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Hospitality Training

Hospitality Training. Ali Green, CHA 2/24/11. Do Learning Styles Matter?. For the next hour……. Background Info. 1. 2. 3. 4. The Study. The Results and What that Means to You. Learning Styles – Digging Deeper. First and Foremost. Special Thanks Gary Whitney Jesus Rivera

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Hospitality Training

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  1. Hospitality Training Ali Green, CHA 2/24/11 Do Learning Styles Matter?

  2. For the next hour…… Background Info 1 2 3 4 The Study The Results and What that Means to You Learning Styles – Digging Deeper

  3. First and Foremost Special Thanks Gary Whitney Jesus Rivera Warren Jahn Thank you all!

  4. The Back-story For the LOVE of training What is happening in our industry? Shift Happens

  5. Pilot Study East Carolina University – 2009 Results – Not Significant

  6. Here is my real question that sparked this entire study. If I can get the employee into the “right” training delivered online or traditional – will this help the industry retain employees?

  7. The Problem • Economy • Service Levels • Rapid Change Large Turnover in Hospitality/Lodging Industry 36 – 300% (Cho, Woods, Jang and Erdem, 2006) Costs Roughly $140 Billion in 2002 (Incentive Research Foundation)

  8. The Purpose To determine if a relationship exists between learning styles of employees and the preferred instructional delivery mode in hospitality training.

  9. The Study Research Questions Does the employee’s learning style determine his/her preference for training delivery mode? Does an employee have better learning results via online or traditional instruction mode? Does an employee have better learning results if delivery mode is matched to learning style? Should hospitality-training organizations match instructional systems delivery (ISD) content with learning styles?

  10. Online Synchronous one day workshop Traditional Face to face one day workshop held at hotel in meeting room Material Same material delivered to both online and traditional Instructor Same instructor for both online and traditional N=120 minimally. 60 per cell. Goals

  11. PERFORM Material Same material delivered to both online and traditional Instructor Instructors for both online and traditional = Jesus and Warren n=79 58 Online 21 Traditional Reality

  12. Reality

  13. Study and Instruments Quasi-Experimental Online Survey Software: Opinio • Index for Learning Styles Assessment and demographic information (Felder and Solomon) • Pre-Test • Post - Test • 11 Items • Developed by Jesus and Warren • Posttest 1 additional question

  14. 44 Questions 6 Additional Demographic Questions

  15. The Results - ILS Does the employee’s learning style determine his/her preference for training delivery mode?

  16. The ResultsPre and Post Test Outcomes

  17. Should hospitality-training organizations match instructional systems delivery (ISD) content with learning styles?

  18. Discussion/Implications Testing – Pre and Post Significant No Significant Difference – Delivery Mode and Preferences Learning Styles – Visual/Verbal is the stand out Learning Styles and ISD Online “saves” money Embrace Distance Learning Should be testing

  19. Reaching one learner at a time to change the training world.

  20. ILS Outcomes And what about you?

  21. Individual Results

  22. Active - Reflective • Active Learners – if you act before you think you are apt to make hasty and potentially ill-informed judgments. You need to concentrate on summarizing situations, and taking time to sit by yourself to digest information you have been given before jumping in and discussing it with others. • Reflective Learners – if you think too much you risk doing nothing. Ever. There comes a time when a decision has to be made or an action taken. Involve yourself in group decision-making whenever possible and try to apply the information you have in as practical a manner as possible. Mindtools.com

  23. Sensing - Intuition • Sensory Learners – if you rely too much on sensing, you can tend to prefer what is familiar, and concentrate on facts you know instead of being innovative and adapting to new situations. • Intuitive Learners – if you rely too much on intuition you risk missing important details, which can lead to poor decision-making and problem solving. Force yourself to learn facts or memorize data that will help you defend or criticize a theory or procedure you are working with. You may need to slow down and look at detail you would otherwise typically skim. Mindtools.com

  24. Visual - Verbal • Visual Learners – if you concentrate more on pictorial or graphical information than on words, you put yourself at a distinct disadvantage because verbal and written information is still the main preferred choice for delivery of information. Practice your note taking and seek out opportunities to explain information to others using words. • Verbal Learners – when information is presented in diagrams, sketches, flow charts, and so on, it is designed to be understood quickly. If you can develop your skills in this area you can significantly reduce time spent learning and absorbing information. Look for opportunities to learn through audio-visual presentations (such as CD-ROM and Webcasts.) When making notes, group information according to concepts and then create visual links with arrows going to and from them. Take every opportunity you can to create charts and tables and diagrams. Mindtools.com

  25. Sequential - Global • Sequential Learners – when you break things down into small components you are often able to dive right into problem solving. This seems to be advantageous but can often be unproductive. Force yourself to slow down and understand why you are doing something and how it is connected to the overall purpose or objective. Ask yourself how your actions are going to help you in the long run. If you can't think of a practical application for what you are doing then stop and do some more "big picture" thinking. • Global Learners – if grasping the big picture is easy for you, then you can be at risk of wanting to run before you can walk. You see what is needed but may not take the time to learn how best to accomplish it. Take the time to ask for explanations, and force yourself to complete all problem-solving stepsbefore coming to a conclusion or making a decision. If you can't explain what you have done and why, then you may have missed critical details. Mindtools.com

  26. = Group = Individual Individual Results

  27. Group Results

  28. Let’s Talk • How can you use this as a trainer? • How can the learners use this information?

  29. Just for you • Parker Palmer – Teaching to the one • Andragogy vs. Pedagogy

  30. There is more…… Contact me for specifics on what was presented. Ali Green 505-977-1200 aligreen2010@gmail.com

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