Learning for Chefs as a Development Tool for Lifelong Learning
Christopher Wan1, Mark Kasa1*, Leong Quee Ling2,Joseph Pudun1
1 Faculty of Hospitality & Tourism Management, UCSI University Malaysia, Sarawak Campus
2 Faculty of Hospitality & Tourism Management, UCSI University Malaysia, Kuala Lumpur Campus
*Corresponding Author: [email protected]
Accepted: 1 June 2020 | Published: 15 June 2020
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Abstract: In Kolb’s Experiential Learning Theory, reflective learning is the emphasis of the learning cycle. Experiential learning is deemed necessary and shows potential to fit into the chefs learning programs such as culinary arts, which however, still lacks in its application.
This study was conducted to develop an understanding pertaining to the significant contribution and impact of the reflective learning for chefs as culinary arts learners. This research was quantitative in nature, utilizing a quasi-experiment approach through non- randomized pre-test and post-test research techniques. A total of 60 chef learners participated in this research and the findings suggested that there is a significant difference in the culinary competency scores for learners who used the reflective learning approach.
Results obtained in this research suggest the importance and emphasis on reflective learning within culinary arts field, as it increases the learners’ competency level. This research provides support and suggestions for the means to enhance culinary arts competency among chef learners.
Keywords: Reflective Learning, Experiential Learning, Chefs, Culinary Arts
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1. Introduction
Chefs are trained professional cooks who are proficient in all aspects of food preparation, often focusing on a particular cuisine. They manage and direct kitchen activities and entice the life of thousands of people by surprising them with their cooking skills and food. To develop employable chefs with the right practical skills, chef learners go through culinary arts trainings or earn diplomas/degrees within the same. The field of culinary arts is a well-known discipline across the globe. Culinary relates to cooking, which include the arts of preparation, cooking, and presentation of food. The discipline of culinary arts needs no further introduction as it is often associated with food or a chef and it is a discipline that requires knowledge and skills of food sciences, food preparation, nutrition, aesthetics, cultures and the most essentially the cooking technique. Practical aspects within the culinary arts programs are often been associated with experiential learning process.
Kolb (1984) defines learning as a process whereby knowledge is created through the transformation of experience. Learning process may be maximized for learners through the implication of the experiential learning, which could be truly best for practical-relevant fields such as culinary arts. Even though experiential learning is deemed to fit in the culinary arts program, it however, is still lacking in application, especially in the aspects of its learning cycles (Holman et al., 1997; Healey & Jenkins, 2000).
In the scope of the Kolb’s experiential learning theory, it generally comprises of four learning cycles stages in which a learner is suggested to complete the overall cycles in continual manner in order to enhance cognitive development for both declarative and non-declarative memory. Reflection on experience is a crucial aspect of meaningful learning process (Chetcuti, 2007). Yet, though it is deemed to be crucial in the learning process, reflecting learning approach has not been extensively examined (Brown et al., 2011) and only few studies that demonstrate the way learner actually approach reflection or the impact of conducting reflective learning on their learnings (Thibodeaux, 2012). Hence, the current research investigated the impact and effect of reflecting learning approach for chefs as culinary arts learners.
2. Literature Review
Experiential Learning Theory
For a number of years, there has been a significant increase of emphasis on continued lifelong learning, especially in the context of education (Kolb & Yeganeh, 2012). One of the most influential learning theories that promote lifelong learning is mainly related towards experiential learning theory.
Experiential learning refers to a process whereby the acquired knowledge is created through the transformation of experience (Kolb, 1984). Kolb’s experiential learning theory provides a firm theoretical base where it offers a foundation for an approach to education and learning as a lifelong process, an aspect which is lacking in the work of other researchers such as Dewey and Lewin respectively (Holman et al., 1997; Healey & Jenkins, 2000). Despite claims of the beneficial facts of experiential learning, quite a number of gaps arise. One of the gaps concerning this type of learning process is the meaning of experience and reflection. Even though Kolb’s theory elaborated on how an individual acquires knowledge and skills through experience (Matsuo, 2015), it is still lacking as it does not really specify the factors that facilitate the experiential learning process (Vince, 1998).
