Training success in restaurants: The trainer’s effort to articulate knowledge

Abstract

This paper analyzes how the trainer’s effort to articulate the knowledge transmitted during the training sessions influences training success in restaurants. An empirical study was conducted using a sample of 114 managers and supervisors of multi-unit restaurant companies in the Canary Islands, and Structural equation modeling was used to test the proposed model. Results reveal that the trainer’s effort to articulate knowledge has a positive and significant influence on training success, and this effort increases when the knowledge transmitted is new and specific, but not when it is complex. Knowledge management theory is used to analyze training from another perspective.