LEARNING

Kolb's Learning Styles

Kolb's Learning Styles

Background of Hospitality Sector

The hospitality industry encompasses hotels, restaurants, bars, clubs, casinos, and spas. The world has come across the arguments of promoting hospitality industry.

The hospitality industry varies from country to country, and at the same time it is complex to understand this industry. There is a wide range and variety of the hospitality industry (Busby, 2001, p.29-43). The hospitality industry has become widen; simultaneously they have brought the facilities and some common areas that do not fit into the hospitality domain. There are some luxury and mid-class hotels that facilitate the visitors to have conferences and attend fitness club. These facilities may not require for the traditional hotel, but it has become the primary facility of the hotel. Similarly, there are some other hospitality businesses like ships, cruise, theme park, and motorways that facilitate with the components that does not fall under the hospitality industry.

People who have a strong preference for the current style and fully committed without preconceptions in new experiences. They feel good in the moment and enjoy being absorbed by immediate experiences. Little sceptical, that they have an open mind, which causes them to be enthusiastic about anything new. Their philosophy is to try at least once. They act first and then think about the consequences. Their days are filled with activities. They tackle problems by using brainstorming. Once diminishes their enthusiasm for an activity, they are eager to find new ones. They are offered many challenges of new projects, but they are less interested in their realization and long-term consolidation. They are sociable and engage with people, but they seek to converge all the activities that take place around themselves.

Kolb's Learning Cycle

The Learning Cycle is a methodology for planning science classes that is based on the learning model proposed by David Kolb (1984). The Learning Cycle plan a sequence of activities that start with an exploratory stage, which involves the manipulation of concrete materials, before proceeding with activities that facilitate conceptual development from the experience gained by the students during the examination. Then, develop and implement activities to assess the understanding of those concepts. 1. Concrete Experience 2. Observation and Processing 3. Conceptualization and Generalization 4. Application

Stages

stage of practical experience: where learning comes mainly from perceptions and reactions to the experience

stage of 'reflective observation where learning comes mainly from listening and observation

abstract conceptualization stage, where learning takes the form mainly of thought and analysis of the problems in a systematic way

stage of active experimentation, where learning comes mainly from acting, from experience, observing the results.

At the stage of practical experience learning focuses on personal involvement in the experience. We emphasize the feelings rather than thoughts, complexity rather than generalization, the intuitive approach. In stage reflective observation learning focuses on understanding the meanings through impartial observation and description. We emphasize understanding rather than the application, the depth of analysis and its accuracy rather than the actual applicability, reflection rather than action. At the stage of abstract conceptualization learning focuses on logic, generalization, ...