Techniques for Improved Learning

Combining Teaching Techniques for Improved Learning

Cornelia Ross

EDU 671 Fundamentals of Educational Research

Dr. Kathleen Lunsford

April 27, 2015

Area of Focus

            The purpose of this study is to increase employee learning and improve productivity. Previous literature by Aljezawi, & Albashtawy (2015) explain that active learning through technology games can facilitate a change in improving education for employees. In the past employee training has been intermittent and limited to video watching and reading of training materials. Introducing active learning through writing, say Linton, Pangle, Wyatt, Powell, and Sherwood (2014), have shown to improve education by promoting metacognition.  Implementing teaching methods to improve learning can help to progress positive perception of employees about their abilities to perform tasks, improve employee training, and employee productivity.

Problem Statement

            The problem is that traditional training at the company includes video presentations and a reading activity of policy changes, which does not address all learners’ abilities to learn. Training time is limited, and the current training methods are not achieving the results needed to achieve great customer service. Two absorb activities do not give employees time and ability to retain the presented information. It can take up to three weeks after implementation before employees become efficient in new policies. Customers are frustrated because employees do not have the knowledge to answer the questions they posed. In turn, employees feel uneasy about answering questions since they do not recall the information.

            The absence of employee knowledge can be translated into a loss in revenue, frustration in the work environment, and shortage of motivation. Performance during the first three weeks of changed policies is nonexistent because the time-consuming efforts to find the information cause delays. 

Problem Outline/Background

.           Employee confidence was reported by Gyllensten & Palmer (2014) to increase job performance. The inability to answer customer questions has caused distress and frustration to employees and management. Employees are not motivated to help customers because they lack the confidence in understanding the new options for customers. Employees waste time having to look up the information they should know, which causes service delays and customer frustration.

The knowledge gap causes the employees to make mistakes, which causes a loss in revenues and reprimands from management. The cycle continues to increase frustration for the employee and decrease in motivation.

            Employee job satisfaction declines due to decreased job performance and conflicts with customer and management. Since employees must learn new practices every two to three month, it is essential that training and retention should take no longer than one week. Currently, it is taking employees up to four weeks to come up to speed, which means that as soon as they have a grasp of the practices it is almost time to switch gears and learn new policies. The constant change and the feeling of just having learned one set of rules, when it is already time to change again, can make employees uneasy. Everyone has an individual comfort level and being pushed beyond the level of comfort explains Critchley (2012) can make people feel uncomfortable. Critchley also expounds on people feeling embarrassed, silly, and ashamed when they fail to achieve expectations. The fear of failing is a stressor that contributes to the problem.

Problem Prior Interventions

Previous interventions have achieved some success, such as meetings and do-activities. Meetings allowed employees to connect learning, but not for long-term retention. The do-activities consisted with making and tasting the new food helped with long term retention; this was also established by Hearns, Miller, and Nelson (2010). This learning strategy although somewhat useful was very time-consuming and costly. Because half of the population also attends school having a central meeting for all employees is difficult to achieve. Using several different methods to apply learning can help student retention as Čonková (2013) in her study brings to light. Students showed positive results in a combined traditional training and e-learning setting states Čonková. Students in Čonková’s study preferred the combined teaching method over one or the other.

Participant Description

Participants in this study are current employees. The age range of the subjects is 17 to 50. Two of the participants in the study are under 20, and one of those persons is currently still in high school. Three of the subjects are high school graduates, and six are currently enrolled in college courses. Six of the participants are between the ages of 20 and 24. Three of the subjects are in the age range of 25 to 30.  Three participants are female, and seven are male. Three speak English as their second language. The employee tenure ranges from three month to seven and a half years. Three have been employed approximately for nine month, two for nine month, three for nearly three years, one for four, and one for more than seven years. Only one of the participants did not hold a previous job, and all other participants had at least one prior job experience in customer service.

Participant Justification

            The diversity in the current store employee make-up makes this study population a good fit. The chosen participants make up the stores employee asset and can be regarded as a typical representation of any of the other locations. Most other location’s employee base  have the same range of high school students to  college students, with employees that have graduated high school and without a higher degree. The food service industry also often hires foreign workers, again making this population preferable in depicting an average company employee make-up. Employees have a wide range in age, and both genders are represented in all aspects of the population markers.

Research Questions

·         How will the inclusion of interactive technology used during training increase employee productivity?

·         How does employees’ exploratory writing help to impact the quality of student learning?

·         How will the inclusion of technology training for review of updated practices improve student perception of job performance?

References

Aljezawi M, Albashtawy, M. (2015). Quiz game teaching format versus didactic lectures. British  Journal of Nursing [serial online]. 2015;24(2):86-92. Available from: CINAHL with Full          Text, Ipswich, MA. Accessed April 15, 2015

Čonková, M. (2013). Analysis of Perceptions of Conventional and E-Learning Education in         Corporate Training. Journal Of Competitiveness, 5(4), 73-97

Critchley, K. (2012). Managing Change. British Journal Of Medical Practitioners, 5(3), 40-43.

Gyllensten, K., & Palmer, S. (2014). Increased employee confidence: A benefit of coaching.         Coaching Psychologist, 10(1), 36-39.

Hearns, M., Miller, B., & Nelson, D. (2010). Hands-on learning versus learning by demonstration at three recall points in university students. OTJR: Occupation,      Participation & Health, 30(4), 169-171. doi:10.3928/15394492-20090825-01

Hung, D. (2001). Theories of Learning and Computer-Mediated Instructional Technologies.         Educational Media International, 38(4), 281-287. doi:10.1080/

Linton, D. L., Pangle, W. M., Wyatt, K. H., Powell, K. N., & Sherwood, R. E. (2014).      Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer        Discussion. CBE Life Sciences Education, 13(3), 469–477. doi:10.1187/cbe.13-12-0242