Pages Introduction, Body, And Conclusion Beau Street Runners ✓ Solved

3 PAGES INTRODUCTION, BODY, AND CONCLUSION Beau Street Runners

Beau Street Runners, Ltd (BSR) is a courier service headquartered on Beau Street in a first-tier suburb of a megalopolis, serving four co-joined big cities with diverse ethnic communities and extensive transportation grids. BSR operates using various modes of transport including cabs, bicycles, vans, and armored trucks to move important packages between businesses across a region approximately 125 miles along a waterfront and 100 miles wide, edging into foothills in a northern climate characterized by significant weather variations. Security is a primary consideration due to the nature of their operations.

Currently, BSR conducts training programs focused on personal security and adherence to the company's standards for securing packages. While these standards are generally met, customer service remains a critical area needing improvement. Customer service at BSR hinges on relationship building between customers and runners, which poses challenges in developing an effective training solution. Nevertheless, BSR recognizes that their runners represent the company's image and is committed to addressing this issue.

This paper discusses the key cognitive issues and factors concerning memory and attention that will influence the design of a low-tech training solution for BSR associates. Additionally, it analyzes the essential learning needs and identifies the most suitable learning theories and technologies that could meet those needs. The discussion is grounded in scholarly insights and supported by current APA standards and citations.

Cognitive Issues and Memory Factors

The user demographic of BSR runners ranges in age from 18 to 28, with the majority being male. This age group is often characterized by cognitive and attentional challenges, including susceptibility to distractions and a preference for engaging, interactive learning experiences (Kraiger et al., 2019). To effectively train these runners, it is essential to consider factors such as working memory capacity, which varies significantly among individuals (Sweller, 2011). Moreover, the training context must align with their routine needs, as 80% of bicyclists view BSR as their first full-time job, leading to potential cognitive overload if training is not properly structured.

Memory-related factors also play a significant role in learning effectiveness. The dual-coding theory posits that information presented in both verbal and visual formats enhances understanding and retention (Paivio, 1986). As BSR runners have seen performance issues related to customer interactions (e.g., perceived curtness and uncooperativeness), incorporating visual elements within training materials may help in illustrating proper customer service protocols, thereby improving recall (Pavlus, 2018). Additionally, elements of gamification, which engage the participants and allow them to exert control over their learning environment, can enhance overall memory retention and application (Deterding et al., 2011).

Learning Theories and Technologies

Given the outlined cognitive issues and memory factors, several instructional design theories could be employed to maximize the training's effectiveness. Constructivism, as proposed by Piaget (1970), emphasizes the understanding that knowledge is constructed through experience. By enabling runners to draw from their personal experiences (e.g., challenging delivery situations), they can relate better to the scenarios presented in training.

Another relevant theory is the Adult Learning Theory (Andragogy) by Knowles (1973), which posits that adults learn best when the learning is applicable and problem-centered. As many of the runners are part-time workers or new to the workforce, incorporating realistic role-play scenarios that simulate actual customer interactions may help them feel more engaged and empowered to communicate effectively with clients. Moreover, Social Learning Theory (Bandura, 1977) could be utilized to encourage observational learning among peers, where successful interactions are showcased and discussed.

When considering technology, low-tech solutions can offer practical benefits tailored to the runners' needs. Visual aids, such as infographics depicting best practices in customer service, can complement verbal training sessions. Using real-life stories and case studies can provide context, while the incorporation of peer feedback can offer valuable insights into behaviors that enhance customer interactions. Furthermore, mobile-friendly training modules allow runners to access information conveniently, catering to their busy schedules and providing on-the-spot learning opportunities (Dumford & Miller, 2018).

Conclusion

In summary, Beau Street Runners, Ltd faces significant challenges in improving customer service through effective training solutions. By addressing cognitive and memory-related issues, and applying constructivism, adult learning principles, and social learning strategies, the company can better equip its runners for successful customer interactions. Utilizing low-tech training methods tailored to the unique demands of BSR's diverse workforce ensures a greater likelihood of engagement and retention. The commitment to shaping and enhancing the customer service experience will ultimately redefine the image of BSR's runners and positively impact the company's reputation and customer satisfaction.

References

• Andragogy, Adult Learning Theory. (1973). In Knowles, M. S. The Adult learner: A neglected species.
• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: defining" gamification". Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments.
• Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: A review of the literature. Educational Psychology Review, 30(4), 1199–1229.
• Kraiger, K., Ford, J. K., & Salas, E. (2019). Application of cognitive theories to training: The power of the information processing model. In J. A. LePine, & J. L. LePine (Eds.), The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory. Oxford University Press.
• Knowles, M. S. (1973). The adult learner: A neglected species. Gulf Publishing Company.
• Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
• Pavlus, J. (2018). Visual learning: What it is and how to use it. Edutopia.
• Piaget, J. (1970). The science of education and the psychology of the child. Viking Press.
• Sweller, J. (2011). Cognitive load theory. In E. T. Goetz & P. E. Hall (Eds.), Handbook of educational psychology: Volume 1, Individual differences, teaching, and learning. Routledge.