IMPLEMENTATION OF HONEY AND MUMFORD’S
LEARNING THEORY TO IDENTIFY THE MOST
SUITABLE LEARNING STYLE IN
A FIVE-STAR HOTEL
(A Case Study of Four Seasons Hotel Jakarta)
By
Gladys Pratiwi
ID No 014200900062
A thesis presented to the
Faculty of Economics President University
in partial fulfillment of the requirements for
Bachelor Degree in Economics Major in Management
January 2013
i
THESIS ADVISOR RECOMMENDATION LETTER
This thesis entitled “IMPLEMENTATION OF HONEY AND
MUMFORD’S LEARNING THEORY TO IDENTIFY THE
MOST SUITABLE LEARNING STYLE IN A FIVE STAR
HOTEL” prepared and submitted by Gladys Pratiwi in partial
fulfillment of the requirements for the degree of bachelor at the
Faculty of Economics has been reviewed and found to have satisfied
the requirements for a thesis fit to be examined. I therefore
recommend this thesis for Oral Defense.
Cikarang, Indonesia, January 25, 2013
Acknowledged by, Recommended by,
Irfan Habsjah, SE, MBA, CMA Ir. Yunita Ismail Masjud, M.Si
(Head of Management Study Program) (Thesis Advisor)
ii
DECLARATION OF ORIGINALITY
I declare that this thesis, entitled “IMPLEMENTATION OF
HONEY AND MUMFORD’S LEARNING THEORY TO
IDENTIFY THE MOST SUITABLE LEARNING STYLE IN A
FIVE STAR HOTEL” is, to the best of my knowledge and belief, an
original piece of work that has not been submitted, either in whole or
in part, to another university to obtain a degree.
Cikarang, Indonesia, January 25, 2013
Gladys Pratiwi
iii
PANEL OF EXAMINERS APPROVAL SHEET
The Panel of Examiners declare that the thesis entitled
“IMPLEMENTATION OF HONEY AND MUMFORD’S
LEARNING THEORY TO IDENTIFY THE MOST SUITABLE
LEARNING STYLE IN A FIVE STAR HOTEL” that was
submitted by Gladys Pratiwi majoring in Banking & Finance from the
Faculty of Economics was assessed and approved to have passed Oral
Examination on February 13, 2013.
Purwanto, ST, MM
Chair – Panel Examiner
Ir. Iman Heru Wijayanto MBA
Examiner 1
Irfan Habsjah, SE, MBA, CMA
Thesis Advisor
iv
ABSTRACT
This research is aimed to identify the dominant learning style adopted by the
employee in Four Seasons Hotel Jakarta. The quality of human resources in a Five
Stars Hotel like Four Seasons hotel is one of the key factors that define the quality
of services to the customers. The human resource quality might be enhanced by
conducting regular training programs toward the employees of Four Seasons
Hotel. Therefore, the research to identify the dominant learning style shall be
conducted to support the Learning Division of Four Seasons Hotel for creating the
more effective and innovative training programs.
This research will use the Honey and Mumford’s learning theory to define the
dominant learning style. The researcher defines the representative of each
department to fill up the questionnaires that contain the questions based on the
Honey and Mumford’s theory. In total, there were eighty six (86) employees that
were participated. Then the researcher plans to construct a series of training
program that fits the major learning style adopted by the employee at the Four
Seasons Hotel Jakarta.
By completing this research, the dominant learning style of the Four Seasons
Hotel Jakarta is concluded. This result shall be used to develop the suggestion of
new training programs along with its detail that might be implemented by the
Learning Division of the Four Seasons Hotel Jakarta. In the end of this chapter,
the researcher had constructed a detail training plan that fits the dominant learning
style in Four Seasons Hotel Jakarta.
Keywords: Hospitality Industry, Learning Style, Training Needs,
Effectiveness
v
ACKNOWLEDGEMENT
The researcher dedicates this research to Jesus Christ Almighty, thank you for
Your unfailing love and new grace every morning. Furthermore, the researcher
would like to dedicate this research to researcher’s beloved family: I Nyoman
Suriana, Ni Made Sukarmiasa, and Gabriella Vergita. Thank you for the prayers
and unending encouragement so the researcher can finish this research
successfully.
The researcher also would like to give highest appreciation to some parties that
have given their support and advice to the end of this research accomplishment.
1. My thesis advisor, Mr. Irfan Habsjah and Ms. Yunita Ismail. Thank you
for the guiding, idea, availability and sharing during the advisory session
so the researcher achieve a satisfactory result during the development of
this research.
2. Lectures and Management of President University. Thanks for teaching
the researcher all the knowledge and values to become future leaders.
3. Four Seasons family, Ms. Ribkah Dewi, Mr. Riko Orlando, Ms. Rizki
Oktora, Ms. Bianca Joy, Ms. Natalia Lim, and Mr. Maulana Iksan. Thank
you for your continuous support and encouragement each day. Thank you
for the flexibility of my working schedule and also for backing me up
during my day off. You all wonderful!
4. Ms. Retno Windra Ayu, my partner in thesis-ing. Thanks for the sharing
and support in constructing this research. We construct this research
anytime and anywhere. Unforgettable!
5. Ms. Cindhy Dwi Astriani and Mr. Yosua Kristianto, thank you for your
help for every late night request and thank you for keep boosting me up to
finish this research.
6. Carecell Family, thank you for the support and encouragement.
7. All Banking and Finance students batch 2009. Thanks for the time and
unforgettable moments, for the pure friendship during our time in
President University. Hope you all success in the future!
vi
TABLE OF CONTENTS
THESIS ADVISOR RECOMMENDATION LETTER ..................................... i
DECLARATION OF ORIGINALITY ............................................................... ii
PANEL OF EXAMINERS APPROVAL SHEET ............................................. iii
ABSTRACT .......................................................................................................... iv
ACKNOWLEDGEMENT .................................................................................... v
TABLE OF CONTENTS ..................................................................................... vi
LIST OF TABLES ............................................................................................... ix
LIST OF FIGURES .............................................................................................. x
LIST OF APPENDIX .......................................................................................... xi
CHAPTER I ........................................................................................................... 1
INTRODUCTION ................................................................................................. 1
1.1 Research Background ............................................................................................... 1
1.2 Company Profile ....................................................................................................... 2
1.2.1 Company History ............................................................................................... 2
1.2.2 Company Facts ................................................................................................... 4
1.2.3 The Nature of Business ...................................................................................... 7
1.2.4 Company Performance in the Market ................................................................ 7
1.2.5 Learning Department Profile ............................................................................. 9
1.3 Problem Identification .............................................................................................. 9
1.4 Problem Statement .................................................................................................. 10
1.5 Research Scope and Limitation............................................................................... 10
1.6 Research Objectives ................................................................................................ 11
1.7 Research Benefits .................................................................................................... 11
1.8 Research Method .................................................................................................... 12
1.8.1 Chapter 1: Initial Observation (Introduction) .................................................. 13
1.8.2 Chapter 2: Theoritical Framework ................................................................... 13
1.8.3 Chapter 3: Method of Data Processing ............................................................ 13
1.8.4 Chapter 4: Result and Planning ........................................................................ 14
vii
1.8.5 Chapter 5: Conclusion and Recommendation .................................................. 14
CHAPTER II ....................................................................................................... 15
LITERATURE REVIEW ................................................................................... 15
2.1 Definition ................................................................................................................ 15
2.1.1 Learning ........................................................................................................... 15
2.1.2 Learning Cycle ................................................................................................. 16
2.1.3 Learning Style .................................................................................................. 18
2.1.4 Learning Theory ............................................................................................... 19
2.2 Honey and Mumford Learning Theory ................................................................... 21
CHAPTER III ..................................................................................................... 29
METHODOLOGY .............................................................................................. 29
3.1 Research Method .................................................................................................... 29
3.2 Research Instrument ................................................................................................ 29
3.2.1 Data Collection ................................................................................................ 29
3.2.2 Data Analysis ................................................................................................... 30
3.3 Sampling Design ..................................................................................................... 34
3.4 Limitations .............................................................................................................. 36
CHAPTER IV ...................................................................................................... 37
ANALYSIS DATA AND INTERPRETATION OF RESULT ....................... 37
4.1 Data Processing ....................................................................................................... 37
4.2 Interpretation of Four Seasons Jakarta’s Learning Style Result Based on Honey and
Mumford’s Theory ........................................................................................................ 39
4.3 Designing Effective Training Program ................................................................... 40
4.3.1 Training Preparation ........................................................................................ 40
4.3.2 Training Tips .................................................................................................... 48
4.3.3 Training Design ............................................................................................... 50
CHAPTER V ....................................................................................................... 57
CONCLUSIONS AND RECOMMENDATION .............................................. 57
5.1 Conclusions ............................................................................................................. 57
5.2 Recommendations ................................................................................................... 58
5.2.1 For International Chain Hotels ......................................................................... 59
viii
5.2.2 For Future research .......................................................................................... 59
REFERENCES .................................................................................................... 60
Books, Articles, Journals .............................................................................................. 60
Internet .......................................................................................................................... 61
APPENDIX .......................................................................................................... 64
Appendix A: English Version Questionnaire ................................................................ 64
Appendix B: Indonesian Version Questionnaire........................................................... 66
Appendix C: The Detailed Learning Plan ..................................................................... 68
ix
LIST OF TABLES
Table 2.1 The Characteristic of Honey & Mumford’s Learning Style ................. 22
Table 2.2 Strength and Weakness of Honey and Mumford’s Learning Style ...... 25
Table 2.3 Lesson that Suits Each Learning Styles ................................................ 27
Table 3.1 Details of Statement in Questionnaire .................................................. 31
Table 4.1 The Breakdown of the 86 Respondents ................................................ 38
Table 4.2 Course Parameters................................................................................. 52
Table 4.3 Lesson Plan Overview .......................................................................... 52
x
LIST OF FIGURES
Figure 1.1 Awards by JJK Magazine ...................................................................... 7
Figure 1.2 Special Service Award from Australian Embassy ................................. 8
Figure 1.3 Guest Comment through Trip Advisor .................................................. 8
Figure 1.4 Research Outline .................................................................................. 12
Figure 2.1 The Learning Cycle ............................................................................. 16
Figure 4.1 Percentage of Learning Style Adopted by Four Seasons Employee ... 38
Figure 4.2 Fan-type Seating Arrangement ............................................................ 43
Figure 4.3 Classroom-type Seating Arrangement ................................................. 44
Figure 4.4 Conference-type Seating Arrangement................................................ 45
Figure 4.5 Horseshoe Arrangement ...................................................................... 45
Figure 4.6 Example of WBS for Training Preparation ......................................... 47
Figure 4.7 Coaching Method Proposed…………………………………………..47
xi
LIST OF APPENDIX
Appendix A: English Version Questionnaire .................................................... 64
Appendix B: Indonesian Version Questionnaire ............................................... 66
Appendix C: The Detailed Learning Plan ......................................................... 68
1
CHAPTER I
INTRODUCTION
1.1 Research Background
Nowadays, hospitality industry is one of the developing industries both for the
well-developed and developing countries. In developing countries where
businesses and investment are rapidly growing, such as Indonesia, a lot of
people from different parts of the world will stay for certain periods of time
either for leisure or business purposes.
