The effect of staff training practices on customer satisfaction

Table of Contents

ABSTRACT

ACKNOWLEDGMENT

CHAPTER 1 INTRODUCTION
1.1. Introduction
1.2. Research background
1.3. Academic position
1.4. Research methodology
1.5. Context: Pret A Manger
1.6. Research aims and objectives
1.7. Research layout
1.8. Conclusion

CHAPTER 2 LITERATURE REVIEW
2.1. Introduction
2.2. Research area of Human Resource Management
2.3. Review Staff training practices within HRM
2.4. Customer satisfaction
2.5. Linking staff training practices to customer satisfaction
2.6. Research done on staff training practices and customer satisfaction and the research question
2.7. Scholarly Research: staff training and customer satisfaction
2.7.1. Factors for evaluating customer satisfaction
2.7.1.1. Customer needs and wants
2.7.1.2. Customer expectations
2.7.1.3. Customer repeat purchase intention
2.7.2. Theories of staff training practices
2.7.2.1 Scenistic method of staff training
2.7.2.2. Constructivism learning theory
2.7.3. Models of staff training practices
2.7.3.1. Transitional model of staff training
2.7.4. Factors of staff training practices
2.7.4.1. Training need
2.7.4.2. Staff training methods
2.7.4.3. Staff training programs
2.7.4.4. Employee behaviours and attitudes
2.8. Research context: Pret A Manger
2.9. Academic perspective
2.10. Conclusion

CHAPTER 3 RESEARCH METHODOLGY
3.1. Introduction
3.2. Research philosophy
3.3. Research Approach
3.4. Type of Data
3.5. Research Strategy – Case Study
3.6. Data Collection Methods
3.7. Design of Data Collection
3.8. Data Analysis
3.9. Research Validity
3.10. Research Reliability
3.11. Ethical Consideration
3.12. Conclusion

CHAPTER 4 RESEARCH FINDINGS AND DISCUSSION.
4.1. Data Collection – Interviews
4.2. Data Analysis through Thematic Analysis
4.2.1. Initial Themes with Corresponding Codes
4.2.2. Revised Themes
4.2.3. Finalised themes
4.3. Discussion of Findings based on the conceptual framework
4.3.1. Training Need
4.3.2. Employee Behaviour and Attitude
4.4. Discussion of findings based on the literature review
4.4.1. Human resource management
4.4.2. Staff training practices
4.4.3. Customer satisfaction
4.5. Conclusion

CHAPTER 5 CONCLUSION
5.1.Summary of research aim and objectives
5.1.1.Summary of objective 1.
5.1.2.Summary of objective 2.
5.1.3.Summary of objective 3.
5.1.4.Summary of objective 4.
5.2. Contributions
5.2.1. Contributions to the academia
5.2.2. Contributions to the industry
5.3. Recommendations
5.3.1. Recommendation to the academia
5.3.2. Recommendation to the industry
5.4. Limitations
5.4.1. Limitations for the academia
5.4.2. Limitations for the industry
5.5. Future work

BIBLIOGRAPHY

APPENDIX
Appendix 1: Interview Questions

ABSTRACT

The objective of this study is to identify the effect of staff training practices on customer satisfaction by using a case study of Pret A Manger. The methodology utilised for this study is qualitative research. The interviews distributed to the senior management in the company were semi-structured and the data collected was reviewed by using thematic analysis.

ACKNOWLEDGMENT

First of all, I would like to thank God who gave me the opportunity and the strength to overpower the obstacles during my studies. I would like to express my deepest gratitude and thankfulness to my supervisor Dr. Bobbi Sharma, who supported, guided and motivated me during the entire study with her deep knowledge, intelligence and wisdom. I would also like to thank my family and friends for their support and love. Lastly, I would like to dedicate my work to my mother who has been the main inspiration for me and who consistently encouraged, inspired and supported me throughout my educational period.

