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. At the same time, 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 career opportunities;
§ are confident 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.
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