The condition as stated above allows the hospitality Industry to be developed
well to accommodate the needs of those business people in Indonesia,
especially Jakarta as the capital city where most of the businesses are held. It
also creates the diversity of services in hospitality industry starting from the
budget hotels until stars hotels. The Five Star Hotels are holding the highest
prestige among other hotels in term of facilities and quality of services that
follows with the prices and its target markets.
People are the most precious assets in every company, especially in Hotel and
Tourism industry. The service quality is determined by the action of each
employee. Surely the company expects all employees to perform based on the
standard of operations, so the working quality of every employee is in the
range of global standard. The problem that is identified is not everyone has
skills in hospitality industry, or they have the skills but it is not suitable to
achieve the industry’s expectation. They need to be trained in order to meet
the industry’s working standard.
2
Training is a learning process. Employee can learn through many ways,
therefore there are many styles of learning. Stewart and Felicetti (1992) define
learning styles as those “educational conditions under which a students is most
likely to learn”. Thus, learning styles are not really concerned with what the
learning materials are, but rather how people prefer to learn the materials.
Every single person has different learning styles. The way they are trained, is
supposed to match their learning style to get the maximum result from the
employee.
Therefore, the study of finding out the dominant learning style is very crucial
to define the technical approach of effective training programs in the Five
Stars Hotels. It will later result on the quality increase of the employees that
shall also increase the quality of the hotels services simultaneously.
1.2 Company Profile
It is important for us to know about the detail of the company which becomes
the subject of research to align our perspective and give a clear picture about
the company before the researcher starts to write further about the research.
1.2.1 Company History
Four Seasons is a Canadian-based international luxury five star hotel.
The story about Four Seasons is a tale of continual innovation,
remarkable expansion and a single-minded dedication to the highest of
standard.
The founder of Four Seasons Hotel is Isadore Sharp. In the beginning
Isadore Sharp had no plan to enter a hotel business, he is an architect and
builder. He works together with his contractor’s father, Max Sharp, to
build his first hotel. The first Four Seasons Hotel was opened in 1961 at
Toronto, Canada. It took more than five years for Isadore Sharp to
convince bankers for his vision. In 1963 Four Seasons opened its second
hotel, Toronto’s Inn on the Park.
3
The 1970s began with a defining moment, the opening of a hotel in
London, England. Four Seasons set the tone for the future directions of
the company and pioneered many of the signature Four Seasons services
that are now delivered worldwide. Within few years, the company’s
portfolio also included 10 hotels across Canada, and its first US
management contracts in San Francisco and Chicago. By the close of the
decade, Four Seasons had entered the US market under its own brand
name in Washington, DC.
One of the key strategic decisions that formed the business platform is
about service. The luxury of Four Seasons is not defined by the
architecture or its interior design, but by the excellent service along with
the best human resource qualities of the Four Seasons. This business
platform is still ruled until now.
In 1980s Four Seasons opened its new hotels in a dozen of US cities,
including Philadelphia, Boston, Dallas, Los Angeles and Chicago. In
1986, Four Seasons opened the first hotel with a full-service spa, Four
Seasons Resort and Club Dallas.
In 1990, Four Seasons launched its first tropical resort, in Maui. In the
following year, the company welcomed guests to the Idyllic, little-
known Caribbean island of Nevis. Both resorts were quickly hailed as
best in class. The first Four Seasons hotel in Asia was opened in Tokyo
Chinzan-so Gardens in 1992. Later that year, the company entered a host
of additional Asian destinations through the acquisition of regent
International Hotels, one of them is The Regent Jakarta. The other Four
Seasons chains are also opened in some European countries, such as
Milan (in 1993), Istanbul (in 1996) and Paris (in 1999).
4
In its fifth decade, Four Seasons continued to grow around the world in
both size and recognition. The company welcomed guest to 86 properties
on every continent except Antarctica. More than ever, Four Seasons
Private Residences, Residences Clubs and other branded residential
offerings were integrated with urban and resort Four Seasons locations.
The strength of the brand had become a promise of a quality of life.
Four Seasons Hotel Jakarta was opened in October 1995 after
completing the acquisition of the Regent International Hotel. From 1995
to 2004, the hotel still uses the Regent name and it was rebranded as
Four Season Hotel Jakarta in 2004. Located in Jakarta’s central business
district make Four Seasons Jakarta as the first choice by the business
people inside or outside the country.
1.2.2 Company Facts
Four Seasons Hotel Jakarta is located within what is considered the
city’s commercial Golden Triangle. The Golden Triangle is home to the
city’s major banks, business and commercial outlets and is generally
considered as Jakarta’s central business district. The hotel is situated on
a 2.4 hectares site and is bordered by two of Jakarta’s major
thoroughfares; Jalan HR Rasuna Said and Jalan Jendral Sudirman. It has
320 guest room units in total, including 38 units suites room such as
Presidential Suite (1 unit), Ambassador Suite (1 unit), Luxury Suite (3
units), Executive Suite (5 units), Premier Twin (1 unit) and Premier
Room (27 units). Four Seasons Hotel Jakarta also has The Executive
Club which is designed for the discerning guests; it is located on the
seventeenth floor of the hotel’s Tower Wing. The Executive Club
includes special check-in and check-out facilities, 24 hour business
centre service, 72 seat lounge, a separate library area, two dedicated
Boardrooms (for 6 and 12 persons respectively). Complimentary
services provided to members include full buffet breakfast, 24-hour
5
concierge service, coffee and area service, evening cocktails and the use
of Boardrooms. Internet access is available in all club rooms and the
club lounge.
To accomodate the guest needs, Four Seasons Hotel Jakarta also
provides Business Center, The Gym, Tennis Courts, The Pool, The Spa,
The Gift Shop, 8 Meeting Rooms at 2nd
floor (Palm Court), and 8
Function Rooms in separated floor (The Ballroom, Garden Terrace,
Prada, Ikat, Ulos, Songket, Tapis, and The Boardroom).
Four Seasons Hotel Jakarta also provides a great food experience in each
of the outles. We have 9 outlets with different types of purposes for the
guest.
Seasons Cafe. Seasons Café offers all-day dining in a secluded garden
setting overlooking the pool and gardens. Seasons Café hosts a
breakfast, lunch and dinner buffet consist of western, Indonesian, Asian
and home-style choices, but à la carte dining – which includes a
selection of salads, sandwiches, pastas, grilled meats and fish also local
specialties – is also available. Seasons Café is open from Monday to
Sunday; from 6:00 am until 10:00 pm. The restaurant seats 165 guests.
The Steak House. The Steak House is an ideal setting for business or
social gatherings. The menu offers a variety of prime and Wagyu beef
presentations, all prepared on our signature wood-burning grill. The
Steak House is open daily for dinner from 6:30 pm to 11:00 pm. The
restaurant seats for 80 guests.
Lai Ching. Lai Ching serves modern Chinese cuisine for lunch and
dinner with over 30 varieties of dim sum are offered during lunch.
Accommodating up to 165 guests with four private rooms, Lai Ching is
open for lunch from 12:00 pm – 3:00 pm every Monday to Friday, from
6
11:30 am – 3:00 pm every Saturday, Sunday and public holiday. The
dinner is served from 6:30 pm – 11:00 pm daily.
The Bar. The Bar is a perfect place to sit back and unwind after a busy
day in the city, or to meet friends before an evening out on the town. The
Bar seats 72 including bar stools, and open from 3:00 pm to 1:00 am on
weekdays, from 3:00 pm to 2:00 am on weekend.
Poolside. The menu includes gourmet sandwiches, crisp salads and
tropical fruits. A selection of soft drinks, fresh fruit juices and flavored
teas is also available. Open daily for food and beverage orders from 6:00
am to 10:30 pm. A 25-metre swimming pool is the centerpiece of the
pool promenade area.
Room Service. A personalized dining experience within the comfort and
convenience of the guest room or suite is available 24-hour, 7 days a
week.
Lobby Lounge. The Lobby Lounge’s atrium setting is the perfect place
to host an informal meeting or relax over a morning coffee or an
afternoon tea. The Lobby Lounge is open for public from 6:00 am –
12:00 midnight.
The Deli. Offers an array of freshly baked pastries, breads and desserts,
this hidden sanctuary is ideal for a morning coffee, a light lunch or a
gourmet dessert. Open Monday – Friday from 7:00 am – 9:00 pm. On
Saturday, Sunday and Public Holidays from 8:00 am – 9:00 pm.
The Cellar and The Library. The place is available for private or
intimate dinners for up to 12 people. Open from 10:00 am to 11:30 pm
daily.
7
1.2.3 The Nature of Business
Four Seasons Hotel Jakarta runs a hospitality business. Prince Alwaleed
bin Talal the owner of Kingdom Hotel Investment (KHI) bought 82%
share of Four Seasons Hotel Jakarta on July 2011. By the fourth quarter
of 2011 Peter Sondakh the owner of PT. Rajawali Corpora also bought
the 82% share from Kingdom Hotel Investment Co (KHI). Up to now,
the owner of Four Seasons Hotel Jakarta is PT. Rajawali Corpora.
