Experiential :earning by Josephine Rios

 EDAC 634: Assignment 4, Experience and Learning 

Improving the Customer Experience in a Brewery Taproom 

 Goal: Introduce the “HOPS Up” method of customer service to brewery employees to create a positive customer experience in the taproom.

Objectives:

1. Trainees greet customers for the first time.
2. Trainees reflect on their experience in groups.
3. Trainees learn the “HOPS Up” method of greeting customers.
4. Trainees integrate the “HOPS Up” method of greeting customers into their routine.

Rationales: 

Kolb (2014) suggests that learning from experience requires four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. These stages do not have to be followed in order but must be fully completed to learn effectively. This training outline follows all learning stages and does not have to be completed in order.

Concrete experience involves actively greeting taproom customers. 

Reflective observation involves talking about and questioning their experience with others. 

Abstract conceptualization involves introducing the new method from this experience. 

Finally, active experimentation involves trying out the newly learned technique.

Kolb (2014) also suggests that each person learns differently and prefers one of four learning styles. Each learning stage satisfies different learning styles. This training outline addresses all four learning styles, so all trainees will benefit from the training.

Design:

 

Objective and Activity	Connections: Learning Stage and Styles
Activity One: Concrete Experience   In this stage, trainees will blindly greet a customer for the first time. Individually, trainees will greet the facilitator (however they feel fit) as they would greet a new customer. Trainees are told their greeting should begin with a welcome and end with a beer selection from the customer. They will receive no further guidance or details.	This activity aligns with Kolb’s stage of concrete learning. The trainee actively participates in the activity to create a base experience. According to Kolb (2014), one must be open and willing to involve themselves in a new experience (as cited in Merriam & Baumgartner, 2020).   Accommodating learners will benefit from this activity, as they prefer to jump in headfirst to learn hands-on. Diverginglearners will benefit from this step, as they will use this experience to reflect in the future.
Activity Two: Reflective Observation   In this stage, trainees will be split into groups of three. Groups are instructed to reflect upon their own experiences and ask questions about others’ experiences. Discussion can include what worked well in their greeting and what did not.	This activity aligns with Kolb’s stage of reflective observation. The trainee thinks about their experience and discusses it with others. Kolb suggests that it is important to develop reflective and observational skills in order for this experience to be viewed from different perspectives (as cited in Merriam & Baumgartner, 2020).   Diverging learners will benefit from this activity as they learn best by reflecting on their own skills. Assimilating learners will draw from shared experiences to learn what works best.
Activity Three: Abstract Conceptualization   Trainees will learn the “HOPS Up” method of greeting customers through a lecture given by the facilitator. The facilitator will display a visual aid from the Brewers’ Association and describe in detail four steps to greeting a customer in a brewery taproom. The HOPS Up method can be found at the end of this outline.	This activity aligns with Kolb’s third stage-abstract conceptualization. New information is learned through the lecture that can be directly applied to the skill being learned. Trainees’ thinking is adjusted through the receipt of this new information. Kolb (2014) stresses the importance of using analytical skills to connect their previous experience with new information (as cited in Merriam & Baumgartner, 2020).   Assimilating learners will benefit from this experience, as they prefer to take in new information, rather than practicing. Converging learners will benefit from this experience by using the new information to create a plan and practice new skills.
Activity Four: Active Experimentation   Trainees are split into groups of two. This time, they are to role play as bartender and customer. Each turn, the “bartender” must use the “HOPS Up” method to greet the “customer”. Each step of the method must be accurately completed before moving onto the next.	This activity aligns with Kolb’s fourth stage- active experimentation. The trainees use their prior experience, reflections on that experience, and new information to accurately complete a customer greeting. As role playing in groups, trainees will consider and think about how they will put what they have learned into practice.   Converging learners will benefit from this activity, as they prefer to think about solutions to solve problems. Accommodating learners will benefit from this activity as they prefer to learn through actively participating, often following their intuition to complete a task.

References

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood (4th ed). San Francisco: Jossey-Bass.