was conducted at the end of January 2019 in a local hotel in Jordan. This program focused on professional service use with internal and external callers while providing a suitable greeting and farewell to them. It also focused on the use of the telephone service effectively, transfer and place a call on hold, and on taking a written message.
It is vital to understand that this case study is an attempt to evaluate the impact of change through looking backwards from the point in time of an interview (Fox et al., 2017). A case study in a focus group method will be done to reach those findings owing to the nature of the program, which was held for three groups of employees in three different departments of the hotel. Consequently, an investigation will be carried out on how the trainees and the human resources manager construct the meaning of the outcomes of the training program. Besides, it is an attempt to identify the stakeholders' perception of this social-professional reality; that is the resulted performance of the trainees after conducting the training program, which is subjectively constructed through their interaction (Bryman and Bell, 2011;Denzin and Lincoln, 2011 ).

Evaluation Question
Therefore the reason that developed the evaluation questions is to detect whether the program influenced the employees or not. Thus the study aims to answer those evaluation questions as follows: How did the telephone-skills training program cause (or did not) an impact of change in the workplace, on the trainees' culture and performance who attended the program? Why did it influence change (or not) in trainees' perception and conduct? Randolph (2009) explains that the faulty collection of literature leads to derail a dissertation. Hence if the literature review is flawed, the rest of the study may be viewed as defective. In respect of this evaluation study, the focal point is in gathering information from the literature that discusses the critical aspects of the evaluation question: "how and why a training program causes an impact of change on employees' culture and performance".

Culture
Evaluations of training programs are becoming increasingly essential to manage intellectual capital of business organisations (Adams and Waddle, 2002). Assessments of those programs have been apparent in helping to improve the outcomes of performance within which is the context of this study (Lingham et al., 2006;Newby and Bramley, 2008;Helitzer, Yoon, Wallerstein, and Garcia-Velarde, 2009). Adams and Waddle (2002) argue that evaluation is the process of attempting to assess the total value of training. However, Kissack and Callahan (2009) suggest that including a culture analysis during the organisational analysis portion of the needs assessment is vital. Likewise, it has been found that ineffective training evaluation is directly associated with the organisational culture (Lewis and Thornhill, 1994). Lewis and Thornhill (1994) argued that an attempt must be first considered to understand the corporate culture and the organisation attitudes towards evaluation. Practitioners in the local-hotel industry in Jordan (Batarseh, 2018 andSaadeh, 2018), have reported this issue about owners and managers who neglect the learning process to their human capital.
In this context, this study aims to examine how a training program would affect cultural change, as an embedded element, that reflects in organisational performance change. However, not all the mentioned assessment-elements will apply to this study because it is beyond its scope.

Double-Loop Learning
In contrast, Rowe (1996) differs from the above authors in suggesting that evaluation requires researchers to be engaged in "double-loop learning". This process indicates that while evaluating, one has to return to the objectives of the program themselves and inquire whether they still apply or not. He concludes that with "double-loop learning" a researcher investigates the uncertainties which are associated with the training and development process and evaluate the aims and objectives of the program itself. On the contrary, (Blackman et al., 2004) argue that there are "potential weaknesses in the double-loop learning for reliable knowledge creation because of the ongoing testing of the original problem and the new solution". However, the paper suffers from a poorly developed theory as numerous researchers showed the significance of double-loop learning on organisational innovation and performance, the transformation of the firm, and its impact on a higher level of collaborative know-how (Garcí a- Morales et al., 2009;Sisaye and Birnberg, 2010;Simonin, 2017). The double-loop learning process consists of questioning the objectives and methods of which are included in the program's design. Therefore, this evaluation will observe whether an application of this model exists during the process of designing the training program. Nonetheless, a non-detection of this model in practice will show a gap in developing learning processes in training programs in this hotel.

