Gail Sammons

Job satisfaction, organizational commitment, and internal service quality: a case study of Las Vegas hotel/casino industry.

Abstract The purpose of this study, was to create a case study in employee attitudes on job satisfaction, in a major Las Vegas, Nevada hotel/casino. To accomplish this, the authors specifically investigated the discrete level of their job satisfaction, internal service quality, and organizational commitment. They also explored the overall impact of job satisfaction and internal service quality on employee organizational commitment. Currently there is no reported research on the simultaneous examination of these three variables. The results of this study have practical applications given the size and the nature of the casino business, in which a large number of employees may be assembled in a single location, and where employees may move easily from one property to another.

Student Learning Styles: Assessing Active Learning in the Hospitality Learners Model

A conceptual model for hospitality education is presented with a focus on testing an active learning theory by using the Felder-Soloman (2001) Index of Learning Styles (ILS). The ILS and the four dimensions, active–reflective, sensing–intuitive, visual–verbal, and sequential–global, are discussed. A total of 365 participants responded to the ILS and overall results found that the students were active learners. The outcomes of the ILS were active, sensing, visual, and sequential learners. Once the results were completed, it could then be applied to the Green and Sammons (2013) Hospitality Learners Model. The model, which includes several different “layers”—andragogy, instructional design systems, learning theories (peer, active, and experiential), technology, and evaluation—is discussed.

A New Approach To CAI: Online Applications For Procedural Based Activities

This study examines the differences in the acquisition of procedural knowledge between the utilization of video versus illustrated audio in computer assisted instruction (CAI). One hundred and forty-five students from two major southwestern universities participated in the study. Results indicate that there are no differences in the acquisition of procedural knowledge between using these educational technologies. It was also determined that several participant demographic characteristics and a participants learning style - determined by the Gregorc Style Delineator - did not significantly moderate their acquisition of procedural knowledge.

Meeting the Wolves and Making Them Friendly: Review of a Graduate Class that Prepares Students to be Professional Trainers

This article is a description of a graduate course in which the objective is to train Masters students to be professional trainers and speakers. The purpose of this article is to help educators at other institutions develop their own similar course offering. The goal of the course is to prepare the students to be “in-house” or “external” trainers, including consultants and speakers, who would be able to negotiate, research, develop, design, and implement a complete training program for management or staff employees.