A cashier training event in Turkey: maintaining customer satisfaction

(3118 words)

Introduction Nowadays, learning and development activities in workplace have become very popular in order to meet the needs of internal and external environment. There are several different techniques about how to implement a training program. In this essay, it will be designed a cashier training event in order to maintain customer satisfaction in a company, called MIGROS. Furthermore, a six-stage training cycle will be used as a framework.

History of the company This training event will be implemented in MIGROS Supermarket

established in 1954 in Turkey. Over the 57 years, the company has grown and developed globally as the retailing market has changed. After the

merger of MIGROS and Tansas in 2008, MIGROS supermarket has ranked 12th out of the 50 fastest growing companies reaching a total of nearly 1200 stores. MIGROS is trying to be a leading company in improving the quality of life with the importance that they give to customer -focus, sensitivity towards people, the community and the environment. They do not operate only in Turkey, but also in Kazakhstan, Azerbaijan, Macedonia and Kyrgyzstan (Migros, 2011).

1. Establishing the partnership HR director of MIGROS will be the training programme s business sponsor that is to be responsible for ensuring visible and active support at every stage of the training. There are some key issues why MIGROS has agreed to take part in such a training events. Since, they have been struggling with satisfying their customers on account of 9 cashiers working in one of the newly open stores. Therefore, a learning solution on this problem is to be specifically developed by this training event which will cost

approximately 1500. In addition, after the training intervention, the customer complaints caused by cashier s will be reduced by 100%.

2. Integrating Planning and Evaluation As Harrison (2009) suggests, evaluation needs to be a continuous process throughout the learning cycle and should not be used as a post -training activity. Thus, informal as well as formal eva luation is to be used to continually develop the training event.

3. Identifying training and learning needs (TNA and business constraints) Before designing a training event, the first step that needs to be taken is to look at whether there is a connection between business strategy and training. Since, training activities should fall in line with the strategy of company (Blanchard and Thacker, 2010). MIGROS has developed some strategies in line with their mission, based on the concept of customer satisfaction in order to increase the retailing standards of the countries where they operate and provide sustainable quality, respectability and leadership in the sector. Their main strategy is to offer modern, reliable, economical and high-quality services to our customers.

As can be seen from their business strategy, the focus is on the customer satisfaction and the high -quality services. However, with a newly open store, there have been several complaints about cashiers, their attitudes towards customers and the mistakes they have done. These obstacles which have impact on the job performance and customer satisfaction have occurred because of the lack of capability for properly operating the cash register and the lack of interaction with customers. So, it has been negatively influencing the customer satisfaction and their lo yalty. As a result, there is a compelling need for the training of tills working in a newly opened store.

Nevertheless, it could be useful to know job description and job specification. Job description of a cashier is defined as a person who scans the goods through the cash register. After all of the goods have been scanned, the cashier then collects any kind of payment for the good or services exchanged. Job specifications is that the person working as a cashier must have at least a high school degree, good customer and communication skills, and be quick, careful and friendly.

When analyzing the training needs, interviewing with supervisors and customer complaint forms have been used as a data collecting technique. As a result, the most needed training topics have been identified, which are customer relations training, body language training, problem solving training, the cash register training and stress management training. Based on this information, the training needs forms have been designed and sent to manage ment to fill in. The managers have been asked their opinion about what the most needed training is. Evidence reveals that there is more need on the cash register and customer relations training. It could be because they believe that if cashiers know very well what to do, it would reduce the customer s complaints. In addition, if they improve the cashiers customer relations skills, it would also increase the level of customer satisfaction. Consequently, it has been decided to design a training event on the cash register and customer relations training.

A person analysis identifies the reasons why employees are not meeting the performance requirements (Blanchard and Thacker, 20 10). In this case, firstly performance appraisal has been used for assessment of training needs. Secondly, the customer complaint forms have been gathered in order to posses the higher validity and reliability of results. Consequently, it has been found that a number of employees have never worked as a cashier before are those who have been making mistakes.

The objective of the training event is that after completing training, participants will be able to take different forms of payment from customers and provide the right change by operating a cash register (till), receipt printer, a barcode scanner, monitor, weight scale, debit/credit card reader, and customer pin pad device in a friendly and polite manne r with 100 percent accuracy. Additionally, the organization s aim is that in two weeks, there will be a 100 per cent drop in forms of customer complaints, related to cashier errors.

Moreover, budgeting and trainee population is another key issues determining constraints of a business for an effective training, because these are more likely to influence the type of training that can be offered (Blanchard & Thacker, 2010). Firstly, all members of the target population need to have same levels of knowledge, skill and attributes (KSAs). For the cashier training event, trainees are to be selected specifically based on their KSAs.

The budgeting process needs to be considered carefully. Providing estimates for several scenarios could be helpful to decision makers (Blanchard & Thacker, 2010) . However, in this training event, there are not many scenarios. The training will be delivered only by the company s own specialists and employees. So there is no need to hire outside consultant. According to Broadbent s training formula (1991) , the training is to take 10 days to prepare. The cost of total training package might be 900 so far. In addition to this, there are other costs such as trainer and participant compensation, travel, facilities, food and beverages, evaluation costs and so forth. All in all, it is estimated that the overall cost could be 1500 for one-day cashier training event.

