Every J-1 Intern and Trainee host organization is required to complete a Training/Internship Placement Plan (DS-7002) for every Participant who will be training/interning with them.
One of the most common challenges when creating a Training Plan is finding the right balance between describing meaningful, hands-on learning and unintentionally making the participant sound like a regular employee.
The good news? A few simple writing principles can significantly strengthen your Training Plan and help clearly demonstrate the educational value of the program.
Focus on Learning, Not Staffing
A strong Training Plan should explain:
- What the participant will learn
- How they will learn it
- How the training will be supervised
A weak Training Plan often focuses primarily on operational responsibilities and daily job duties.
Instead of Writing:
- Manage restaurant staff
- Lead front desk operations
- Train new employees
Consider Writing:
- Learn leadership and supervisory techniques through observation and guided participation
- Gain exposure to front office management procedures and service standards
- Observe onboarding and employee development practices
Why?
The goal of the program is professional development through structured training, not filling a staffing need.
Describe Exposure to Management, Not Independent Management
Many host organizations want participants to gain management exposure, which is great.
The key is demonstrating that the participant is learning about management processes rather than independently performing management functions.
Instead of Writing:
- Supervise housekeeping staff
- Manage employee schedules
- Conduct performance evaluations
Consider Writing:
- Shadow housekeeping supervisors and learn how daily operations are coordinated
- Learn workforce planning and scheduling methodologies
- Gain exposure to performance evaluation processes through observation and discussion
Why?
Participants can learn management concepts without functioning as managers.
Use Training-Focused Verbs
The language you use can help clarify that the participant remains in a learning role.
| Strong Training Language | Words That May Require Clarification Or Should Be Avoided |
| Learn | Manage |
| Observe | Supervise |
| Analyze | Lead |
| Develop | Direct |
| Gain exposure to | Train |
| Participate | Oversee |
| Practice | Coordinate |
| Refine | |
| Apply knowledge | |
| Assist with | |
| Evaluate processes | |
| Shadow |
Why?
It’s important to note that activities such as training employees, participating in evaluations, scheduling, or leading projects are not automatically prohibited. The key consideration is the participant’s level of responsibility, the supervision provided, and whether the activity supports a legitimate training objective rather than serving as a regular staffing function.
Don’t Rely on Observation Alone
Observation is important, but it should not be the entire training plan.
A strong Training Plan combines:
- Observation
- Hands-on learning
- Guided participation
- Professional projects
- Mentorship
- Skill development
Example
- Instead of: “Observe food and beverage operations.”
- Consider: “Observe food and beverage operations, participate in departmental projects, and apply quality assurance techniques under supervisor guidance.”
Why?
The strongest programs demonstrate active learning, not passive observation.
Connect Tasks to Learning Objectives
Participants can and should absolutely learn company-specific systems, procedures, and processes. The key is explaining why they’re learning them.
- Instead of Writing: “Use the company’s reservation system.”
- Consider Writing: “Learn how reservation management systems support forecasting, guest service, and operational efficiency within the hospitality industry.”
Why?
The training objective becomes clear and demonstrates broader professional development.
Common Training Plan Rewrites
| Instead of… | Consider… |
| Supervise staff | Observe supervisory practices and leadership techniques |
| Manage a team | Learn team management concepts through guided participation |
| Train new employees | Observe onboarding and employee development processes |
| Conduct performance reviews | Gain exposure to evaluation processes |
| Lead operations | Participate in operational planning discussions |
| Assign work | Learn workforce planning methods |
| Manage inventory | Learn inventory management systems and controls |
| Oversee service | Analyze service delivery processes |
Before writing a Training Plan, it is helpful to understand what the Department of State expects to see in a DS-7002. A strong plan should clearly describe:
- The goals and objectives of the training
- The knowledge, skills, and techniques to be developed
- The activities used to achieve those objectives
- How supervision and evaluation will occur
For Trainee programs, the plan should also be organized into clearly defined training phases that explain the progression, methodology, and chronology of the training experience.
The Four Questions to Consider When Writing the Training Plan:
1. Is the Training Plan intended for an Intern or a Trainee?
2. What will the participant learn?
3. How will they learn it?
4. How will supervision occur?
If those answers are clear throughout the Training Plan, you’re likely on the right track.
A Note on Unskilled Labor
Not every basic task is prohibited. The question is whether the participant is engaged in a structured training program that develops professional skills and industry knowledge. Training plans should demonstrate how activities support meaningful learning objectives rather than routine labor needs.
Final Takeaway
A strong Training Plan should read like a roadmap for professional development, not a job description.
Focus on learning objectives, structured training, guided participation, and supervision. When in doubt, describe what the participant is learning and how the activity supports that learning.
That simple shift often makes the difference between an average Training Plan and a strong one.
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