1.2.4 Company Performance in the Market
Four Seasons Hotel Jakarta is one of the best 5 star hotels in Jakarta. The
service is very personalized and always tries to exceed the expectation of
the guests. The latest award achieved by Four Seasons Hotel Jakarta is
‘Hotel with the best service’ in December 2012.
Figure 1.1 Awards by JJK Magazine
Source from Four Seasons Facebook
8
The Executive Club also got the special award in early December by the
Australian Embassy.
Figure 1.2 Special Service Award from Australian Embassy
Sources from Four Seasons Press
This is one example of a good comment from the guest through trip
advisor, this shows how great the guest’s stay at the Four Seasons Hotel
Jakarta:
Figure 1.3 Guest Comment through Trip Advisor
9
1.2.5 Learning Department Profile
Learning department is a subdepartment from Human Resources. The
main objective of this department is to make sure every employee
experiences a development in their career. In learning department people
should know about the hotel’s operation in order to be able for helping
the operational needs and able to solve the problems in hotel’s operation.
Most of the duties are making a training session for the employees and
ensuring they get ‘something’ during those sessions; blending with all
types of employee in all departments is highly required.
1.3 Problem Identification
The researcher observes that not every participant fully understands about the
learning materials during the training session. Some of the employees who are
attended the training, come after the training session and try to discuss with
the facilitator about the given material.
The problem above is absolutely happened not because of the quality of the
Learning Manager or the Facilitator since they are very supportive and
proactive in conducting the training with excellent presentation skill. Even the
corporate office in Canada also continuously gives a complete training module
for every property in every country (e.g. Four Seasons Hotel Jakarta). Each
property will plan the training session that they need by making yearly
learning programs based on development review of every employee.
The only reason that might answer the problem is because the training
programs are delivered with the same style of training for every employee in
every property around the world. In actual, the major learning style of Four
Season’s employee in Jakarta might not and unnecessarily be equal to Toronto
or Budapest. Therefore, there is a need of finding out the dominant learning
style in Four Seasons Hotels Jakarta to decide the best learning style.
10
1.4 Problem Statement
According to the problem identification which has been previously elaborated,
this research is aiming to offer a possible solution for the company in
answering below questions:
1. What is the dominant learning style adopted by the employee in Four
Seasons Hotel Jakarta?
2. How the training session should be conducted to meet the most
productive learning program that fits the major learning style adopted
by the employee at the Four Seasons Hotel Jakarta?
1.5 Research Scope and Limitation
The research is focusing on identifying the learning style of employees who
worked at Four Seasons Hotel Jakarta. The data gathering is done through the
distribution of questionnaire to 86 employees from all departements in the
hotel.
The researcher set some limitations in doing the research, such as:
1. The 86 respondents are limited for permanent employees only; trainee,
daily worker, and outsorcing employee are not included because the
employees are the one who will regularly and continously involve in
the training session.
2. The permanent employees who became the respondents are limited
from line staff level up to department head level, excluding the
planning committee. The absence of the planning committe as the
respondent because they are usually in the position of giving the
training to the employee, they are not the participant of the training.
11
3. This research will not discuss up to the cost effectiveness caused by
the training, but it will discussed about the most effective way to create
a training in Four Seasons hotel Jakarta.
The employee’s learning style is identified by using Honey and Mumford’s
learning theory. The questionnaire itself is taken from the research of Peter
Honey and Alan Mumford that was being conducted on the year of 2000.
Honey and Mumford learning theory is going to be elaborated specifically in
the next chapter.
1.6 Research Objectives
There are two objectives that needs to be accomplished in this research:
1. To identify what is the dominant learning style adopted by the
employee in Four Seasons Hotel Jakarta
2. To construct a series of training program to meet the most productive
learning program that fits the major learning style adopted by the
employee at Four Seasons Hotel Jakarta
1.7 Research Benefits
These are the benefits of the research from different perspectives:
1. The Researcher
This research process from the very beginning up to the conclusion surely
will give an additional knowledge and skills for the researcher in the
learning areas. As an addition, the researcher will also get a very valuable
experience in constructing a series of training program for an international
chain hotel.
2. The Company (Four Seasons Hotel Jakarta)
The recommendation of the training series is believed to be useful for the
observed hotel as it is made based on the research that is conducted and
12
surely applicable to be implemented within the company as an effort to get
the maximum result from the series of training programs.
The result of this research will be beneficial for the other international
chain hotel industries who are facing the same problem as Four Seasons.
The recommendation can be implemented at their hotels with the same
objective which is to get maximum result from the learning programs by
identifying the learning style of each employee.
3. Undergraduate President University Students
Academically, this research is allowing the other students to do further
observation or even implementation of the training series related to this
learning style in the company.
1.8 Research Method
The researcher is using qualitative research method to construct the report of
the study. The data collection is done through the distribution of questionnaire
for 86 respondent employee. This research consists of five chapters as shown
as follow:
Figure 1.4 Research Outline
13
1.8.1 Chapter 1: Initial Observation (Introduction)
At the beginning, the researcher do initial observation by going
through overall learning activities at Four Seasons Jakarta. By
observing and going through the overall process for approximately
6 months, the researcher get the understanding about the learning
activities. Knowing the major learning style of employees in Four
Seaasons Jakarta will be useful to get the maximum result of the
training program.
1.8.2 Chapter 2: Theoritical Framework
In this research, researcher use the learning theory from Peter
Honey and Alan Mumford because they are a leading learning
theorist. They are very familiar with learning and development
matters, they have been doing this for more than 30 years, and they
have write many articles and books related learning and
development. The learning style questionnaire having been tested
and found useful and accurate.
The purpose of implementing this learning theory is to give the
company an opportunity to increase the effectiveness of the
learning program in order to get the maximum result from the
employee.
1.8.3 Chapter 3: Method of Data Processing
1. Phase 1: Data Collection
Define the method of the data collection through questionnaire
and using primary data.
2. Phase 2: Data Analysis
Define the calculation of the data that is done manually as per
design by Peter Honey and Alan Mumford.
14
1.8.4 Chapter 4: Result and Planning
1. Phase 1: Data Processing
At this phase the researcher will collect and the data through
questionnaire then process it, in order to know the most adopted
learning style in Four Seasons Hotel Jakarta.
1. Phase 2: Designing the learning program
This phase’s purpose is to make the training program that fits
the major learning style in Four Seasons Hotel Jakarta.
1.8.5 Chapter 5: Conclusion and Recommendation
In this phase, the researcher will conclude the result from the
questionnaire distributed to the 86 respondents and share the
training program that fits the major learning style. The
recommendation for company to implement the proposed strategies
will also be noticed here. Finally, it is strongly recommended to do
further research to this research project in order to make a
continuous improvement in this area.
15
CHAPTER II
LITERATURE REVIEW
2.1 Definition
The researcher had researched some basic definitions related to the study
observed in this research. The objective of adding some definitions is to get
more references about what are the meaning of words that are widely used in
this research.
2.1.1 Learning
According to Oxford Dictionaries, learning is the acquisition of
knowledge or skills through study, experience, or being taught.
Learning is acquiring new, or modifying existing knowledge, behaviors,
skills, values, or preferences and may involve synthesizing different
types of information (Carl Rogers, 1969).
Webster’s Dictionary defines learning as “the act or experience of one
that learns; knowledge of skill acquired by instruction or study;
modification of a behavioral tendency by experience.”
Learning is often defined as a change in behavior (Birkenholz, 1999),
which is demonstrated by people implementing knowledge, skills, or
practices derived from education.
Basically, from an educator’s perspective, learning involves helping
people along the learning process, and learning includes all of the things
that we do to make it happen. As an end result, we know that learning
occurs when people take newfound information and incorporate in to
16
their life. For example, if we are working with an audience that lacks
basic financial management skills for budgeting, one of our objectives is
to see people gain knowledge in this area and to actually implement the
new skills – hopefully, over a long period of time.
2.1.2 Learning Cycle
The learning cycle rests on constructivism as its theoretical foundation.
“Constructivism is a dynamic and interactive model of how humans
learn” (Bybee, 1997, p. 176). The learning sysle commonly used are
including this five steps: Engagement, Exploration, Explanation,
Elaboration, and Evaluation. As in any cycle , there’s really no end to
the process. After the elaboration ends, the engagement of the next
learning cycle begins. Evaluation is not the last step.evaluation occurs in
all four parts of the learning cycle.
Figure 2.1 The Learning Cycle
Source from AGPA Website
1. Engagement
Engagement is a time when the teachr is on center stage. The
teache assesthe students, helps students make connections, and
informs student about where they are heading.
17
The purpose of engagement is to:
a. Focus participant’s attention on the topic
b. Pre-assess what participant’s prior knowledge
c. Inform the participants about the lesson’s objective(s)
d. Remind the participants that they need to apply the
knowledge in real situation
Evaluation in Engagement: the evaluation happen during the pre-
assessment. The facilitator could ask questions and have the
participants respond the questions to find out what the participants
already know about the learning’s topic.
2. Exploration
In exploration, the participant are the center of the action as they
are the one who will explore and discussed to the other participant
about the topic or trying to solve the problem given in the
discussion. The facilitator make sure all the participant active and
give their feedback. The purpose of exploration is to have the
participant train the way they think widely about what they needs
to do.
Evaluation in Exploration: In this portion of learning cycle the
evaluation should primarily focus on the process. The facilitator
should see the way every participant think and explore rather than
focusing on the product of their exploration.
3. Explanation
In this phase of the process, the participants are required to report
the result of the problem they have solved in previous phase.
18
Evaluation in Explanation: Evaluation here focuses on how the
participants deliver their idea, how confidence and sure they are.
4. Elaboration
The facilitator gives participants new information that extends
what they have been learning in the earlier parts of the training
cycle. At this stage, the facilitator also poses problems that
participants solve by applying what they have learned. The
problems include both examples and non-examples.
Evaluation on Elaboration: The evaluation that occurs during
elaboration is what the facilitator usually think of as evaluation.
Sometimes facilitator equate evaluation with “the test at the end of
the training”.