4. Agreeing learning principles and strategy Based on the interview with supervisors, the cashiers who are having problem at the store are seven people who have not worked as a cashier
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before. Looking at the profile of the learning cohort, the seven trainees have only a high school degree. All learners are female ranged from

nineteen years old and twenty -two years old. This training event seems to be more effective because all trainees demonstrate the same pattern, such as any of them has not operated any cash registe rs yet. Due to the fact that all trainers are inexperienced workers, their attitude to the training might be more enthusiastic.

Looking at the individual differences in KSAs, all trainees come from the same culture and the similar background (Muslim Turks). The participants all have the same gender, female. In addition, the age group they belong is between 19 and 23. Besides, they have only a high school degree and never went to the college. The participants have never worked as a cashier before. It would be assumed that all participants show the same levels of KSAs. In this case, there is no need any prerequisites for attending. Consequently, they are very homogeneous as a group , which help to develop high level of interaction between the trainer and each trainee.

5. Designing and delivering training Before designing a training program, it is crucial to understand how individuals learn (Blanchard &Thacker, 2010). According to Social

Learning Theory, trainees attend to things in the environment which is the most important and meaningful to them (Bandura, 1977). So, after trainees are motivated, it is crucial to attract their attention by eliminating extraneous objects and making the learning exercises fun and interesting. Next, the retention process would be facilitated by practicing the learned materials over again. According to the social learning theory, the more trainee practises, the more it is learned and retained.

It is also significant to look at how much of what is learned in training transfers to the job. So, the first question that needs to be asked is which
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practices should be used in order to gain training result in a positive way. For example, while spaced practise is more effective for simpler task, complex task requires massed practice (Donovan and Radosevich, 1999). Even though operating a cash register is not really a complex task, it is not a simple task as well. So the training event will implement massed practice which means to run the training continuously in the same day. Furthermore, the training will be delivered everything together (whole learning).

What is more, a growing number of studies have investigated the predicting factors for motivation to transfer learning. To illustrate, supervisor and peer support might have a positive impact on the transfer of training as well as on motivation to learn (Cromwell and Kolb, 2004 ; Colquitt et al., 2000). For example, the cashier training program will provide trainees to engage in conversation geared to enhance co -worker and supervisor support after training.

However, the type of support should depend on subordinates. The expectancy theory emphasizes that certain reinforcers are attrac tive to some and not to others (Blanchard & Thacker, 2010). For example, whereas praise could be effective for some workers as a motivator, the others might not be motivated at all. The manager could identify what change needs to be made to motivate those not responding to the praise. Furthermore, in this particular training event, the participants will be explained the importance of the training and the positive outcomes of training as Colquitt et al. (2000) suggests. If they are still less motivated, the other principles that could have an effect on motivation will be discovered.

It is also significant to note that the quality of learning depends on how motivated the participants are for the training (Blanchard & Thacker, 2010). Thus, one question needs to be addressed how trainee motivations
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could be increased. One of the studies reveals that there are several ways to improve motivation (Orpen, 1999). For example, it depends on how organisations go about managing training, especially how many resources they provide, what training incentives they m ake available, and how much the training is needed, rather than the personal attributes of the trainees (Orpen, 1999).

There is also a likelihood of resistance to learning which is likely to occur when participants are not motivated. In order to reduce the likelihood of resistance, the training event needs to be relevant and valuable (Blanchard and Thacker, 2010) . In the cashier training event, trainees will be explained that the training is related to both their and the company s goal. Over time, the trainees will probably believe that they are able to successfully master the content developing the feeling of self-efficacy. As a result, it would make the trainees feel confident of being successful in the training content.

First and foremost, it needs to be determined what kind of training method is most effective in delivering cashier training program. Looking at the literature, there are several methods facilitating learning by providing alternative mechanism (Blanchard an d Thacker, 2010). For example, simulations/games are more effective in the training of technical skills rather than training in declarative knowledge (Carroll et.al., 1972; Neider, 1981; Shoenfelt et al., 1991).

The training program designed in this essay focuses on more technical and interpersonal skills rather than knowledge. As can be seen from the table 1, the first session of the training event is concerned with technical skills whereas the second session is more interested in interpersonal skills. As both academics and practitioners suggests, technical skills could be developed by on job training (OJB) , the job instruction technique in particular (Blanchard and Thacker, 2010). What steps need to be taken
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during the job instruction technique are preparation, presentation, try out and follow up. Firstly, there must be a written detailed list about the job before starting training. Secondly, the trainer should tell and show the participants how to do the job before demonstrating and explaining it. Next, the trainer should check the trainees work after letting them do the job. If any of steps is ignored, it will lead to decrease in the effectiveness of the training event. Thus, the training of technical skills will be given in the actual store specifically on Sunday when it is less busy in order not to disturb customers. TIMETABLE 09.30-10.30 T a First session b l e 1 . Second session 10.30-11.00 11.00-12.00 12.00-12.30 12.30-13.30 13.30-14.30 14.30-16.00

