In some of my previous blogs, I touched upon the growing need for training in the catering industry. We also looked at certain skillsets and processes that catering managers need to be groomed and trained on. With millennials and Gen Z forming a huge chunk of the catering industry’s employee-base and the high turnover rate that is generally prevalent here, training has never been more relevant. This makes a good case to look at some of the most efficient ways to train your catering staff and enable them to provide outstanding guest experience.
Micro-learning is now a pervasive trend, in almost all walks of our digital life. It goes without saying that it is an effective method to train your catering staff as well. Micro-learning is on-demand, delivered at the point-of-need, and highly relevant because the employee is concentering on one skill/learning objective at a time rather than worrying about the entire curriculum. For example – Instead of a long course on how to serve food to the customer, your staff will enjoy consuming small micro-learning nuggets on how to set up the table or how to serve wine when they need to learn about them.
Use of scenarios based on real-life situations is a very useful training mechanism. Scenarios can help learners to understand the best way to handle a situation. Training can be made more interactive by the use of branching scenarios where there could be different results to a situation based on the learner’s response. Scenario-based training is the ideal mechanism to train staff on soft skills. For example, a scenario on how to handle an irate customer or how to greet a customer can enable employees to be prepared with the relevant skills when the real-life instance occurs.
Use of game elements in learning enhances the learning experience, makes it fun, and also gives the learner a sense of challenge and achievement. Leaderboards, time-based quizzes, time-driven missions are some of the common mechanisms used in game-based learning. For example, a time-bound, game-based module that requires the learners to finish setting up 10 tables flawlessly, and get on the leaderboard, can be a great way to train your employees on relevant skills.
Catering staff deals with customers on a regular basis and it is important to find ways to reinforce the training. Tools like learning enforcement apps, flash-cards, interim knowledge checks, and standup meetings are an effective method to reinforce training.
These different training modalities are an effective way to train your staff members and keep them motivated. I would be keen to know of any other approaches that you use to ensure your staff is trained well. Share your comments below or drop a note to firstname.lastname@example.org
Edumercial or infomercial—have you heard any of these terms before? If yes, most probably you would have heard them in the context of marketing, where edumercial stands for ‘education + commercial”. Generally, it is a commercial advertisement that offers education to its audience with a hidden objective of promotion. In this blog, I will be talking about using edumercials in eLearning, which is one of Harbinger Interactive Learning’s unique and pioneering offerings.
So what is an edumercial in the eLearning context? It’s an innovative instructional approach that brings the benefits of television commercials (TVCs) into the learning experience. These are bite-sized micro-learning nuggets that put across a concept in a captivating way.
Like for commercials, the critical element in these 5 to 6 minute videos is to grab learner’s attention in first 3 to 10 seconds. This is done through compelling audio, imagery and animation. One can also add interactivity to enhance learner engagement. The concept or the piece of information is often woven into a story or a scenario to let learners relate to it and be interested to learn more. Edumercials usually do not have knowledge checks or assessments.
You must be curious to know why are edumercials required and when should one use them? Basically, edumercials can be used as standalone ‘just-in-time’ learning pieces or they can also be integrated within an eLearning course to make it more engaging. They can be used for a variety of purposes such as:
Introduction to a course
‘Show Me’ simulation
Rapid recall exercise
As edumercials are quick and to the point, they go a long way in grabbing and mainlining learners’ focus. They can be quickly recalled and align well with the Cognitive Load Theory. According to this theory, our short term or working memory has a small capacity to retain 4-5 bits of information at a time. Edumercials help reduce the amount of load that is being placed upon the learners’ working memory and help to effectively integrate the information into his/her long-term memory.
Using edumercials in the right way is a systematic instructional approach that delivers the message or information across learners efficiently. They certainly motivate distracted or stressed learners or learners who struggle to manage their time to learn. What do you think? I’d love to hear your thoughts.
When dealing with K12 providers, one of the common issues we need to address is the need to have teaching aids in the course. Most of the time, we create two versions of the course – one for the learner, without the teaching aids, and one with the aids, for the teacher. We recently completed a course for a K12 provider who needed to teach kids a chapter of history using World War II photographs as a medium.
We used a neat trick in this course that helped us to identify exactly what features needed to be stripped off for the student version of the course – We simply created a dual-mode course! All the teaching aids for the course were accessible through a button, so the student version simply had that button disabled!
We didn’t need to create the same course twice, and we could easily identify what information needed to be given as teaching aids. This also allowed the teacher to concentrate on going through the course using the teaching aids alone, while the students focused on the content that was being taught. You may ask, how can the teacher ignore the content being taught? They don’t!
Course interfaces tend to become a bit monotonous these days. This has become even more common with the use of rapid interaction authoring tools, where the Graphical User Interface (GUI) is only customizable as far as their colors. The form, the shape, and method of interaction are all features that still need to be individually programmed and created from the ground up when they are needed.
We recently completed a course for a K12 provider who wanted to teach kids a chapter of history through the use of World War 2 photographs. Most of the solutions available had interfaces featuring Back and Next buttons, maybe fancy page number panels, or perhaps a spin-wheel with the various pages on them. There was nothing that could be used to blend into a story and give a more environmental connection to the content that was to be taught in the course.
Then it hit me! I remembered the old View-Masters we used to have and how we used to spend so much time as kids looking at various places or photographs through them, and thought to myself “Why can’t kids today experience the same thing?” Right there was the interface we were looking for! What better way to have attention focused on the photographs that were to be used as a medium for teaching this chapter on history? We created the course with this vision, if you’ll pardon the pun, and needless to say, the kids loved it!
We created a GUI that made it look like the learner was viewing the photographs on a View-Master, with the tip of the circular view-disk peeking out from the top. Clicking buttons on either side of the disk allowed the learner to move ahead. The content to be taught is accessed through push-buttons built onto the View-Master frame, allowing the learner to view the story behind the photograph as well as the things to be discussed regarding the photograph.
As we had mentioned in our previous post, Harbinger’s Thought Leadership Forum, in its first edition, has taken up a topic that’s very relevant to all of us in the educational outsourcing business – What to do and what NOT to do in the educational outsourcing business.
And sharing with us decades of knowledge and experience on this subject is Kim Sullivan, Senior Editorial Director of Words and Numbers, Inc.
In a freewheeling chat with Kim, we learnt many interesting facts about educational outsourcing. She strongly emphasized the need for quality, transparency, trust, consistency, domain knowledge and creativity. Educational Outsourcing in not a factory business and should not be termed as a BPO [Business Process Outsourcing].
Given below is the link to the audio recording of the interview by Bijoy Banerjee, AVP – Business Development. We look forward to reading your comments on this post or you can also write to us at email@example.com.
Session #1 | Aug 2012 Topic: The Best and The Worst of Educational Outsourcing Expert: Kim Sullivan, Senior Editorial Director of Words and Numbers, Inc. Podcast duration: 12.5 minutes