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

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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

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APPENDIX

Appendix A: English Version Questionnaire

65

66

Appendix B: Indonesian Version Questionnaire

67

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