2.1.3 Learning Style
Learning styles is a term generally used to describe an individual’s
natural or habitual pattern of acquiring and processing information in
learning situations. There is no commonly accepted definition of
learning styles; however, a core concept is that individuals differ in how
they learn (James W, 1995).
A learning style is a student’s consistent way of responding to and using
stimuli in the context of learning. Keefe (1979) defines learning styles
are the “composite of charecteristic cognitive, affective, and
physiological factors that serve as relatively stable indicators of how a
learner perceives, interact with, and respond to the learning
environment.”
Stewart and Felicetti (1992) define learning styles are those “educational
conditions under which a student is most likely to learn .” Thus, learning
19
styles are not really concerned with what learners learn, but rather how
they prefer to learn.
2.1.4 Learning Theory
Charles Reigeluth offers a definition of what a learning theory is. He
states that learning theories are descriptive, describing how learning
occurs. They are descriptive in the sense that they attempt to provide a
deeper understandingof the effects that result from phenomena.
According to M. K. Smith, learning theories are conceptual frameworks
that describe how information is absorbed, processed, and retained
during learning. Learning brings together cognitive, emotional, and
environmental influences and experiences for acquiring, enhancing, or
making changes in one’s knowledge, skills, values, and world views.
There are several examples of learning theories and model that are used
by the experts, they are:
1. Cognitive Load Theory of Multimedia Learning (John Sweller) –
A theory that focuses the load on working memory during
instruction.
2. Cognitive Theory of Multimedia Learning (Richard Mayer) – A
cognitive theory of multimedia learning is based on three main
assumptions: there are two separate channels (auditory and visual)
for processing information; there is limited channel capacity; and
that learning is and active process of filtering, selecting,
organizing, and integrating information.
3. Problem-Based Learning (Late 1960s at the medical school at
McMaster University in Canada) – An instructional method of
hands-on, active learning centered on the investigation and
resolution of messy, real-world problems.
20
4. Experiential Learning (Kolb, later developed by Honey &
Mumford) – A four-stage cyclical theory of learning, Kolb’s
experiential learning theory is a holistic perspective that combines
experience, perception, cognition, and behavior.
5. Affordance Theory (J.J. Gibson in 1904-1979) – Affordance theory
states that the world is perceived not only in terms of object shapes
and spatial relationship but also in terms of object possibilities for
action (affordances) – perception drives action.
6. GOSM Model (Card, Moran, and Newell in 1983) – The GOSM
model is a human information processing model that predicts what
skilled users will do in seemingly unpredictable situations.
7. Discovery Learning (Jerome Bruner in 1915) – Discovery Learning
is a method of inquiry-based instruction, discovery learning
believes that it is best for learners to discover facts and
relationships for themselves.
8. Situated Learning Theory (Jean Lave) – Situated Learning Theory
posits that learning is unintentional and situated within authentic
activity, context, and culture.
9. Attribution Theory (Bernard Weiner in 1935) – Attribution Theory
attempts to explain the world and to determine the cause of an
event or behavior.
10. Stage Theory of Cognitive Development (Jean Piaget in 1896-
1980) – Piaget’s Stage Theory of Cognitive Development is a
description of cognitive development as four distinct stages in
children: sensorimotor, preoperational, concrete, and formal.
21
11. Multiple Intelligence Theory (Howard Gardner in 1983) – Multiple
Intelligence Theory posits that there are seven ways people
understand in the world, describes by Gardner as seven
intelligences: Linguistic, Logical-Mathematical, Visual-Spatial,
Body-Kinesthetic, Musical-Rhythmic, Interpersonal, and
Intrapersonal.
2.2 Honey and Mumford Learning Theory
Kolb is the inspiration for a large number of theorists. For example, Honey
and Mumford’s model, Learning Styles Questionnaire (LSQ), is directly
derived from Kolb’s theory. Honey and Mumford (2000) noted their debt to
Kolb’s theory, however, they also noted that they produced their own
Learning Styles Questionnaire (LSQ) because they found that Kolb’s LSI had
low face validity with managers. So rather than asking people directly how
they learn, as Kolb’s LSI does, Honey and Mumford gave them a
quuestionnaire that probes general behavioral tendencies. Their reasoning is
most people have never consciously considered how they really learn
(Coffield, F., Moseley, D., Hall, E., & Ecclestone, K.)
There is a strong similarity between the Honey and Mumford styles/stages and
the corresponding Kolb learning style:
a. Activist = Accommodating
b. Reflector = Diverging
c. Theorist = Assimilating
d. Pragmatist = Converging
Most people learn by all four, but tend to have one or two dominant traits.
Extrovert tend to be activist/pragmatist and introverts are reflector/theorist. To
be a really effective learner people should also develop the ability to learn in
other styles that are uncommon for them.
22
The characteristics of the four learning styles are summarised in the following
table:
Table 2.1 The Characteristic of Honey & Mumford’s Learning Style
Learning Style Attributes Activities
Activist Activist are those people who
learn by doing. Activist needs to
get their hands dirty, to dive in
with both feet first. Have an
open-minded approach to
learning, involving themselves
fully and without bias in new
experiences.
Brainstorming
Problem solving
Group discussion
Puzzles
Competition
Role-play
Theorist These learners like to understand
the theory behind the actions.
They need models, concept and
facts in order to engage in the
learning process. Prefer to
analyse and synthesize, drawing
new information into a systematic
and logical ‘theory’.
Models
Statistics
Stories
Quotes
Background
information
Applying theories
Pragmatist These people need to be able to
see how to put the learning into
practice in the real world.
Abstract concepts and games are
of limited use unless they can see
a way to put the ideas into action
in their lives. Experimenters,
trying out new ideas, theories and
techniques to see if they work.
Time to think about
how to apply
learning in reality
Case studies
Problem solving
Discussion
23
Reflector These people learn by observing
and thinking about what
happened. They may avoid
leaping in and prefer to watch
from the sidelines. Prefer to stand
back and view experiences from a
number of different perspectives,
collecting data and taking the
time to work towards an
appropriate conclusion.
Paired discussions
Self analysis
questionnaires
Personality
questionnaires
Time out
Observing activities
Feedback from
others
Coaching
Interviews
Source from University of Leicester Website
Honey and Mumford’s original definitions about the 4 learning characteristics
are as follows (source from peterhoney.com):
1. Activist
The activist involves themselves fully and without bias in new
experiences. They enjoy the here and now, and are happy to be
dominated by immediate experiences. They are open-minded, not
sceptical, and this tends to make them enthusiastic about anything new.
Their philosophy is: “I’ll try anything once”. They tend to act first and
consider the consequences afterwards. Their days are filled with
activity. They tackle problems by brainstorming. As soon as the
excitement from one activity has died down they are busy looking for
the next. They tend to thrive on the challenge of nex experiences but
are bored with implementation and longer term consolidation. They are
gregarious people constantly involving themselves with others but, in
doing so, they seek to centre all activities around themselves.
2. Theorist
The theorist adapts and integrates observation into complex but
logically sound theories. They think problems through in a vertical,
24
step-by-step logical way. They assimilate disparate facts into coherent
theories. They tend to be perfectionists who won’t rest easy until
things are tidy and fit into a rational scheme. They like to analyze and
synthesize. They are keen on basic assumptions principles, theories
models and systems thinking. Their philosophy prizes rationality and
logic. “If it is logical, it is good.” Question they frequently ask are:
“Does it make sense?” “How does this fit with that?” “What are the
basic assumptions?” They tend to be detached, analytical and
dedicated to rational objectivity rather than anything subjective or
ambiguous. Their approach to problems is consistently logical. This is
their ‘mental set’ and they rigidly reject anything that doesn’t fit with
it. They prefer to maximize certainty and feel uncomfortable with
subjective judgements, lateral thinking, and anything flippant.
3. Pragmatist
The pragmatist is keen on trying out ideas, theories and techniques to
see if they work in practice. They positively search out new ideas and
take the first opportunity to experiment with applications. They are the
sort of people who return from courses brimming with new ideas that
they want to try out in practice. They like to get on with things and act
quickly and confidently on ideas that attract them. They tend to be
impatient with ruminating and open-ended discussions. They are
essentially practical, down to earth people who like making practical
decisions and solving problems. They respond to problems and
apportunities ‘as a challenge’. Their philosophy is “There is always a
better way” and “If it works it’s good”.
4. Reflector
The reflector likes to stand back to ponder experiences and observe
them for many different perspectives. They collect data, both first hand
and from others, and prefer to think about it thoroughly before coming
to a conclusion. The thorough collection and analysis of data about
25
experiences and events is what counts so they tend to postpone
reaching definitive conclusions for as long as possible. Their
philosophy is to be cautious. They are thoughtful people who like to
consider all possible angel and implications before making a move.
They prefer to take a back seat in meetings and discussions. They
enjoy observing other people in action. They listen to others and get
the drift of the discussion before making their own points. They tend to
adopt a low profile and have a slightly distant, tolerant unruffled air
about them. When they act it is part of a wide picture which includes
the past as well as the present and others’ observations as well as their
own.
None of the learning style better than the others, every learning style has its
own strength and weakness as summarized in below table:
Table 2.2 Strength and Weakness of Honey and Mumford’s Learning Style
Learning Style Strengths Weaknesses
Activists
Flexible and open minded. Tendency to take the
immediately obvious action
without thinking.
Happy to have a go. Often take unnecessary risks.
Happy to be exposed to new
situations.
Tendency to do too much
themselves and hog the
limelight.
Optimistic about anything
new.
Rush into action without
sufficient preparation.
Unlikely to resist change. Get bored with
implementation/consolidation.
Theorists
Logical ‘vertical’ thinkers. Restricted in lateral thinking.
Rational and objective.
Often take unnecessary risk.
26
Good at asking probing
questions.
Low tolerance for uncertainty,
disorder and ambiguity.
Disciplined approach. Intolerant of anything
subjective or intuitive.
Full of ‘shoulds’ ‘oughts’ and
‘must’
Pragmatists
Keen to test things out in
practice.
Tendency to reject anything
without obvious application.
Practical, down to earth,
realistic.
Not very interested in theory or
basic principles.
Businesslike – gets straight
to the point.
Tendency to seize on the first
expedient solution to the
problem.
Technique oriented. Impatient with waffle.