Introduction - operate cash register Receive payment from customers and providing the right change Take different forms of payment Process sales quickly and courteously LUNCH Assist customers with returns or unwanted goods Deal with customers in a friendly and positive manner

T Table 1. Timetable of the training event

Regarding second session of the training, role play will specifically be designed for the needs of the company and the trainee population. The structured role-play that includes detailed description of each chara cter s attitude, needs and opinions will be concerned about how to deal with customers. The reason why role play has been particularly chosen is that because it aims to develop interpersonal skills such as communication with customers (Blanchard and Thacker, 2010) .

During the training, there will be a number of equipments which need to be used such as cash register (till), receipt printer, a barcode scanner, monitor, weight scale, debit/credit card reader, and customer pin pad device. All these equipments will be provided by the supermarket itself,

because the training event will be delivered in the immediate store (on the job training). However, for second session of the training, the meeting room in the same store will be occupied.

Another point needs to be taken into account is how the trainer is chosen. Several studies reveal that whether a training event is effective or ineffective is more likely to depend on the trainer. The trainer should possess not only technical knowledge on the job to be trained but also interpersonal communication skills such as explaining clearly, providing feedback, maintaining eye contact and listening actively.

Besides, there are two options to choose the right trainer; off -site trainer and on-site trainer. Due to the fact that providing off -site training might be expensive, it would be better to use experienced co -workers or supervisors as trainers. Nevertheless, regarding interpersonal skills, it would rather be better to hire a specialist. Therefore, in this training event, there will be two trainers . The person who used to work as a cashier before at MIGROS, but now working as a trainer will deliver the first session which is more technical. Conversely, interpersonal skills training in the second session will be given by an outside consultant .

It was found that there have been increases in employees

job

satisfaction, productivity, and profitability in the organizations that have prioritized learning and development (Watkins & Marsick, 2003). To put it another way, organisational learning culture has a strong influence on organisational performance. Beside, one of the studies demonstrates that there is a significant relationship between learning culture and motivation to transfer learning (Egan et al., 2004). When looking at the learning culture of MIGROS, they have a set of attitudes, values and practices that support the process of continuous learning within the organisation. For example, employees at all levels ask questions and share stories about successes, failures, and what they have learned.
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Stage 6: Monitoring and evaluating outcomes Firms usually provide the training program, but not evaluation of it. Blanchard and Thacker (2010) argue that a comprehensive evaluation of a training event is so important, but not always necessary at all levels all the time. On the other hand, Harrison (2010) assumes that evaluation should start from the beginning and at the end of the training. Kirkpatrick s four dimensional measurement typology (i.e., reactions, learning, behavior, results), could be used for understanding the training evaluation. According to this model, learning is measured during the training event. Behavior reflects on-the-job performance and, thus, is measured after training.

Furthermore, it is also crucial to clarify the distinction between training evaluation and training effectiveness. Training evaluation is described as a measurement technique that investigates the extent to which training activities meet the goals intended whereas training effectiveness relies on understanding of learning outcomes as a whole (i.e., attitudes, cognitive, and behavioural) and why those results happened . In the Holton and Baldwin s (2000) training effectiveness model, there are particular characteristics influencing learning and transfer performance. These characteristics consist of individual differences, ability, motivation, prior experience with the transfer system, learner and organizational

interventions (e.g., preparation, supports), and training content and design (Holton and Baldwin, 2000) .

Regarding the cashier training program, the evaluation will be carried out by the four-level Kirkpatrick Framework (1975). First, learners will complete a reaction questionnaire measuring how they feel about training, trainer, methods, facilities etc. Thus, it would be discovered whether intended learning may have occurred or not. Secondly, learning will be measured by questionnaire throughout the training event . Thirdly,
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behaviour of the cashiers will be co mpared in the pre and post training to skill whether training transfer is occurred. Finally, results will be acquired comparing the customer complaint forms in order to investigate if there is the impact of training on the organization s achievement of its goal which is to promote customer satisfaction.

Conclusion To conclude, training programs might influence the employees

performance or even their creativity if they are designed properly. This assignment has been examined and implemented several theories and frameworks which have helped establish an effective cashier training event in MIGROS. As a result of TNA, there have been inexperienced nine cashiers who need to be trained in the field of operati ng cash register and dealing with customers in a friendly and polit e manner. Consequently, this training program will be able to contribute to the increase in the sense of customer satisfaction which is the main goal of the MIGROS.

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Shoenfelt, E. L., Eastman, N. A., & Mendel, R. M. (1991). The relative effectiveness of training methods for attaining training objectives: Current opinion of training practitioners. Resources in Education, Document No. ED329879, Educational Resources Information Center (ERIC). Watkins, K. E., & Marsick, V. J. (1993). Sculpting the learning organization: Lessons in the art and science of sy stemic change. San Francisco: Jossey-Bass.

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