Components of Learning Process
A great deal of previous research has focused on learning in the organisation as a crucial role of impact on performance change. In fact, many studies focused on the significance of the learning process of the trainees and its effects on corporate performance as a result. Garavan's (1997) evaluation study on a mid-size hotel of a social skills training program has found that there is a linkage between the power of behaviour change (learning) and service effectiveness. The evaluation purpose was to determine the gap between planning and reality and make the recommendations to the hotel. The findings showed that the response was influential during the training itself, but with less impact on the long run. This study seemed to ignore issues of changing employees' attitudes, which have a sustainable influence on performance. However, according to (Garcia-Santillá n, Moreno, Carlos, and Zamudio, 2012), three components influence the learning process of individuals when trying to change their attitudes: the cognitive aspect (how people think), the behavioural perspective (how people act), and the affective aspect (how people feel). Hence in evaluating a training and development program, an evaluator has to explore how this program is designed and does it have an improving impact on employees' attitudes?
Another study (Popper, 2000) described the role of leaders' styles in determining values that facilitate effective learning. The method of leaders was structural and systematic in collecting, analysing, storing, disseminating and using information that is relevant to the performance of the firm. The findings of the study indicated a link between the role of leaders and effective learning (Popper, 2000). This component of learning process demonstrates a vital role in performance.
Similarly, (Sessa et al., 2018) investigated the multiteam learning systems. The multiteam systems are "an organisational form that consists of multiple teams in a fluid of semi-permanent network" (Sessa et al., 2018). They found that when individuals and component teams are ready to learn along with the environmental support for learning, the multiteam systems learn continuously. Hence, these systems provide reflection, invention, and transformation in preparation for future missions. In this respect, this evaluation study will observe if any of these methods were existent in the training program design of this hotel.

Emotion Work
Further studies focused on a different aspect, which influences the learning process of the trainees. Mirchandani (2012) and Dick and Bernstorff (2009) focused on emotion work (EW). Mirchandani (2012) argued that (EW) has to be included in the program's content since it has an impact on enhancing the communication skills of "call centre agents" as a result of his study. This aspect of learning is a vehicle through which employees learn to make sense of their place in social, economic and cross-national environments (Mirchandani, 2012). What the paper meant by (EW) is "to refer to the relational work which many people do as part of their jobs". It is related to the concept of taking ownership of the "call" and letting clients acknowledge that they are in the right hands (Mirchandani, 2012). Training in this respect could enhance the social interaction with the customers, which in turn change employees culture in the workplace and boost performance. In this respect, it is vital for an evaluation study to concentrate on this facet in a program, whether it exists or not. Alternatively, Dick and Bernstorff (2009), who investigated emotional dissonance 1 (ED) in call centre work, showed that (ED) was associated with lower work motivation. They also found that positive affectivity correlated negatively with (ED). In comparison, negative affectivity correlated positively with customer aggression.
Consequently, emotion work has to be emphasised in the workplace as it has a vast influence on the overall employee performance. Although this aspect was not expected to be found in the training design of this hotel, it was suggested, in the recommendation section, to have it included in future training programs. It will be determined in prospective research evaluation, through identifying relational work among employees that reflects emotional work and includes it in the training program.

Cultural Diversity
Mirchandani (2012) stresses the idea of communicating with diverse cultures in the workplace. It is relevant that an evaluation study, in a hotel environment, focuses on the existence of varying content with different cultural possibilities, which trains employees how to deal with different cultures. For example, social interaction, language, verbal contacts with customers and many other interconnections are vital components in a hospitality environment. Moreover, a recent study ( Anjorin, Jansari, and Nazir, 2018) stressed the value of cultural diversity in the workplace. Although this thesis had some limitations in its scope, the findings showed the significance of this facet in increasing productivity of the staff and achieving positive outcomes. This topic was addressed during the interviews to explore the extent of its understanding (appendix 4). It was also included in the recommendations section.

Methodology
It is crucial to discuss the design of this evaluation report in the current section. The methods and methodologies which formulate the model, explain what the research is, and how is it done, allowing the reader to evaluate the reliability and validity of the study (McCombes, 2019).