Unlikely to resist change. On balance, task oriented not
people oriented.
Reflectors
Careful. Tendency to hold back from
direct participation.
Thorough and methodical. Slow to make up their minds
and reach a decision.
Thoughtful. Tendency to be too cautious
and not take enough risks.
Good at listening to others. Not – assertive – they aren’t
particularly forthcoming and
have no “small talk”.
Rarely jumps to conclusion.
Source from Cyberphysics
27
Lesson styles that suit each learning styles can be identified through below
table:
Table 2.3 Lesson that Suits Each Learning Styles
Learning Style Learn most when: Learn least when:
Activists
Involved in new
experiences, problem and
opportunities.
Simply listening to lectures or
long explanations.
Interacting with others in
business games, team tasks,
role-playing.
Reading, writing, or thinking
by themselves.
Throw in at the deep end
with a difficult task.
Absorbing and understanding
data.
Chairing meetings, leading
discussion.
Precisely following detailed
instruction.
Theorists
They are put in complex
situations where they have
to use their skill and
knowledge.
They have to participate in
situations that emphasize
emotion ans feelings.
In structured situations with
a clear purpose.
An activity is unstrustured or
the briefing is poorly executed.
Offered interesting ideas or
concepts even though they
are not immediately
relevant.
They have to carry out task
without knowing the principles
or concepts involved.
They have the opportunity
to questionand probe ideas
behind things.
They feel they’re not on the
same wave-length as other
group member e.g. with people
of very different learning
styles.
28
Pragmatists
There is an obvious link
between the topic and job.
There is no obvious or
immediate benefit that they can
recognize.
They have the opportunity
to try out techniques with
feedback such as role-
playing.
There is no practice or
huidelines on how to do it.
They are shown techniques
with obvious advantages,
e.g. saving time or money.
There is no apparent pay back
to the learning, e.g. shorter
meetings.
They are shown a model
they can copy, e.g. a film or
a respected leader.
The event or learning is ‘all
theory’ woth no apparent
application.
Reflectors
Observing individuals or
group at work.
Acting as leader or role-
playing in front of others.
They have the opportunity
to review what has
happened and think about
what they have learned.
Performing tasks with (in their
view) no time to prepare.
Producing reports and
analyses, performing tasks
without tight deadlines.
Being throw in at the deep end.
Being rushed or pressured by
deadlines.
Source from Cyberphysics
29
CHAPTER III
METHODOLOGY
3.1 Research Method
According to businessdictionary.com, research methodology is the process
used to collect information and data for the purpose of making business
decisions. The methodology may include publication research, interviews,
surveys, and other research techniques; and it could include both present and
historical information.
The method of research that is adopted by the researcher is qualitative method.
The aim of this research is to find out what is the most adopted learning style
by the employee in Four Seasons Hotel Jakarta. The purpose of doing this
research is to fit the learning programs with the learning style adopted the
most by the employee.
3.2 Research Instrument
Research instrument is what we use to collect the information in a qualitative
field study or observation. It helps us keep track of what we observe and how
to report it.
3.2.1 Data Collection
The researcher uses a questionnaire as the tool to collect the data from
Four Seasons employees. This research will use primary data from the
distribution of questionnaires. The questionnaire is actually one package
from the theorist, Peter Honey and Alan Mumford. Their learning theory
is based on LSQ (Learning Style Questionnaire), they have made a
30
questionnare that can directly point out to the result of what is the
preferred learning style by the respondent.
The researcher distributed the questionnaire directly to the respondent.
The questionnaire is provided both in English and Bahasa Indonesia.
Respondent is liberated to choose which questionnaire that suits the
respondent the most.
The researcher had distributed the questionnaires in Four Seasons Hotel
Jakarta since November 2012 and kept going up to the second week of
January 2013. The final collected data gathered is coming from 86
respondents.
3.2.2 Data Analysis
According to Lewis-Beck, data analysis is a process of inspecting,
cleaning, transforming, and modeling data with the goal of highlighting
useful information, suggesting conclusions, and supporting decision
making.
Data analysis comprises of a collection of methods to deal with data or
information obtained through observations, measurements, surveys or
experiments about a phenomenon of interest (IRLI, Research Method
Group)
According to ICAP (International Center for Alcohol Policies), the
purpose of the data analysis is to transform the data collected into
credible evidence about the development of the intervention and its
performance.
As mentioned in data collection, the researcher collects the data by
distributing a questionnaire. After distributing and concluding the
31
questionnaire, the researcher obtains the result needed from the
questionnaire. The most adopted learning style by Four Seasons Hotel’s
employee is ‘Reflector’.
The analysis for the questionnaire was done manually, without using any
formula. Every single statement stands for one learning style. This is the
details for every statement:
Table 3.1 Details of Statement in Questionnaire
No Statement Learning
Sttyle
1 I like to be absolutely correct about things. Theorist
2 I quite like to take risks. Activist
3 I prefer to solve problems using a step by step
approach rather than guessing. Theorist
4 I prefer simple, straightforward things rather
than something complicated. Pragmatist
5 I often do things just because I feel like it
rather than thinking about it first. Activist
6 I don't often take things for granted. I like to
check things out for myself. Theorist
7 What matters most about what you learn is
whether it works in practice. Pragmatist
8 I actively seek out new things to do. Activist
9 When I hear about a new idea I immediately
start working out how I can try it out. Pragmatist
10 I am quite keen on sticking to fixed routines,
keeping to timetables, etc. Theorist
11 I take great care in working things out. I don't
like jumping to conclusions. Reflector
32
12
I like to make decisions very carefully and
preferably after weighing up all the other
possibilities first.
Reflector
13 I don't like 'loose ends', I prefer to see things fit
into some sort of pattern. Theorist
14 In discussions I like to get straight to the point. Pragmatist
15 I like the challenge of trying something new
and different. Activist
16 I prefer to think things through before coming
to a conclusion. Reflector
17 I find it difficult to come up with wild ideas off
the top of my head. Theorist
18
I prefer to have as many bits of information
about a subject as possible, the more I have to
sift through the better.
Reflector
19 I prefer to jump in and do things as they come
along rather than plan things out in advance. Activist
20 I tend to judge other people's ideas on how
they work in practice. Pragmatist
21
I don't think that you can make a decision just
because something feels right. You have to
think about all the facts.
Reflector
22 I am rather fussy about how I do things - a bit
of a perfectionist. Theorist
23 In discussions I usually pitch in with lots of
ideas. Activist
24 In discussions I put forward ideas that I know
will work. Pragmatist
25
I prefer to look at problems from as many
different angles as I can before starting on
them.
Reflector
33
26 Usually I talk more than I listen. Activist
27 Quite often I can work out more practical ways
of doing things. Pragmatist
28 I believe that careful logical thinking is the key
to getting things done. Theorist
29
If I have to write a formal letter I prefer to try
out several rough workings before writing out
the final version.
Reflector
30 I like to consider all the alternatives before
making my mind up. Reflector
31 I don't like wild ideas. They are not very
practical. Pragmatist
32 It is best to look before you leap. Reflector
33 I usually do more listening than talking. Reflector
34 It doesn't matter how you do something, as
long as it works. Pragmatist
35 I can't be bothered with rules and plans, they
take all the fun out of things. Activist
36 I'm usually the 'life and soul' of the party. Activist
37 I do whatever I need to do, to get the job done. Pragmatist
38 I like to find out how things work. Teorist
39 I like meetings or discussion to follow a proper
pattern and to keep to a timetable. Theorist
40 I don't mind in the least if things get a bit out
of hand. Activist
Every respondent will put a tick to a statement if they agree more than
they disagree with the statement, and they will leave it blank if they
disagree more than they agree. The researcher will go through one by
one statement to categorize which learning style of the selected
statement belongs to. After going through the 40 statement, the
34
researcher will simply calculate which learning style have the highest
selected number. The highest number will be the learning style of the
respondents.
For example, Respondent A thicked 1 activist statement, 1 theorist
statement, 3 pragmatist statement, and 10 reflector statement. From the
thicked number of statement we can conclude that Respondent A’s
preferred learning style is the Reflector because reflector’s statement
has the highest number of thicked statements.
In Four Seasons Hotel Jakarta, the researcher has 86 respondents who
stand for 600 employees. The results after the research are:
Activist : 4 respondent
Theorist : 8 respondent
Pragmatist : 16 respondent
Reflector : 58 respondent
We can also form it by using percentage as below report:
Activist : 5%
Theorist : 9%
Pragmatist : 18%
Reflector : 68%
3.3 Sampling Design
Sampling design is a design, or a working plan, that specifies the population
frame, sample size, sample selection, and estimation method in detail.
Sampling design is needed in deciding the quantity of the object to be
researched.
When it is not possible to study the entire population, a smaller sample is
taken using a random sampling techniques. Slovin’s formula allows a
35
researcher to sample the population with a desired degree of accuracy. It gives
the researcher an idea of how large his sample size needs to be to ensure a
resonable accuracy of result.
If sample is taken from a population, a formula must be used to take into
account confidence levels and margins of error. When taking statistical
samples, sometimes a lot is known about the population, sometimes a little,
and sometimes nothing at all. For example, we may know that a population is
normally distributed or we may have no idea about how a population is going
to behave. Slovin’s formula is used when nothing about the behavior of a
population is known at all.
Slovin’s formula is written as:
Where:
n = Number of samples
N = Total population
e = Error tolerance
To use this formula, first figure out what we want our Error of Tolerance to
be. For example, we may be happy with a confidence level of 95 percent
(giving a margin error of 0.05), or we may require a tighter accuracy of a 98
percent confidence level (a margin of error of 0.02). Plug our population size
and required margin of error into the formula. The result will be the number of
samples we need to take (Principles and Method of Research; Ariola; 2006).
36
There are 600 employees in Four Seasons Hotel Jakarta and the researcher
want to survey them to find out which learning style are best suited for them.
The researcher decided that she is happy with a margin of error of 0.1. Using
Slovin’s formula, the researcher would be required to survey this amount of
people:
Slovin Sampling Method give the degree of accuracy for the sampling
technique. It gives an idea as to how many samples have to be studied taking
into consideration the error.
