The Kolb learning cycle
Figure
01: Kolb
Learning cycle. Amstrong, 2006
Sloman
(2003) between learning, which ‘lies within the domain of the
individual’, and training, which ‘lies within the domain of the organisation’.
Today the approach is to focus on individual learning, and ensure that it takes
place when required - ‘just - for - you’ and ‘Just - in - time’ learning.
Therefore learning involves the acquisitions of abstract concepts that applied
flexibility in a range of situations — the motivation for the development of
new ideas provided by new experiences (Kolb,
1984).
The
Experiential Learning Cycle
Experiential learning will profoundly
influence to create a productive workforce. Therefore with the industry
expertise in tourism and hospitality sector training of housekeeping function
as tap, heads to gain real experience within the industry.
Concrete
Experience:
Personalised service and
housekeeping function as tap heads to gain efficiency through staff
motivational training program to increase employee engagement for better
productivity.
Reflective
Observation:
With the influence of trainers’
view, the housekeeping staff will be gaining knowledge to improve
effectiveness in-room service, proper communication, time management, and
business ethics to improve the readiness level of the team to manage
situations.
Abstract
Conceptualisation:
With the supervision of achieving
set KPIs in a given time frame and the readiness level of the housekeeping
staff will enhance the idea of practising their knowledge through learning that
will help to deliver a productive workforce by strengthening employee engagement.
Active
Experimentation:
Leaning through training will
help the staff to commit by completing the task successfully through
increasing productivity by delivering positive results on taking practical
actions in any given situations, while this creates a new concrete experience to
the staff and the cycle begins.
Significance
probabilities on after training housekeeping:
§
High commitment and competency of
the workforce.
§
Be more customer-oriented due to
the knowledge of training and development.
§
Negative customer service
feedback.
§
The staff of the hotel will feel
inspired to go above and beyond the call of duty.
§
Dedication and innovation help to
develop excellent hospitality staff
§
Identifying the level of employee the output helps to exert effective decision making.
According to Armstrong (2014) citation on the Kolb learning cycle is explained in
the above figure 01, discuss “to learn effectively, individuals must shift from
being observers to participants, from direct involvement to a more objective
analytical detachment”. Thus with effect from identifying the gap among what
people know and can do and what they must know and be talented to do is
concerned with identifying and satisfying learning development needs (Armstrong,2012 cited in Olakunle and Ehi,
2008).
Purcell
et al. (2003)
believe that flexible behaviour which helps the firm to be positive is most
likely to ensure, when employees are well motivated and duel committed to the
business and when the job has given them a high level of satisfaction.
Therefore (Purcell et al., 2003) established that the critical policy and practice
factors influencing levels of commitment were:
§
received training last year;
§
are satisfied with the career
opportunities;
§
are satisfied with the performance
appraisal system;
§
think managers are useful in people
management (leadership);
§
find their work challenging;
§
think their form helps them achieve a
work-life balance;
§
Are satisfied with communication or
company performance.
According to (Bentley, 2006) with the influence of training and development, it
adds value to the training process and direct organisations towards the
achievement of their strategic objectives.
Training and development
activities allow organisations to adapt, compete, innovate, excel, be safe,
produce, improve service, and reach goals. In the United States alone, organisations
spend about $135 billion in training individuals per year (Patel, 2010). Organisations
like Toyota, Apple, Microsoft, and British Petroleum are changed continuously
with the social trends and pattern were training, and development programs are
essential to perform a high degree of learnability, logical ability,
cooperation and management potential, communication and advanced expertise and
planned approach for problem-solving (Sreenivas,
2006).
According to Armstrong (2014), proper training is indeed only one of the ways of
confirming, which the learning takes place, but it can be justified in the
following situations:
·The knowledge or skills cannot be
learned satisfactorily in the workplace or by self-directing learning.
·Different skills are required by several
people, which have to be settled rapidly to meet new demands and cannot expand
by trusting on practice.
·The tasks to be agreed are so focused
or challenging that people are improbable to master them on their initiative at
a reasonable speed.
·When a leaning needs mutual to some
people to be met that can readily be dealt with in a training event or
programed. For example Induction, essential
IT skills, communication skills.
Consequently, there are two significant
areas of training in the organisation: these are “on - the - job” training and
“off - the - job” training (Sulu, 2011).
On-the-job training describes a variety of methods that are applied while
employees are performing their jobs.
In on-the-job location, the
emphasis is more on the acquisition of specific, local knowledge in a real
situation (Cole, 1997). Induction/orientations,
coaching, apprenticeships/internships, job instruction training, job rotation/
enlargement/ enrichment and understudy are methods that include in On-the-job (Bankole, 2000: Nwokocha, 2014).
Accordingly, the advantages of On-the-job training; it facilitates the transfer
of learning in organisations, the training approach familiarises the individual
with the procedures and tools, trainees are going with, the acceptance of
trainees are enhanced since they would be pre-exposed to those they would work
with (Olankunle and Ehi, 2008: 227). Having
considered the above facts, it defines that training research has come a long
way. Today it is empirical and theoretically based. (Wright & Geroy, 2001) note that employee competencies change
through effective training programs.
According to (Ford & Kraiger, 2007; Salas & Kozlowski, 2010), the next 50 years
will bring many challenges to the science of training. As the population gets
older, wiser, more technology-savvy, more insistent of receiving ‘Just - in -
time knowledge’, more supportive of collaboration, and more involved in
multitasking, the science will have to even more multidisciplinary, integrating
findings from different areas such as human performance
modelling, augmented cognition, change management, skill acquisition.
References
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