Philosophy
The research philosophy adopted in a study carries significant assumptions about the way a researcher views the world. Those assumptions will bear the methodology, methods, approach, strategies, choices, time horizons and techniques chosen as part of the study (Greener, 2008;Saunders et al., 2007).  Moreover, (Dawson, 2002) states that when a researcher thinks about the methodology, he or she needs to think about qualitative and quantitative research. Alternatively, there is a difference between qualitative and quantitative analysis. Qualitative research explores attitudes behaviours and experiences where they tend to reflect an interpretive position and constructivist stand. In contrast, quantitative research generates statistics, where they tend to reflect a positivist position and objective stand (Dawson, 2002;Bryman and Bell, 2011). Qualitative research uses methods such as interviews, or focus groups, whereas quantitative research uses techniques such as questionnaires or structured interviews (Dawson, 2002).
This evaluation study is exploratory. It is an attempt to understand how the management and the staff in this hotel interpret the results of the training program. Bryman and Bell (2011) explain that if the research problem was formulated to stress the tenuousness 3 of the firm and its culture as objective categories, it is likely that the research would actively involve the participants in reality construction. Therefore, this evaluation study takes the interpretive constructivist stand because it tries to interpret how and why the employees understand the impact of the training program, and how they construct their reality through the results of the program.

Methods
The data used for this study is primary in nature, as it reflects the participants' observations (Saunders et al., 2007). Its use is based on the subjective qualitative research approach (Greener, 2008). The data collected were based on interviews taken from ten employees and the human resources manager (HRM) of the hotel. In-depth interviews were addressed to the departmental groups in a set of prompt semi-structured open-ended questions. In-depth interviews were chosen because they attempt to get in-depth opinions from the participants (Dawson, 2002). Semi-structured questions were selected because they are "a list of questions on fairly specific topics to be covered, often called the schedule (Appendix 5); however, the interviewee has a lot of other ways in how to reply. Consequently, questions may not follow the outline set on the schedule" (Bryman and Bell, 2011). An mp3 audio machine will record the interviews.
Each group formulates each department, which is why three focus groups will be chosen for this study (see appendix 1). The same questions will be asked to the human resources manager. The study will investigate the how and why questions and will try to understand how did this training program affect the trainees' performance in the workplace and why did they interpret their performance the way they are explaining it (cultural facet). In this sense, the outcomes would be a social construct in which the researcher is trying to grasp the subjective meaning of social action (Bryman and Bell, 2011;P. Eriksson and A.Kovalainen, 2016).
The case study is the approach that "facilitates the exploration of a phenomenon within its context using a variety of data sources" (Angelelli and Baer, 2016). Therefore, this evaluation research will use the case-study method using the training documents and multiple interviews outcomes within the hotel, to explore this phenomenon within its context (Yin, 2009). Moreover, this study aims to investigate employees' performance through the lenses of the involved actors and requires prior categorisation of the occurrence (Angelelli and Baer, 2016). Accordingly, a case study will be conducted on a telephone skills training program for specific work-groups within the hotel's workplace environment.
Why focus groups in this case study evaluation?
Focus groups are bound to the use of qualitative data. They offer the researcher the opportunity to study the collective understanding of a group towards a phenomenon (Bryman and Bell, 2011). This is also suitable to this evaluation paper. This study will also denote a detailed schedule (see appendix 5) and will use transcribed recordings to analyse the themes that will emerge. The critical point of using focus groups is the appropriateness of the generation of new ideas formed in a social context within the groups (Breen, 2006).
Hence, the use of homogenous groups within one department in each recording will be done to achieve this purpose. The interviews in the focus groups will generate qualitative data which will be recorded and transcribed; then, a thematic analysis will be done across the meetings. Thematic analysis is a highly inductive procedure, where it is used to collect and analyse qualitative data simultaneously (Dawson, 2002). It involves classifying the data into meaningful categories, derived from the theoretical framework and must fit what the research has revealed (Saunders et al., 2007). It is also a method of identifying, analysing and reporting common ideas within a set of qualitative data (Clarke and Braun, 2013;Anderson, 2007). It recognises the themes within the data, where emerging patterns become codes and categories for investigation (Fereday and Muir-Cochrane, 2006). Therefore, this approach was selected in this study to analyse the data, while coding and categorisation were done manually (shown in appendix 4). Besides, a search for the main emerging themes and patterns was done, then analysed systematically through defining relationships, compare and contrast and finding gaps; a process that involves reflecting on whether the data tell a convincing story or not.
Moreover, thematic analysis is a flexible process and can be used to analyse data from focus groups and interviews (Clarke and Braun, 2013). Therefore, the thematic analysis approach was selected to extrapolate the main themes of the transcribed interviews and analyse them accordingly. Four interviews were conducted: three for the departmental parties, and one for the human recourses manager. Same questions will be used for all groups. The focus-group interview schedule (Breen, 2006) is demonstrated in Appendix 5. The documents of the hotel about the program are presented in appendices 1 and 2. Analysis of the focus-group data includes 4 the most important themes, quotes, and unexpected findings (Breen, 2006).