3.4 Limitations
In completing this research, the researcher faced some limitations, such as:
1. The researcher can only finish the research up to constructing the
training program. Researcher can not implement the training program
due to Researcher has limited time in doing this research.
2. The researcher can not publish the content of the existing training
program given by the corporate office because all those training
modules are confidencial and authorized for internal use only.
Those limitations has caused the observation can not gain optimum result.
37
CHAPTER IV
ANALYSIS DATA AND INTERPRETATION OF
RESULT
4.1 Data Processing
Data processing is the operation performed on a given set of data to extract the
required information in an appropriate form such as diagrams, reports, or
tables (sources from business dictionary). In this research, the researcher does
not use any testing in processing the data because researcher uses the primary
data. The process to get the result is by counting it manually. As mentioned in
previous chapter, the researcher has 86 repondents who represent enough for
600 employees of Four Seasons Hotel Jakarta.
The result after counting the questionnaires are:
Employee who adopted ‘activist’ learning style : 4 respondents
Employee who adopted ‘theorist’ learning style : 8 respondents
Employee who adopted ‘pragmatist’ learning style : 16 respondents
Employee who adopted ‘reflector’ learning style : 58 respondents
We can also get the result of the most adopted learning style by using
percentage. Employee who adopted activist are 5%, theorist are 9 %,
pragmatist are 18%, and reflector are 68%.
38
Figure 4.1 Percentage of Learning Style Adopted by Four Seasons Employee
Source: Developed by the researcher
The breakdown of the 86 respondents for this research is as shown below.
Table 4.1 The Breakdown of the 86 Respondents
No Department Management
Team
Non-management
Team
1 Human Resources 2 respondents 1 respondent
2 Accounting 2 respondents 1 respondent
3 Sales & Marketing 2 respondents 1 respondent
4 Security 1 respondent 2 respondents
5 Engineering 1 respondent 4 respondents
6 Stewarding 1 respondent 2 respondents
7 F&B Outlet 3 respondents 17 respondents
8 F&B Production 3 respondents 17 respondents
9 Housekeeping 3 respondents 17 respondents
10 Rooms 3 respondents 3 respondents
Those breakdowns were made according to the quantity of employee in the
department concerned. The number of employee in Human Resources is less
than in housekeeping, so the number of sample from housekeeping is higher
than Human Resources. The biggest departments in Four Seasons hotel
39
Jakarta are F&B Outlet, F&B Production, and Housekeeping. The number of
management team and non-management team are also determining by the
comparison between the employee in managerial level and non-managerial
level. In rooms division, they have more management team than in
Engineering, so even though the amount of respondents are almost the same,
but there are more management team in rooms department stand as the
respondent.
4.2 Interpretation of Four Seasons Jakarta’s Learning Style
Result Based on Honey and Mumford’s Theory
As discussed earlier, the most adopted learning style by Four Seasons Hotel
Jakarta employee’s is the Reflector. The characteristic of Reflector people are
they like to stand back to ponder experiences and observe them for many
different perspectives. They collect data, both first hand and from others, and
prefer to think about it thoroughly before coming to a conclusion. The
thorough collection and analysis of data about experiences and events is what
count so they tend to postpone reaching definitive conclusions for as long as
possible. Their philosophy is to be cautious. They are thoughtful people who
like to consider all possible angles and implications before making a move.
They prefer to take a back seat in meetings and discussions. They enjoy
observing other people in action. They listen to others and get the drift of the
discussion before making their own points. They tend to adopt a low profile
and have a slightly distant, tolerant unruffled air about them. When they act it
is part of a wide picture which includes the past as well as the present and
others’ observations as well as their own.
The strengths of employees in Four Seasons Hotel Jakarta are good at
listening to others, they also careful, thorough and methodical, thoughtful, and
rarely jumps to conclusion. Beside that advantage points, there are some
weaknesses for reflectors, such as tendency to hold back from direct
participation, slow to make up their minds and reach a decision, tendency to
40
be too cautious and do not eager to take risk, and also they are not particularly
forthcoming and have no “small talk”.
The Four Seasons employees will learn most when they are observing
individual or group at work, or when they have the opportunity to review what
has happened then think about what they have learned, and producing reports
and analysis, performing tasks without tight deadlines. They will learn least
when they have to act as leader or role-playing in front of others, performing
task with no time to prepare, being thrown in at deep end, and being rushed or
pressured by deadlines.
Reflectors will learn and understand fast when they do some preferred
activities in the training session, such as having a paired discussions, they are
given a self analysis or personality questionnaire, do an observing activities,
get feedback from others, do one on one coaching, or do a specific interview.
4.3 Designing Effective Training Program
As discussed in the research objective earlier, after the researcher found out
what is the most adopted learning style in Four Seasons Hotel Jakarta, the
researcher will construct a set of training program. This training program
should be fit with the characteristic of the reflector’s learning style.
4.3.1 Training Preparation
During the construction of the training plan, the researcher read a quote
from Nathan Smith. He wrote, “Everyone who conducts training
understands the importance of preparation. We study the topic, refresh
ourselves on the key points, gain clarity on the goals or outcomes, create
the training outline, detail the content to be discussed, create or assemble
audio visuals and any handout materials, and more. During the initial
preparation we begin to visualize ourselves in the situation of delivering
the training content. Creating the course outline, identifying and write
41
down the key learning points, and then thinking about how we plan to
deliver the content helps us experience the linear progression of the
course”.
Tim Sanders wrote “As much as practice breeds confidence, rehearsal
gives you a sense of certainty. A rehearsal is a practice session in
anticipation of a public performance. It’s doing the thing in the ‘as-if’
mode – where you are fully committed”.
The researcher agreed with both quotes, in conducting training we need to
plan every single thing that we need and it is better if we do the rehearsal
before conducting the training. The researcher believes in this quote “If
you fail to plan, then you plan to fail”. If we do not want to fail in
achieving the training objective, we better learn what are the things that
we need to prepare long before the training session’s are conducted.
1. Selecting and Preparing the Training Site
The training site refers to the room where training will be conducted.
A good training site offers the following features:
a. It is comfortable and accessible.
b. It is quiet, private, and free from interuptions.
c. It has sufficient space for the participants to move easily
around in, offers enough room for participants to have
adequate work space, and has good visibility for participants
to see each other, the trainer, and any visual displays or
examples that will be used in training (e.g., videos, product
samples, chart, slides)
Details to be considered in training room (Source: “Meeting
Facilities,” in The ASTD Training and Development Hand-book,
1996):
42
Noise. Check for noise from heating and air conditioning system,
from adjacent rooms and corridors, and from outside the building.
Colors. Pastel hues such as oranges, greens, blues, and yellows are
warm colors. Variations of white are cold and sterile. Blacks and
brown shades will close in psychologically and become fatiguing.
Room structure. Use room that are somewhat square in shape. Long,
narrow rooms make it difficult for participant to see, hear, and
identify the discussion.
Lighting. Main sources of lighting should be fluorescent lights.
Incandescent lighting should be spread throughout the room and used
with dimmers when projection is required.
Wall and floor covering. Carpeting shouold be place in the meeting
area. Solid colors are preferable because they are not distracting.
Only meeting-related materials should be on the meeting room walls.
Meeting room chairs. Chairs should have wheels, swivels, and backs
that provide support for the lower lumbar region.
Glare. Check and eliminate glare from metal surfaces, TV monitors,
and mirrors.
Ceiling. Ten-foot-high ceiling are preferable.
Electrical outlets. Outlets should be available every six feet around
the room. A telephone jack should be next to the outlets. Outlets for
the trainer should be available.
Acoustics. Check the bounce or absorption of sound from the walls,
ceiling, floor, and furniture. Try voice check with three or four
different people, monitoring voice clarity and level.
Seating arrangement. Seating arrangements at the training site
should be based on an understanding of the desired type of
43
participant intraction and participant-trainer interaction. These are
some example of recommended seating arrangement (Source:
Managing The Learning Process, 1984):
Fan-type seating is conducive to allow participants to see from any
point in the room. Participants can easily switch from listening to a
presentation to practice in groups, and the participants can
communicate easily with everyone in the room. Fan-type seating is
effective for training that includes participant’s working in groups
and teams to analyze problems and synthesize information.
Figure 4.2 Fan-type Seating Arrangement
Source : Developed by the researcher
The next type of seating arrangement is the classroom-type. If the
training primarily involves knowledge acquisition, with lecture and
audiovisual presentation being the primary training method used,
traditional classroom-type seating is quite appropriate. Classroom-
type seating allows the participant to have interaction with the
trainer, but makes it difficult for the participant to work in group
44
(particularly if the seats are not moveable to other locations in the
room).
Figure 4.3 Classroom-type Seating Arrangement
Source: Developed by the researcher
45
If the training emphasize total-group discussion with limited
presentation and no small-group interaction, a conference-type
arrangement could be the first choice.
Figure 4.4 Conference-type Seating Arrangement
Source: Developed by the researcher
The last recommended seating arrangement is horseshoe-type. This
type of arrangement will be useful if the training requires both
presentation and total-group instruction.
Figure 4.5 Horseshoe Arrangement
Source: Developed by the researcher
46
2. Preparing the Materials, Tools, and Equipment
This part involves the prepartion of training materials such as: the
handouts, stationery, and the other equipment related to the training.
It is very important and crucial because the training will not get the
maximum result if the materials, tools, and the equipment are not
ready or the facilitators do not know how to operate those related
equipments.
3. Selecting Trainers
Selecting professional trainers or consultants is one obvious
possibility for companies. Trainers, whether from inside or outside
the company, should have expertise in the topic and experience in
training. Assigning managers and employees as trainers may help
increase the perceived meaningfulness of the training content.
Because they understand the company’s business, employee and
manager who join as a trainer tend to make the training content more
directly applicable to the participant’s work. Furthermore, assigning
managers and employees can help increase their support for learning
also reduce the company’s dependency on expensive outside
consultants.
4. Arrangement About the Participant
This part is also very important. There is no training session will be
done without its participant. The first thing that we need to do in this
part is by identifying the target participants; after having the list of
names, then we need to invite them to the training session. The
invitation could be issued by using letter, email, or put the invitation
on the wall magazine near employee entrance.
