Utilizing Simulation-Based Training of Video Clip Instruction for the Store Service Operations Practice Course

Utilizing Simulation-Based Training of Video Clip Instruction for the Store Service Operations Practice Course

Che-Hung Lin (Department of Information Management, Cheng-Shiu University, Kaohsiung, Taiwan), Yu-Ren Yen (Department of Information Management, Far-East University, Tainan, Taiwan) and Pai-Lu Wu (Center for Teacher Education, Cheng-Shiu University, Kaohsiung, Taiwan)
Copyright: © 2015 |Pages: 10
DOI: 10.4018/IJDET.2015100106
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The aim of this study was to develop a store service operations practice course based on simulation-based training of video clip instruction. The action research of problem-solving strategies employed for teaching are by simulated store operations. The counter operations course unit used as an example, this study developed 4 weeks of subunits for the course, which includes digital learning-assisted instruction through a video clip of simulation-based training to enhance students' understanding of counter operations practice. Finally, solutions for the problems encountered during the 4 weeks of teaching are proposed, and suggestions based on reflection about teaching methods are provided.
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Many teachers in the past used didactic instruction as the main teaching style. This style only emphasizes on factual knowledge or the repeated recitation exercise of operations rules and doesn’t use much of the multimedia tool application to design interactive materials causing students to unable to utilize the concept learned in class to practical use. In recent years, new teaching media are constantly created and with the combination of different multimedia technology, the number of new alternatives for educational training increased. For example, by using an interactive whiteboard and its application software, we can move and drop materials wherever we want to and it has functions such as arranging, classifying and pairing. It can also use colors, masks and slides to highlight the key points and has functions such as hiding and revealing the contents, thus, assisting teacher-student discussions and clarifying concepts to enhance the interaction between teachers and students (Chen, 2006). In addition, Cheng et al. (2011) presented the idea of using a touch display tablet for teaching activities. Such interactive technology method has been proven to be more superior to the traditional didactic teaching method.

Recently, changes in the consumer market have made the retail industry more competitive, and the needs of employees continue to increase. However, the training units of some enterprises lack the appropriate training tools and teaching materials necessary to provide a sufficient number of competent employees in a timely manner, which reduces their competitiveness. The number of front-line employees is highest in retail businesses. Their major duties include moving merchandise from the storage to the vending area, displaying, replenishing, packing, invoicing, providing receipts, etc. They also have to explain the functions, features, quality, and prices of merchandise to customers when necessary, as well as maintaining good customer relationships and the enterprise’s image. This job is a knowledge-intensive business service that requires a large number of employees, and it has a high turnover rate. Some enterprises have limited individual resources and cannot afford the high cost of training or orientation for new employees. They need to develop a new and efficient training method to foster their own employees.

Lee & Owens (2004) have developed training strategies and established training standards. Some scholars perceive a digitized training plan to be a standardized and efficient one. Numerous enterprises have introduced digitized training or a digital instruction plan, using simulation-based training software to conduct skills training for front-line employees in an attempt to advance training efficiency (Shyu, 2009; Change et al., 2011).

This study developed a multimedia technology for store service operations practice course to conduct simulation-based training for front-line employees’ counter operations. And it also employed action research to explore real problems encountered during the course and to plan and practice strategies for problem solving. The strategies were revised through evaluation and reflection as the front-line employees were being trained.

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