Initial Training When Franchising a Business in Argentina

A business may work very well with its founder present, yet prove difficult to replicate when someone else has to run it. Before offering franchises, you need to turn that expertise into concrete learning outcomes. Initial training bridges the gap between understanding the model and being able to put it into practice. Preparing it properly allows you to bring new people into the franchise network without relying on improvised explanations.

1. Define what the franchisee must be able to do

The starting point is not a presentation about the brand’s history. It is a list of tasks the franchisee must be able to handle without constant help: organising a working day, checking stock, handling a complaint, recording a sale or interpreting the outlet’s basic performance indicators.

In Argentina, franchise agreements are governed by Articles 1512 to 1524 of the national Civil and Commercial Code, enacted by Law 26,994 and in force since August 2015. Among other duties, Article 1514 requires the franchisor to pass on technical know-how derived from its experience and verified by it, provide an operations manual and offer technical assistance.

Simply handing over a manual does not establish that someone knows how to run the business. Initial training is a practical way to organise that transfer of knowledge; it does not replace the assistance required throughout the relationship.

To design the training, create a matrix with four columns:

• Task: what the person must do.
• Standard: what counts as a satisfactory result.
• Practice: how they will learn to do it.
• Evidence: how their learning will be assessed.

For example, evidence of the ability to handle a complaint could be a simulation in which the participant identifies the problem, applies an authorised solution and records what happened.

2. Tailor learning pathways to responsibilities

Not everyone needs to learn the same things in the same depth. A franchisee managing the business needs to understand costs, controls and management decisions. The person overseeing day-to-day operations must be proficient in managing shifts, opening and closing procedures, and dealing with incidents. Customer-facing staff need to practise the procedures they will use every day.

Design a common core alongside role-specific modules. This avoids two frequent problems: overloading some people with irrelevant information and leaving those responsible for running the business insufficiently prepared.

A useful sequence combines:

1. Advance preparation: guided reading, an overview of the model and familiarisation with tools.
2. Demonstration: an experienced person performs the task and explains their decisions.
3. Supervised practice: the participant carries out the activity and receives corrective feedback.
4. Full simulation: a working day is recreated, including both routine and exceptional situations.

Include the knowledge that often remains in the founder’s head: how to prioritise during busy periods, when to reject supplies or what to do if the payment system fails. If these decisions are not taught, each outlet will end up handling them differently.

Also decide who will deliver the training. Being excellent at a task does not necessarily mean being able to explain it. The trainer needs a guide, consistent examples and shared criteria for giving corrective feedback.

3. Agree the scope before committing to an opening date

The commercial proposal and the agreement must be consistent about the training offered. Avoid phrases such as “comprehensive training” unless you can specify what they include. Document the intended participants, content, delivery format, location, timetable and each party’s responsibilities.

Make clear who will pay for travel, accommodation, materials and any additional training days. There is no need to turn the agreement into a teaching programme: it can refer to a clearly identified annex, with clear rules for agreed changes.

The Code does not prescribe a universal duration for initial training across all franchises. The time required depends on the complexity of the business and the roles being taught. Do not present a number of hours chosen by your company as a general legal requirement.

With legal advice, also establish what will happen if someone misses training, needs to repeat practical exercises or fails to meet the agreed criteria. If successful completion of training is a condition of opening, that condition must be known in advance and based on objective criteria, rather than discretionary approval at the last minute.

4. Assess learning and retain evidence

An attendance sheet proves presence, not competence. To assess readiness, combine questions about important decisions with direct observation of tasks. Use the same checklist for participants with equivalent responsibilities.

Record the date, trainer, content covered, version of the materials used and result of each assessment. Where difficulties arise, document any additional practice and reassessment. Share these findings with the franchisee.

At the end, a training record can summarise the learning outcomes achieved and any outstanding actions. This documentation helps keep the relationship organised, but must not be presented as a waiver of rights or an automatic release from the franchisor’s obligations.

Practical takeaway: before marketing your franchise, choose one critical task and check whether someone else can learn it through your programme. If they still need the founder to step in to resolve it, refine the training before expanding to more outlets.