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Corporate managerial training program for hotel chain: workplace logistics and policies

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Corporate managerial training program for hotel chain: workplace logistics and policies

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Management can set an example for which materials such as flowcharts, descriptive documents, and videos (and other media) need to be created in a repository. Senior workers, with some guidance from management could create the materials collaboratively, peer check and edit/update, and practice with a pilot program on less senior workers. For example, senior workers could use a whiteboard in a conference room to brainstorm different ideas for each "module". Then, assignments could be made if under a time-crunch (cooperative). If more time allows, the team could develop each module collaboratively, one module at a time. After "prototype" modules are made, less senior workers could test and provide feedback that could then be assessed as a peer group, refinements made, then rollout of the training program. This is connectivism since the workers are creating the learning content, involving less experienced workers in a feedback loop, and developing materials as a team. Given the problem, workplace logistics and policies training, this is clearly problem-based learning. It would be informal learning if the workers were told to just learn on the job.

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Small group problem-based learning is used as a post-industrial tool, requiring each student in the group to participate in using Excel for data analysis (the technology).

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Instructor-led examples are a hybrid between pre-industrial and post-industrial roles. The instructor leads with an example, asks for student participation to select the right tool, then finishes the example.

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Instructor explanation is pre-industrial, which might be required in this case because of domain knowledge required on both engineering and data analytics within a given industry (power generation).

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small group exercise is cooperative learning where groups are diverse from industry experience and educational background perspectives

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experience-derived framing of the problem places impetus on groups to select the right analytic tools from the instruction. Insights drawn based on analysis is open-ended to enable groups to think about the real problem and not seek a given answer that is predefined

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real-life example is given; students are asked by instructor to select the right analysis tool based on scenarios verbalized

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visuals are presented and students remember, but cheat sheets are provided to remove memorization anxiety

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An example data set is given in Excel to students who, working in small groups will practice analysis tools. The example data is representative of a power plant component (e.g., motor-pump) and the group's goal is to determine which variables are important for assessing component health using analysis tools from the lesson. Instructors roam the room and answer questions/give guidance. Group reports out to class.

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Instructor gives examples of each, variable relationships, time-series analysis, x-y scatter plot analysis, simple statistics, correlation analysis, and 3-D plot analysis.

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Instructor explains variable relationships, time series analysis, x-y scatter plot analysis, simple statistics, correlation analysis, and 3-D plot analysis.

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Exploratory Data Analysis: Statistical & Graphical Techniques