Sample
A purposive sampling technique was chosen because of the nature of this evaluation research. Richie, Lewis, and Elam (2013) argue that in a criterion based on purposive sampling, sample units are chosen because they have particular features that enable a detailed examination of the phenomenon being studied. Accordingly, this paper focused on three groups who had specific features for the study. It concentrated on evaluating a telephone skills training program which is done in a four stars hotel situated in the Dead Sea area of Jordan. The human resources manager conducted the program for two days on January 25, 2019, and the 26th. The duration of the program was one hour for each day and was intended for all departments. Three departments attended the program as follows 5  Hence a total of eleven employees participated in the program, who resemble the population studied (Fox et al., 2017).
The sample was limited because the evaluation has been done for this particular hotel. However, this evaluation research could be an insight for future assessments within the Jordanian local-hotel industry.

Ethical Considerations
Ethics is about relating to moral choices and influencing decisions and behaviours (Greener, 2008). In this study, relevant ethical considerations were taken while collecting the data. For example, following the moral code of the hotel, full information provision about the purpose of the evaluation, and gaining the consent of the participants without causing any harm to them are vital actions that were considered in the study (Greener, 2008;Saunders et al., 2007). Furthermore, the evaluation regarded the respect of the informers in keeping their rights to confidentiality and anonymity as a significant act in its course. It also maintained objectivity and avoided embarrassment stress and discomfort while conducting the research (Greener, 2008;Saunders et al., 2007). These steps were taken while conducting this evaluation research.

Procedures
A timely plan (see appendix 3) was prepared in a Gantt chart presentation to manage this evaluation-study project. This study focused on in-depth interviews that started with the human resources manager (HRM) and then the other three focus groups that consisted of the employees in the mentioned departments. After the first interview was done, which was conducted on February 26, 2019, with the HRM, the researcher called for the first focus group, which was available at the time. The department of housekeeping was the available one, according to the hotel schedule. However, one of the employee-trainees was in the hospital, and his partner who happened to be another trainee accompanied him. It was not easy for the researcher to postpone the interview because of the time limitations, the remoteness of the hotel's location and the difficulties in appointing interviews.
Therefore it was agreed upon resuming the second interview while adding one of the front office trainees with the two housekeeping trainees. The third and the forth interviews went as scheduled. Accordingly, the total interviewed employees were nine employees (81.8% of the population), in addition to the human resources manager.
The human resources manager was addressed in English. At the same time, most of the employees in the focus groups were communicated in Arabic, and the transcription was translated into English for the thematic analysis purposes.

Findings
After transcribing the interviews, a thematic analysis was done to extrapolate the emerging themes from the answers (see appendix 4).
The themes mainly come from interviewees. The categorisation process involved organising and coding the data to develop the main ideas, to capture the richness of the facts and interpret them (Fereday and Muir-Cochrane, 2006). Consequently, the main themes were presented first, resembling main categories while subcategories, which were shown below each leading group, resembled the subthemes extracted from the qualitative data.