Furthermore, Kolb’s model promotes a ‘first-order’ learning process, the model is does not have the ‘second order’ or higher order meta-learning process, such as the questioning of assumptions of the learning communities (Kayes, 2002). In other words, it lacks the reflection on one’s reflections, where the model should also include other considerations such as social factors, critical reflection, and a meta-learning process which may indirectly promote learning from experience (Matsuo, 2015). To sum up, through experiential learning theory, physical interaction gives rise to learning in a continuous cycle in which the respective student form the basis of their abstract concepts and generalization, test the implication of the acquired concepts in a new situation through concrete experience and then reflects on what was observed.
Reflective Learning
The notion that practice is a necessity; however, does not provide sufficient condition for learning. In order to maximize the experience as learning opportunities and capitalize on the possible gains, it is vital to reflect towards what happened in the new event and turn the experience into learning (Ferguson et al., 2012). As a result, learners would be able to learn more effectively through reviewing or reflect on each occasion in which learning would take place. This is because through experience alone, it may not necessary result towards learning.
Experiential learning theory mainly focus on the roles of the individual in constructing meaning from experience in which the learner is engaged in, where this could only occur if
reflection is emphasized significantly. Reflective pedagogies have long been considered critical to facilitating meaningful learning through experientially-based curricula (Guthrie &
McCracken, 2010), such as in the field of culinary arts. Past studies revealed that reflection would provide students with the links between the theory and practice as it promotes the occurrence of deep learning process (Biggs, 1999; Hinett, 2002, Holland, 2013).
Culinary Competency
Culinary competency is essential in the field of culinary arts as it will reflect the image of the education provider and learners themselves as its covers both cognitive and kinesthetic skills and knowledge of culinary arts respectively. Competency could be described as a combination of terms such as knowledge, skills, abilities, and qualities that leads to the ability or capabilities of one personnel to achieve successful outcome in that particular tasks (Bissett et al., 2010). Thus, with sufficient level of the required competency toward the field of culinary arts, it would generally provide the culinary arts learners the essential skills, abilities and knowledge that are required to perform the specific job effectively where this would enable suitability and development in their career (Jirasinghe & Lyons, 1995).
Research Hypotheses
Based on the literature review, two hypotheses were constructed for this study: H1: There is a significant difference in the means of the culinary competency scores for chef learners who received non-reflective learning approach. H2: There is a significant difference in the culinary competency scores for chef learners who received reflective learning approach.
3. Methodology
Research Design
This research was quantitative in nature, utilizing a quasi-experiment approach through non- randomized pre-test and post-test research techniques (Allen & Nimon, 2007; Rockwell &
Kohn, 1989, Schalich, 2015).
First for pre-test, traditional learning means were implemented, then a post-test was administered to measure the similar variable of interest again (Gall, Gall, & Borg, 2003, Schalich, 2015) and its effects are often revealed by comparing the score of the two different measures (Pratt et al., 2000, Schalich, 2015).
For sampling, a non-probablity purposive sampling technique was utilized where a total of 60 chef learners enrolled in various culinary arts programs (diploma/degree levels) were approached before their graduation (final year) at public and private universities in Kuching (Sarawak-Malaysia) to participate in the study. These chef learners were divided into 2 groups, in which both groups underwent through a learning process, one with reflective learning process and second with non-reflective learning process. Among those 60 chef learners who participated in this study, 63.3% of them were males and 36.7% of them were females.
In reflective learning process, learners were required to write a ‘reflective chef report’ for practical training classes that has been taught within their study programs. This enabled the researchers to collect and solidify the data from both respective different groups accordingly.
For each practical test, grading was conducted by three qualified panel of experts (comprising on 2 independent chef lecturers & 1 independent industry chef practitioner) who conducted the observation and marked the sessions (reports) based on the culinary competency rubrics
accordingly. Further data was analyzed through SPSS; paired sample t-test was utilized to reveal whether there was a statistically significant difference in the mean scores for both pre- test and post-test for reflective learning approach accordingly.
4. Finding
Hypotheses Testing
With the result obtained in this study, it clearly shows that there is a significant difference between reflective learning approach and non-reflective learning approach. The paired sample t-test revealed that in both session 1 and 2, the contrast between pre-test and post-test scores have indicated that the scores for those who underwent through reflective learning approach increase higher than those who underwent through non-reflective learning approach, as seen in Table 1 and 2 below.
Table 1: Summary of Paired Sample t-test for Session 1 (Non-Reflective Learning Approach)
Based on paired-samples t-test that was conducted to compare the means of the culinary competency scores for pre-test result and post-test result of non-reflective learning approach.
