Training programs have long been positioned as a primary mechanism for enhancing workforce capability in tourism, an industry characterized by high customer contact, service variability, cultural diversity, and rapid technological change. While training undeniably contributes to skill enhancement, its actual impact on developing complex competencies—such as adaptive problem-solving, emotional intelligence, cross-cultural communication, and strategic decision-making—is uneven and often overstated. A critical evaluation shows that although training can improve procedural knowledge and short-term performance, the development of deeper, transferable competencies requires systemic interventions that go far beyond simply increasing the number or frequency of training sessions. Complex competencies differ fundamentally from routine skills because they are context-dependent, integrative, and rooted in experience. In tourism settings, employees frequently confront ambiguous situations: managing dissatisfied guests, balancing operational efficiency with personalized service, or coordinating across multicultural teams. Traditional training programs, particularly those that rely on classroom instruction or standardized modules, tend to emphasize knowledge transmission rather than capability formation. As a result, participants may demonstrate improved understanding immediately after training but struggle to apply learning in dynamic real-world scenarios. This “knowing–doing gap” illustrates that competency development is not merely a function of exposure to content but of opportunities to practice, reflect, and receive feedback within authentic work environments. Empirical observations across hospitality and travel organizations reveal that training often produces measurable gains in technical proficiency—such as reservation system use, safety procedures, or service protocols—but its effect on higher-order competencies is mediated by organizational climate. For instance, companies like Marriott International have invested heavily in blended learning approaches that combine formal training with mentoring and job rotation, recognizing that leadership and service excellence emerge through sustained developmental pathways rather than isolated workshops. Without supportive supervision, psychological safety, and empowerment, employees may lack the autonomy required to experiment with new behaviors, limiting the translation of training into competency growth. Another limitation lies in the assumption that increasing training frequency automatically leads to better outcomes. In reality, excessive or poorly integrated training can create cognitive overload and training fatigue, reducing engagement and retention. Tourism operations are often seasonal and time-pressured; employees may perceive frequent sessions as interruptions rather than developmental opportunities. When training is treated as a compliance exercise—focused on