First Interview (HRM)
According to the methods used and explained above, five categories emerged from the data of the first interview. O' Connor and Gibson (2003) emphasise that maintaining reliability 6 and validity 7 in the data analysis, and the findings are crucial. They also encourage the qualitative analyst to start thinking inside the box, then outside the box. That is when analysing the data, to keep in mind the original questions that are meant to be answered. Then, to look at other ideas and themes that have emerged from the data (surprises), (O'Connor and Gibson, 2003b, p.66). These aspects were considered in the process of analysis. Thus the main categories were as follows: -New skills and knowledge.
-Impactsub-themes. It was noticed that advanced learning procedures mentioned in the literature review were not addressed in the training program, for example, double-loop learning, emotion work and cultural diversity materials, which could develop a training strategy. Another topic was embedded in the conversation of the HRM regarding the cultural issues related to learning among employees. However, he did not show any concern about changing it. Furthermore, the HRM did not indicate any clear understanding of the multiteam learning system, the impact of learning components on attitude nor the role of leaders in learning. Jugder (2016, p.4) argues that a conceptual framework has to be formed, reflecting the connection of the main ideas to identify meaning. Therefore, figure  4.1 demonstrates the relationship between the different themes extrapolated from the data in a conceptual framework. The same procedure of analysis will be repeated in other interviews.
According to HRM view, it has been found that the telephone skills training program did have an impact of change mainly on the front office employees. Furthermore, it had a sustainable effect and was a motivation by itself for the employees. The HRM was content with the program and did not show a need for further training, although he admitted that 'repetition improves effectiveness'. These findings demonstrate that this program did cause a positive change in performance. However, learning processes which were addressed in literature were not considered in this program. Therefore, limited impact on performance and culture was identified.

Housekeeping (HK) and Front Office (FO) Interviews
The main categories and sub-themes that emerged from housekeeping (HK) and front office (OF) departments' interviews were as follows: -New skills and knowledge -subthemes   From the HK and FO departments' interviews, it has been found that the training program created motivation, a need for repetition and more training. However, this tendency has not been detected within the HRM interview. Therefore, this HRM's attitude reflects the negligence of management in enhancing skills and learning, while employees expressed a necessity to improve. Furthermore, the program did have an impact of change in creating new skills and knowledge and reviewing and refreshing existing ones. It also had an effect on guest-communication and gentle wordings with customers. However, some employees expressed their need for more extended programs, and more content to improve their experience. These findings mirror the impact of change on the employee's culture in the workplace and their performance. Yet, this program was limited in its effect. While some employees questioned parts of the program design, which reflected a "double-loop learning" method 8 , other procedures of advanced learning, which were discussed in the literature review were not demonstrated in the program design.
This result reveals the gap in improving the training from literature and other experiences and the lack of designing better programs that have a better impact on culture and performance.
Besides, the FO department reported the need for training on the operator console, the fire alarm system and the handicapped needs. This necessity was verbalised and written in the manuscripts (appendix 4).

Service Area -food (SA) Interview
The main categories and sub-themes that emerged from (SA) department interview were as follows: -New skills and knowledge o Adding new ones to new employees.
o Review and refresh existing ones.
o Helps to remember.
-Impact o Improvement in using gentle wordings.
o Improvement in communicating with guests.
o Improvement in communicating with other departments.
o Existing employees may train new ones.
o Enhance teamwork o Enhance co-operation among departments.
-Motivation by itself. The program is motivating and leads to performance improvement. o Need training on departmental relations.
-Repetition of the program leads to improvement.
-Local guests issues (hinders performance).  The last interview revealed similar results comparing with other departments. The SA employees revealed that the program created motivation, a need for repetition and more training. The training added new skills to existing staff and new employees, and it had an impact of change on their performance. For example, the team gained skills in guest communication, communication among departments and they had gentle wordings towards the guests.
However, they expressed their need for extended training materials and repetition of the program as these aspects improve their performance and experience. Besides, this interview reflected the limitation of the program since it did not demonstrate any of the procedures discussed in the literature review section that boost performance and change the organisation culture.
Furthermore, as this evaluation progressed in the department of the food service area, it was found that the participants suggested that there is an element in the culture of local guests that hinders training programs to develop their performance. For instance, they mentioned that local guests are "headache". They try to exploit tourist packages and have an attitude. They always complain of something, bargain in prices and argue intentionally to obtain more service. Therefore, behaviour coming from local guests regress their performance and involves cultural issues. The staff also requested more training to be done on departmental relations and co-operation and asked for the addition of departmental telephone numbers cards in each room. These requests are mentioned in the original manuscripts (appendix 4).
Consequently, in the following section, recommendations were considered to enhance the cultural change process, which can improve performance.

