In a competitive economy, the introduction of new technology is significant for any company that seeks to obtain high profits. However, the introduction of new technology such as new stock monitoring systems in a company requires staff training (Truitt, 2011). The main objectives of staff training include improving employee performance and the company’s productivity. Such theories are cognitive, behavioural and social have been developed as strategies to guide staff training. This paper discusses how Superbrand can employ the cognitive and behavioural learning strategies to train its staff on how to use a new stock monitoring system. The paper further discusses the implementation problems and barriers to learning that Superbrand may face while training its staff.
Discussion
According to Alberto and Troutman (2006), cognitive learning involves the use of consistency in processing and organizing information. Cognitive learning is influenced by an individual’s brain-based skills, which directly affects performance. To implement cognitive learning, there are several recommendations such as using diagrams, highlighting key ideas and repetition (Khalil and Elkhider, 2016). Under the use of diagrams, the store development team of Superbrand can illustrations such as charts to explain procedures. This technique will enable the employees to visualize working procedures, thus making it easier for them to understand. The Superbrand’s can employ the highlighting strategy to identify the key points of the process to the employees. Sadler-Smith (2010) contends that highlighting enables individuals to identify the main catch points. Mapping this onto the case of Superbrand, the employees will be able to memorize important procedures during training. The use of repetition and emphasis is another key recommendation that Superbrand can use to facilitate cognitive learning. Repetition will deepen the understanding of employees, hence making the training programme effective.
Other than cognitive learning, Superbrand can employ behavioural learning to instil knowledge and skills in their employees. As identified by Alberto and Troutman (2006), behavioural learning is highly dependable on an individual’s environment. Behavioural learning is defined as an individual’s ability to create patterns from observable aspects in the surrounding environment. Recommendations under behavioural learning include practise and rehearsal, observation and reinforcing efforts (Khalil and Elkhider, 2016).
Practise and rehearsal are important elements in behavioural learning that enable the employees to asses themselves on what they have learnt. At Superbrand, practising would provide the employees an opportunity to be corrected by the staff trainers. Consequently, the employees will learn from their practice mistakes on how to use the new stock monitoring system. Similarly, Superbrand can use observation as an element in training to give the employee an opportunity to learn by watching what the trainer is doing. By using the observational technique of behavioural learning, the employees will get a real-life application on how to execute the knowledge and skills from training. Behavioural learning envisages the element of reinforcement. For Superbrand, reinforcing the employee behaviours would be based on the classical positive and reward criteria for reinforcement. The store managers can demonstrate reinforcement by acknowledging employees who express the desire to learn and those who effectively implement the new system at their workplaces through rewards such as bonuses and promotions. These will present incentives for other employees to learn and subsequently implement the new stock monitoring system.
The implementation of new operational systems is a change process that is bound to present challenges for the organization (Jahr, 2014). In presenting the new stock monitoring system, Superbrand should be ready to encounter and overcome a range of problems that relate to change management. These problems include the standardization of training, cultural differences, full participation of employees, cost constraints and time constraint. During staff training, the problem of standardization manifests because the training processes do not use syllabuses or guidelines. This makes it difficult to ensure that the training is consistent across the departments. Besides, cultural differences may make it difficult for the trainers to devise a culturally responsive module of teaching that is sensitive to the unique demands of the employees given that culture influences the understanding of individuals.
Superbrand is presented with the problem of employee participation during the training programme. In most cases, change managers have to overcome the negative attitude of employees. For Superbrand, the employees may exhibit self-centredness or disinterest during the training sessions, a factor that makes it essentially difficult for the training team. Potgieter-Groot, Visser and Lubbe-de Beer (2012) contend that high costs may be a constraint that firms face during training programmes. Costs such as paying the employee training team, provision of refreshment, provision of learning materials are among the factors that contribute to increases in the cost. In addition, if the training takes place during working hours, Superbrand’s employees will be forced to forgo work and engage in training. Therefore, the opportunity cost for the training program might be higher as Superbrand’s productivity may reduce during the period training. Similarly, time might be a barrier to learning as many employees may be busy during the training session. As a result, few employees may fully attend the training sessions claiming that they have heavy workloads from their superiors.
Conclusion
The paper assesses the use of cognitive and behavioural learning in staff training. Under cognitive learning, Superbrand’s development team can use diagrams; highlight key ideas and repetition as strategies for staff training. In addition, the paper identifies behavioural learning, thus suggesting different learning ways such as practising during training sessions, observation of techniques and reinforcing efforts in the execution o this learning method at Superband. The paper highlights the problems that Superbrand in the training, including problem of standardization of training, cultural differences, full participation of employees, cost increase and time constraint while training their staff on how to use the new monitoring system.
References
Alberto, P. and Troutman, A. (2006). Applied behavior analysis for teachers. 7th ed. Upper Saddle River: Pearson Merrill Prentice Hall, p.265.
Jahr, E. (2014). Current Issues in Staff Training. Research in Developmental Disabilities, 19(1), pp.73-87.
Khalil, M. and Elkhider, I. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40(2), pp.147-156.
Potgieter-Groot, L., Visser, M. and Lubbe-de Beer, C. (2012). Emotional and behavioural barriers to learning and development in the inclusive education classrooms in South Africa: Developing a training programme for teachers. Journal of Child & Adolescent Mental Health, 24(1), pp.59-71.
Sadler-Smith, E. (2010). Cognitive style: Some human resource implications for managers. The International Journal of Human Resource Management, 9(1), pp.185-202.
Truitt, D. (2011). The Effect of Training and Development on Employee Attitude as it Relates to Training and Work Proficiency. SAGE Open, 1(3), p.215824401143333.