There was a significant difference in the competency score of reflective learning for pre-test result (M=71.77, SD=7.28) and post-test result (M=73.67, SD=7.35) conditions; t(29)=-5.53, p=.000 for session 1. The results suggest that chef learners who went through non-reflective learning do have an effect on their culinary competency. Thus hypothesis 1 is accepted.
Table 2: Summary of Paired Sample t-test for Session 1 &2 (Reflective Learning Approach)
Based on paired-samples t-test that was conducted to compare pre-test result and post-test result of reflective learning approach. There was a significant difference in the scores for pre-test result (M=71.60, SD=5.83) and post-test (M=81.73, SD=6.51) conditions; t(29)= -11.69, p = 0.000 for session 2. The results suggest that chef learners who went through reflective learning have increased their culinary competency. Thus, hypothesis 2 is supported.
5. Discussion
The reflective learning process is indeed the cornerstone for lifelong learning process for an individual. It provides the chef learners the ability to maximize their competency in their specific field such as culinary arts and enabled the learners to identify the “do’s” and “don’t”
in the specific task given (Brown et al., 2011). Findings in previous studies by Coughlan (2007), Chetcuti (2007), Ferguson et al. (2012), Holland (2013), Gibson et al. (2011), and Lang & McNaught (2013), supported the findings of the present study, where the reflective learning approach generally promote in-depth learning where the acquired knowledge and skills could be significantly internalized, as the result findings has shown a similar outcome.
Hence, by making a comparison of the results from the previous studies, it can be concluded that the results are parallel to each other. Thus, it indicated that reflective learning increased chef learners’ competency level in terms of not only the learners’ grasp of theory but also skills.
Mean
Standard
Deviation Condition Non Reflective
Learning Approach Session 1 Pre-test 71.77 7.28
t(29)=-5.53, p=.000 Post-test 73.67 7.35
Mean
Standard
Deviation Condition Reflective Learning
Approach Session 2 Pre-test 71.60 5.83
t(29)=-11.69, p=.000 Post-test 81.73 6.51
In a previous study done by Bland (2004), it is reported that the learner who went through the reflective learning approach have higher levels of metacognition but not their hands-on skills.
His findings were truly the opposite of the finding obtained in this study. One of the contribution factors that may cause this varying result is the specialization field that was focused on. Culinary arts is a field where the emphasis of proper technique is required to be followed in order to get the desired output whereas the field of specialization for Bland’s (2004) study is on performance arts. The field of performance arts puts more emphasis on the individual’s level of creativity. Hence, the outcomes of the study differ from each other.
Secondly, the assumption with regard to the non-significant for the differences in the means of the reflective and non-reflecting learning approach is possibly due to the prior knowledge and skills obtain throughout the process of pre and post-test that the chef learners been through. With the availability of the acquired skills and knowledge, it has contributed towards the slight increase in the mean scores. With this in mind, students who went through non-reflective learning process tend to be unaware on the action that they have made.
The tendency to repeat the similar mistake is higher as they are not aware of their mistake from previous experience. Therefore, through written reflective in this study referred to as a
‘chef report’ the results from generated data obtained, it suggests that students develop its value from articulating or converting the experience into language to crystallize the thoughts and feelings experienced from one experience that has been through significantly (McCarthy, 2011). It mainly serves as a self-reflective process in subsequent experience to further improve their ability and capability to learn new knowledge and skills (Bland, 2004). By recording down the reflection activities, it helped the learner to be able to clarify their thoughts, skills and emotion towards certain experience (Coughlan, 2007), where it enabled them to rationalize, select, and evaluate their experience throughout the experiment session.
Overall, the results strongly suggest that reflective learning approach enables the learner to enhance their learning process compare with the non-reflective learning process. Thus, this style of learning approach assisted the chef learners in the internalization process of the specific skills and knowledge that has been obtained.
6. Conclusion and Implication
To summarize, through the emphasis of reflective learning in Kolb’s Experiential Learning theory, learners may increase their learning output in which through the stages of reflective, they could generally have internalized the knowledge and skills obtained from one experience into their lifelong learning process. As noted by McCarthy (2011), it is not sufficient to just simply to have an experience in order to learn. Neglecting on the reflecting process upon this experience may cause the learner to quickly forget it or in other words, it is a lost learning potential. The feelings and thoughts emerging from this reflection would enable the generalization of ideas or concepts to be made and where this generalization allows new situations to be tackled effectively in the future upon stumbling similar obstacles.
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