Recommendations
This evaluation study has shown the implementation of the objectives of the training program. However, it revealed limited progress in cultural change and the impact of change on performance. Therefore the following recommendations are suggested to the human resources manager and the management of the hotel. This study encourages the stakeholders to act upon the issues that hinder any future training from having a change in the organisational culture that would reflect on improving employees' performance.
In the beginning, this evaluation study suggests the repetition of any existing or new training program periodically which proposition is confirmed by Gist, Bavetta, and Stevens (1990). This process could be arranged with the employees according to their schedules and needs. Moreover, this study recommends extending the content of future programs consisting of methods and procedures that develop performance and change the staff's culture in the workplace. For example "emotion work", "cultural diversity", "double-loop learning", "multiteam learning systems", and "role of leaders in learning" (Mirchandani, 2012;Dick and Bernstorff, 2009;Anjorin et al., 2018;Rowe, 1996; Garcí a-Morales, Verdú-Jover, and Javier Lloré ns, 2009; Sisaye and Birnberg, 2010;Simonin, 2017;Sessa et al., 2018;Popper, 2000) are methods worth to be investigated from the hotel's management. Those procedures could be found in literature and training program designs in related institutions. It also encourages the stakeholders to research in literature and specialised institutions about methods that deal with employees' cultural and attitude change (Adams and Waddle, 2002;(Lingham et al., 2006;Newby and Bramley, 2008;Helitzer et al., 2009;Lewis and Thornhill, 1994;Garavan, 1997;Garcia-Santillan et al, 2012). Those topics are recommended to be included in future training programs since they have a significant impact on the hotel's performance.
This evaluation also suggests adopting extended training material in the telephone skills program concerning the way how to handle complaints and emotional responses such as the program in (KSL Consulting LTD, 2018). It also recommends conducting training and development programs related to improving the team spirit and departmental co-operation.
The study also recommends providing information cards that show the departmental phone numbers in every room and suggests providing teaching sessions on the operator console to the FO staff, preparing and teaching for handicapped needs and training the FO employees on the fire alarm system.
The evaluation results encourage assessing employees' cultural change (Rousseau and Cooke, 1988) and performance (Lusthaus, Adrien, Anderson, Carden, and Montalvá n, 2002) in the workplace using professional assessment tools. These tools could be found in related training institutions. Recommendations are also made for the management to associate the performance improvement and cultural change in the workplace of any employee with bonuses, promotions and salary raising to boost motivation (Green and Heywood, 2007). It is also recommended to extend the duration of the training to provide time for feedback and employee questions.
According to the foodservice area's (SA) comments, this evaluation recommends to limit the food packages to the local guests and promote those packages to non-local ones.
Finally, the researcher recommends putting this slogan on every training program "TRAINING IS PERFORMANCE VALUE".

Conclusion
Training and development programs are crucial in the local hotel sector in Jordan due to their effect on employees' cultural change and performance in the workplace. This study has unveiled the importance of the evaluation process of training programs, which are rationale and systematic, through using the scientific approach. It revealed a change on performance; however, developed performance and change in employees' culture were limited. It is essential to note that this evaluation study has shown that a limited amount of training program evaluation has a limited impact on performance improvements. More future case-study evaluations on training and development programs are required in this sector, due to the need of detecting the level of performance in this field. Moreover, further evaluations are needed to identify low performance related to culture.
Hence, once they are achieved, it is necessary to communicate those studies' findings with the stakeholders to make an impact of change out of those interventions.
This study was limited to an evaluation of a training project in a local hotel in Jordan. Further assessments are required to be done in the future on other training programs and in other local hotels. It is crucial to detect whether training has an effect on culture change and performance in local hotels and to what extent.