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Effect of the placement of reflectiv...

Graham, Annette S.

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Effect of the placement of reflective feedback on restaurant management students' ability to identify dining room discrepancies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effect of the placement of reflective feedback on restaurant management students' ability to identify dining room discrepancies./
Author:	Graham, Annette S.
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1743.
Contained By:	Dissertation Abstracts International56-05A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9531913

Effect of the placement of reflective feedback on restaurant management students' ability to identify dining room discrepancies.
Graham, Annette S.

Effect of the placement of reflective feedback on restaurant management students' ability to identify dining room discrepancies. - 202 p.

Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1743.

Thesis (Ph.D.)--The Pennsylvania State University, 1995.

Meeting or exceeding customer expectations of a clean and comfortable dining room is a continual challenge for restaurant managers. Effective training programs that can deliver individualized training must be developed by the restaurant industry or educational institutions. These training programs should utilize the most effective instructional design principles and forms of media available.Subjects--Topical Terms:

1017498
Education, Technology.

Effect of the placement of reflective feedback on restaurant management students' ability to identify dining room discrepancies.
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035 $a (UnM)AAI9531913
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100 1 $a Graham, Annette S. $3 1947708
245 1 0 $a Effect of the placement of reflective feedback on restaurant management students' ability to identify dining room discrepancies.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1743.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 1995.
520 $a Meeting or exceeding customer expectations of a clean and comfortable dining room is a continual challenge for restaurant managers. Effective training programs that can deliver individualized training must be developed by the restaurant industry or educational institutions. These training programs should utilize the most effective instructional design principles and forms of media available.
520 $a For this investigation an instructional study unit was produced using structural communication as the foundation for the instructional design. Maintaining service quality standards in a dining room was the basis for the content of the study unit. Five scenarios were developed using interactive software. These scenarios consisted of still shot photographs taken in a dining room that was prepared for service. The dining room tables were set using procedures for an American style of service. Each scenario contained discrepancies that were inaccurate for either the American style of service or basic safety and sanitation principles. One hundred and twenty undergraduate restaurant management students participated in the study. These participants were asked to identify the discrepancies in each scenario.
520 $a There is insufficient research guiding the decision on how and what type of feedback to use in computer-based instruction. This research examines the use of reflective feedback, a type of feedback that allows a learner to compose complex responses to a presented challenge, and the location of that feedback in a computer-based instructional lesson. Three treatments were developed using five scenarios. The immediate feedback treatment presented the feedback after the selection of each discrepancy. The delayed feedback treatment presented the feedback after the selection of all discrepancies in each scenario. The no feedback treatment presented no feedback.
520 $a The results indicated that the participants' mean scores improved as they progressed through the five scenarios. The participants who received the IFT treatment had the highest mean scores, but not significantly higher than the DFT treatment. The NFT treatment scores were significantly lower than the other two treatments. These results indicate that an important factor in improving discrepancy selection is the reflective feedback process, not the placement of reflective feedback in the instructional study unit.
590 $a School code: 0176.
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Business. $3 1017515
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710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 56-05A.
790 $a 0176
791 $a Ph.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9531913