47
The researcher had researched the previous project about Improvement
of Local Administration in Cambodia. In that project they use Work
Breakdown Structure (WBS) to identify all the tasks to be done in the
project visually. This is the sample of WBS created by the writer of
that project:
Figure 4.6 Example of WBS for Training Preparation
Source from Project on Improvement of Local Administration in Cambodia
Actually most of the preparations are similar to what researcher
discussed above. The WBS is very helpful in ensuring that no
significant task has been forgotten to achieve the project objectives and
allow us to identify materials, equipments and other cost associated
with each task. After reading many articles about training preparation,
The researcher can take an absolute conclusion that the preparation
before training is extremely important and it is compulsory.
48
4.3.2 Training Tips
Before constructing a series of training program, it is important for the
trainer or learning manager to perform several steps to make the room
and instruction conducive to learning (retrieved from Employee Training
and Development, Page 132).
1. Creating a Learning Setting
Think about the type of room required for learning to occur. Do the
participants need to be able to concentrate and write? Do they need
to be able to see detailed visuals? Do they need breakout rooms, it is
the rooms where they can leave the main training setting to work on
problems and discuss issues in their teams? Choose a room that is
large enough to meet the purpose, not just that can accomodate a
certain number of participants. Avoid putting 25 people in a room
that can seat 250. A small number of participants in a large room
makes it impersonal and leaves people feeling insignificant.
2. Preparation
Every facilitator need to know the training content very well. Use
mental and physical rehearsals to help building confidence and to
evaluate the pace and timing of the material. Design the training
from the audience’s perspective. If the training using computers,
DVD player, internet, or other technologies, make sure the facilitator
knows how to use the equipment and how to backup the materials in
case the technology fails. Arrive at training room at least 30 minutes
earlier to make sure that the room is set up correctly, materials are
available, and technology is functioning properly. Greet the
participants as they enter the training room.
49
3. Classroom Management
Monitor the room for extra chairs and piles of materials left over
from previous training sessions. A messy, disorganized training
room creates learning distractions. Give the participants frequent
breaks so they can leave the room and return to the training room in
ready condition to learn.
4. Engaging Participants
The facilitator carries the responsibility for the trainee’s learning
experience. Facilitator needs to communicate the topics that will be
covered, the learning approach that will be used, and the expectation
for the participants. How should the facilitator engage with the
participants is based on both size of the room and the number of
trainees. The larger the room, the more facilitator’s gestures and
movements must be exaggerated to get the audience’s attention. To
create intimacy with the participants, the facilitator must move close
to them. Standing in front of the room is a way to establish authority.
Create a training environment where participants can learn from each
other. Listen to the participants, summarize learning points, and
provide feedback.
5. Managing Group Dynamics
To ensure an even distribution of knowledge or expertise in groups,
ask the participants to indicate whether they consider themselves
novices, experienced, or expert on a topic. Arrange the groups so that
they contain a mix of novices, experienced, and expert participants.
Pay attention to group dynamics by wandering through the room and
noticing which groups are frustrated or stalled, who is withdrawn,
and who is dominating the group. The facilitator’s role is to make
sure that everyone in a group has an opportunity to contribute.
50
4.3.3 Training Design
For learning to occur, training programs require meaningful materials,
clear objectives, opportunities for practice and feedback. However, if a
training program contains all of those conditions, it does not guarantee
that the result of the training will meet the expectation for several reasons.
Proper equipment and materials may not be available during the session,
trainers may be rushed to present content and fail to allow adequate time
for practice, or the actual activities that occur in the training session may
not relate to the learning objectives. Training design refers to the
organization and coordination of the training program. A training
program may include one or several courses. Program design includes
considering the purpose of the program as well as designing specific
lessons within the program. Effective program design includes course
parameters, objectives, a lesson plan overview, and a detailed lesson plan.
1. Course Parameters
The course parameters refer to general information about the training
program including the course title, description of the participant,
statement of purpose, goals of the course, location, time,
prerequisites, and name of the trainer.
Table 4.1 present the course parameters for the development of
department heads in coaching their subordinates. The course is
designed for managers.
51
Table 4.2 Course Parameters
Course Title : Conducting an Effective Coaching Session
Target Audience : Managers
Purpose: To prepare managers in conducting effective coaching
sessions to their subordinates
Goals : Managers will be able to conduct an effective coaching
session to their subordinates
Total Time : 6 hours
Number of Participant : 12 – 15 Participants
Location : Training Room
Facilitator : Hotel Manager
2. Objectives
Within a training program, there are usually different types of
objectives. Program objectives are broad summary statements of the
purpose of the program. Course objectives or lesson objectives relate
to goals of the course or the lesson. These objectives are more
specific than the program objectives in term of expected behaviours,
the content, the conditions and the standard.
3. Lesson Plan Overview
The lesson plan overview matches major activities on the training
program and specific times or time intervals. Table 4.2 provides an
example of a lesson plan overview for the coaching training.
52
Table 4.3 Lesson Plan Overview
09.00 – 09.30 Introduction, about:
1. The facilitator and the participant
2. The purpose of training session
09.30 – 10.30 Watch a video about coaching, after that let
the participants observe the video, and give
their feedback about the content of video.
10.30 – 10.45 Break
10.45 – 12.00 Do a paired discussion about the effective
coaching method. Share how they do the
coaching part to their subordinate this far.
12.00 – 13.00 Lunch Break
13.00 – 14.00 Presentation and motivation (give overview
what will happen if managers give the
coaching correctly and motivate the
participant to start practicing)
14.00 – 15.00 Every participant make their action plan and
share to the other participant. The other
participant will give feedback, conclude by
the facilitator.
15.00 – 15.15 Wrap-up (question and answer)
Completing the lesson plan overview helps the trainer determine the
amount of time that needs to be allocated for each topic covered in
the program. The lesson plan overview is also useful in determining
when trainers are needed during the program, time demand on
participants, program breaks for snack, lunch or dinner, and
opportunities for having practices and giving feedbacks.
53
The Detailed Lesson Plan.
Lesson plans can be assigned for programs lasting a day, a week, or
several hours. If training takes place over several days, a separate
lesson plan is prepared for each day. The detailed lesson plan translates
the content and sequence of training activities into a guide that is used
by the facilitator to help them in delivering the training. Lesson plans
include the sequence of activities that will be conducted in the training
session and identify the administrative details.
Considering that the 32% of sample has different learning style, the
researcher decided to make a series of training program including the
other 3 learning styles. The training in class session of course will be
based on the reflector’s characteristic of learning style, but the
researcher will add some pre-training and after-training sessions to
reach out the other employees with different learning style.
Pre-training session is going to begin 2 weeks before the in-class
session. In this pre training session, the participant will get the module
with theory and explanation about the materials that is going to be
discussed in the class by online. This action is aimed to facilitate the
employees who adopt theorist learning style. If their learning style
does not fully matched with the in-class session later on, at least they
have understand the principal and basic knowledge about the materials.
After-training session will be done as the follow up of the in-class
session. The day after in-class session, the learning department will
deliver a questionnaire to every participant in order to follow up the
materials that have been received by them also considering the other
employee with different learning style.
The in-class training will be done for the department head first,
considering the number of employee in Four Seasons are very large
which is impossible to train them one by one. The course title will be
54
“conducting an effective coaching session” and the lesson title is
“coaching for the coach”. The objective of making this training are:
1. The managers realize how their coaching method was this far
by making a self assessment.
2. The managers create a new effective coaching method by the
guideline from the facilitator, and committed to implement the
new way of coaching.
As the evaluation and assignment to make sure the training is running
effectively, there are several things that need to be done:
1. The managers will share their future action plan, after 2 months
there will be another course to follow up this session.
2. The learning department will distribute a theory and case study
questionnaire as the assessment for the next session.
It was a complete training program for the managers. After completing
the training for managers, of course the attention is move to the other
levels of employee to make sure they are working in the right standard,
mastering the ‘how to’, and understand the mood of the guest.
The one who will do the coaching session to the other employee is not
the Hotel Manager anymore, but the managers per department. After
completing the in-class session, the manager needs to do a practice by
making a one-on-one coaching. Since reflector people are good in
paired discussion, receiving feedback from others, coaching sessions,
and interview, so one-on-one coaching from the manager to the
assistant manager and supervisors are the best choice. The manager not
only teach the assistant manager and supervisor in the technical skill,
but also by doing a little touch in empowering them to be able to
deliver what they have learn to another level of employee.
After a one-on-one session from manager to the assistant managers and
supervisors, now is the turn for the assistant manager and supervisors
55
to do a one-on one coaching to the rest of the staff. They will do
exactly the same as what they got from the coaching session with the
manager before. Since the number of the line staff level are bigger than
the assistant manager and the supervisor, so one assistant
manager/supervisor will coach more than one employee.
To make it easier to understand, the researcher has made a chart of the
coaching method:
Figure 4.7 Coaching Method Proposed
In every stage of coaching session there will be a report consistently
made by the manager and they need to give the report to the learning
department. This method will be run in two months, as per the time
given by the learning department. Learning department will make sure
that the entire employee gets the coaching session/training in those two
months. After the two months sessions, the manager will be sitting in
the training room again, share the whole report about what they do in
their department, and there will be evaluation about this new learning
plan.
Manager
Assistant Manager 1
Line Staff 1
Line staff 2
Assistant Manager 2
Line Staff 3
Line Staff 4
Supervisor 1
Line Staff 5
Supervisor 2
Line Staff 6
56
The effectivity of training created by the researcher could be defined
through below measurements:
1. From the questionnaire given by the learning department three
weeks after the in-class session
2. From the development review of every employee created by
the department heads
3. From day-to-day performance of each department
4. From guest comment filled up by in house and walk in guest
57
CHAPTER V
CONCLUSIONS AND RECOMMENDATION
5.1 Conclusions
The result that are elaborated in chapter IV have clearly answered above
points. Based on the conducted research, the dominant learning style adopted
by the employee in Four Seasons Hotel Jakarta is the ‘reflector’.
Reflector are the people who learn by observing and thinking about what
happened. They avoid to leaping in and prefer to watch from the sidelines.
They prefer to stand back and view experiences from a number of different
perspectives, collecting data and taking the time to work towards an
appropriate conclusion.
The training program needed by the most employee at the Four Seasons Hotel
Jakarta is actually back to basic, which means the employee should master
what are the standards of opeartion in the hotel and how they can elaborate the
standard into a luxury service for the guest. Researcher observe that the
department head is the one who needs to be trained in order to be able to
coach their subordinates about the sequence of service and help them identify
what are the parts that needs to be improved by the employee in order to give
the service to the guest.
The researcher has construct a series of training that fit the major learning
style adopted by the most employee at the Four Seasons Hotel Jakarta.
Considering that the 32% of sample has different learning style, the researcher
decided to make a series of training program including the other 3 learning
styles. The training in class session of course will be based on the reflector’s
characteristic of learning style, but the researcher will add some pre-training
58
and after-training sessions to reach out the other employees with different
learning style.
Pre-training session is going to begin 2 weeks before the in-class session. In
this pre training session, the participant will get the module with theory and
explanation about the materials that is going to be discussed in the class by
online. This action is aimed to facilitate the employees who adopt theorist
learning style. If their learning style does not fully matched with the in-class
session later on, at least they have understand the principal and basic
knowledge about the materials.
After-training session will be done as the follow up of the in-class session. The
day after in-class session, the learning department will deliver a questionnaire
to every participant in order to follow up the materials that have been received
by them also considering the other employee with different learning style.
The in-class session will be for managers only, after the in-class training, the
managers will do one-on-one coaching for the assistant manager and
supervisor, then the assistant manager and supervisor will do the one-on-one
coaching to the line staff level.
5.2 Recommendations
In regards to the research result, there are some list of recommendation that
would improve the quality of research as well as the understanding of the
topics being discussed in this research. This recommendation is divided into
two parts, first is the researcher recommendation toward the other
international chain hotels which are facing the same problem as it is observed
in this thesis report. The second part is the reccomendation given for future
research.
59
5.2.1 For International Chain Hotels
The is one recommendation for the other international chain hotel who
get a complete learning module from corporate office and facing the same
problem as the conducted research, as follows:
The researcher recommends the learning department to identify the major
learning style adopted by the employee. It is important because by
knowing the major learning style, the learning department can adjust the
training programs based on the major learing style of their employee. As
the result, the employee will meet the objective of the training, and surely
will affect their performance in their own department.
5.2.2 For Future research
The researcher encourage the future research to continue this research up
to the implementation of the training program that has been made by the
researcher in chapter IV.
60
REFERENCES
Books, Articles, Journals
Honey, P & Mumford, A (2006). The Learning Styles Questionnaire, 80 item
version. Maidenhead, UK: Peter Honey Publications
Noe, Raymond A.2003. Employee Training and Development. New York:
McGraw-Hill
F.H. Margolis and C.R. Bell.1984. Managing the Learning Process. Minneapolis:
Lakewood Publications
FitzGerald, Elizabeth (2009). PhD thesis: The use of learning styles in adaptive
hypermedia. Retrieved January 7, 2013 from
http://www.academia.edu/833001/PhD_thesis_The_Use_of_Learning_Styles_in_
Adaptive_Hypermedia
Honey, P & Mumford, A (2006). The Learning Styles Helper’s Guide.
Maidenhead, UK: Peter Honey Publications
Silberman, M (1998). Active Training: A Handbook of Techniques, Designs, Case
Examples, and Tips. Misenheimer, NC: Pfeiffer & Company Publications
Brookfield, S (1990). The Skillful Teacher: On Technique, Trust, and
Responsiveness in the Classroom. Hoboken, New Jersey: Jossey-Bass
Publications
Biech, E (2009). ASTD’s Ultimate Train the Trainer: A Complete Guide to
Training Success. Alexandria, VA: ASTD Publications
Wick, C., Flanagan, R., Pollock, R., Jefferson, A., Wilde, K (2006). The Six
Disciplines of Breakthrough Learning: How to Turn Training and Development
Into Business Result. Misenheimer, NC: Pfeiffer & Company Publications
Bens, I (2005). Facilitating with Ease!: Core Skills for Facilitators, Team Leaders
and Members, Managers, Consultants, and Trainers. Hoboken, New Jersey:
Jossey-Bass Publications
61
Internet
Oxford Dictionaries. Learning. Retrieved December 5, 2012 from
http://oxforddictionaries.com/definition/english/learning
Baxi, Viplav (2008). What is learning theory? Retrieved December 25, 2012 from
http://learnoscck08.wordpress.com/2008/09/11/cck08-what-is-learning-theory/
University of Missouri St. Louis. What is learning? Retrieved December 25, 2012
from
http://www.umsl.edu/services/ctl/DEID/destination2adultlearning/2blearning.html
Learning-Theories.com. Learning theories & methods. Retrieved December 26,
2012 from http://www.learning-theories.com/category/learning-theories-and-
models
Cyberphysics.co.uk. Honey and Mumford’d variation on the Kolb system.
Retrieved December 26, 2012 from
http://www.cyberphysics.co.uk/MBTI/Honey&Mumford1.htm
Smith, Mark (2003). Learning theory. Retrieved December 26, 2012 from
http://www.infed.org/biblio/b-learn.htm
Dunn, Lee (2000). Theories of learning. Retieved December 26, 2012 from
http://www.brookes.ac.uk/services/ocsld/resources/theories.html
Nwlink.com. Learning styles and preferences. Retrieved January 3, 2013 from
http://www.nwlink.com/~donclark/hrd/styles.html
University of Leicester. Honey and Mumford. Retrieved January 4, 2013 from
http://www2.le.ac.uk/departments/gradschool/training/resources/teaching/theories
/honey-mumford
Clarck, Don (2011). Honey and Mumford’s learning styles questionnaire.
Retrieved January 4, 2013 from
http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html
Cyberphysics.co.uk. Honey and Mumford’s variation on the Kolb system.
Retrieved January 4, 2013 from
http://www.cyberphysics.co.uk/MBTI/Honey&Mumford1.htm
Yuruyuda(2010). Slovin sample size calculator. Retrieved January 6, 2013 from
http://carabineri.wordpress.com/2010/03/15/slovins-sample-size-calculator-free-
download/
62
Stephanie. How to use Slovin’s formula. Retrieved January 6, 2013 from
http://www.statisticshowto.com/articles/how-to-use-slovins-formula/
Ehow.com. Slovin’s formula sampling techniques. Retrieved January 6, 2013
from http://www.ehow.com/way_5475547_slovins-formula-sampling-
techniques.html
Londong, Dedy (2011). Dasar penentuan jumlah sample penelitian. Retrieved
January 6, 2013 from http://dedylondong.blogspot.com/2011/10/dasar-penentuan-
jumlah-sample.html
Limat.org. Research methodology: an introduction. Retrieved January 7, 2013
from http://www.limat.org/data/research/Research%20Methodology.pdf
ILRI Research Methods Group. Data analysis and reporting. Retrieved January 8,
2013 from
http://www.ilri.org/rmg/index.php?option=com_content&task=view&id=25&Item
id=41
International Center fo Alcohol Policies. Data analysis and interpretation.
Retrieved January 8, 2013 from
http://www.icap.org/PolicyTools/Toolkits/EvaluationToolkit/4DataAnalysisandInt
erpretation/tabid/446/Default.aspx
Businessdictionary.com. Research methodology. Retrieved January 10, 2013 from
http://www.businessdictionary.com/definition/research-methodology.html
Nurdiansyah (2008). Dari minyak kuasai dunia, Al-Walid si pemilik Four
Seasons. Retrieved January 10, 2013 from
http://nurdi.multiply.com/journal/item/541/Dari-Minyak-Kuasai-Dunia-Al-Walid-
Si-Pemilik-Four-Seasons?&show_interstitial=1&u=%2Fjournal%2Fitem
Daniel, Wahyu (2012). Pangeran Arab penggagas menara 1000 meter jual Four
Seasons Jakarta. Retrieved January 10, 2013 from
http://finance.detik.com/read/2012/01/15/141850/1815911/1016/pangeran-arab-
penggagas-menara-1000-meter-jual-four-seasons-jakarta
Haraito, Gloria (2012). Grup Rajawali membeli Four Seasons Jakarta. Retrieved
January 10, 2013 from
http://bisniskeuangan.kompas.com/read/2012/01/17/12181862/Grup.Rajawali.Me
mbeli.Four.Seasons.Jakarta
BusinessDictionary.com. Data processing. Retrieved January 10, 2013 from
http://www.businessdictionary.com/definition/data-processing.html
63
Smith, Nathan (2010). Preparation is important. Retrieved January 10, 2013 from
http://www.articlesbase.com/training-articles/preparation-is-important-
2355562.html
68
Appendix C: The Detailed Learning Plan
Course title : Conducting an effective coaching session
Lesson title : Coaching for the coach
Lesson length : 6 hours
Learning Objectives :
1. Managers realize how was their coaching method this far by making self
assesment
2. Managers create a new effective coaching method by the guideline from the
facilitator, and committed to implement the new way of coaching
Target Audience : Managers
Room Arrangement : Classroom-type seating
Materials and equipment needed : Projector, screen, speaker, coaching video,
presentation materials, handouts, stationary, coffee break
Evaluation and assignment :
1. Share the future action plan, after 2 month there will be another course to
follow up this sessions.
2. The learning department will distribute a theory and case study questionnaire
as the assesment for the next sessions
Comment :
1. The materials needs to be distributed two weeks prior to session
2. The questionnaire needs to be distributed three weeks after the sessions
Lesson Outline
Introduction
Watch video and
giving feedback
Break
Facilitator’s Activity
Presentation
Facilitating
Participant’s Activity
Listening
Introduce their self
Watch and giving
feedback
Time
09.00 – 09.30
09.30 – 10.30
10.30 – 10.45
69
Paired
Discussion
Lunch Break
Presentation and
motivation
Make action
plan and giving
feedback
Wrap-up
Facilitating
Presentation
Facilitating
Answer questions
Discuss with one
partner
Listening
Practice making action
plan and give feedback
Questions
10.45 – 12.00
12.00 – 13.00
13.00 – 14.00
14.00 – 15.00
15.00 – 15.15