LIST OF TABLES

TABLE 1: Initial themes and corresponding codes

TABLE 2: Finalised themes and codes

LIST OF FIGURES

FIGURE 1: Transitional model of staff training

FIGURE 2: Conceptual framework developed by the student

FIGURE 3: Research Methodology

FIGURE 4: Conceptual framework

CHAPTER 1: INTRODUCTION

1.1. Introduction

This chapter indicates the background of the research area, which is staff training practices and customer satisfaction, and provides a summary for the reader. It highlights the context, methodology, aims and objectives, research layout and academic position of this study in order to answer the main research question.

1.2. Research background

In the current business environment there has been increasing interest in the role of human resource management, as one of the basic elements in organisational success and the main aspect in achieving important marketing outcomes, like consumer satisfaction (Alfalla-Luque et al. 2012., Voss et al,. 2002).

Many companies recognise that their competitive edge in existing global market is their employees. It is widely acknowledged that few organisations know how to manage their human resources efficiently, as most of them are utilising traditional management practices and policies, which are out of date in present dynamic work environment (Achi and Sleilati, 2016).

Thus, the basic issue that is currently affecting various companies is management of people at work. Employees are expected to have the appropriate abilities, skills and knowledge in order to effectively perform their job roles. Therefore, the main requirement for companies is to implement practices and activities that can support employees to get better and perform well in their positions in order to achieve organisational goals (Mathis et al., 2014).

Farraj and Alqahtani (2016) state that the main aim of any organisation is to achieve sustainable success and customer satisfaction (CS). The latter is defined as a consumer’s overall judgement of the quality of offered products or services. Customer satisfaction has been utilised to define loyalty as behavioural aims and intentions (Gustafsson et al., 2006). A satisfied consumer will convey positive attitudes and feelings about the service or product that, in turn, will increase the number of potential customers and improve the company’s overall performance (Jamal and Naser, 2002).

Therefore, in response to an increasingly competitive marketplace, growing research attention is being devoted to factors that contribute to desired consumer satisfaction (Liao and Chuang 2004). Some researchers argue that employee training has more positive effect on CS rather than other human resource practices (Cantarello et al., 2012). Hence, as lack of research has been done regarding the effect of staff training practices on customer satisfaction, this study may be beneficial and can contribute to the literature where the interaction between staff training and customer satisfaction has not been obviously determined. As it was identified, the company like Pret A Manger is highly focused on employee training, because it is believed that it helps to achieve the highest levels of satisfied consumers. Subsequently, organisations have to consider the effectiveness of employee training as a strong contributor to attaining organisational goals. This investigation will determine the link and the influence of staff training practices on customer satisfaction in order to fill the gap in the literature.

1.3. Academic Position

The research area of this study is staff training practices within human resource management that might be considered as one of the main strategies to achieve customer satisfaction. The academic position of this research paper is based on five factors taken from customer satisfaction and staff training practices and is suggested in the conceptual framework that is developed by the student. Therefore, this study focuses on the following factors: training need, employee behaviours and attitudes, customer needs and wants, customer expectations and customer repeat purchase intention.

1.4. Research Methodology

The research has followed the qualitative approach that is based on the academic position of five factors identified from customer satisfaction and staff training practices. It attempts to understand the dynamic and correlation between these themes. The study has utilised the case study of Pret A Manger and the data was collected from the four senior employees in the company. Therefore, thematic analysis was utilised to review the collected data, as this technique provides diverse themes and focuses on examining these themes within data. Consequently, the philosophy in this research is interpretivism and the approach is inductive.

1.5. Research Context: Pret A Manger

As the researcher utilised a case study in order to answer the main research question, the primary task was to find a company that has a dedication to staff training practices and the passion for customer service and satisfaction. Pret A Manger was identified as one of the most successful companies in food retailer industry, with high focus on its employees’ training and customer satisfaction. Its success is based on its passion for perfection, which is the reason why the researcher selected this particular company as a case study.

1.6. Research aims and objectives

The main aim of this research is:

- To identify the effect of staff training practices on customer satisfaction.

This research aims to achieve the following objectives:

- To examine staff training practices within human resource management.
-To define customer satisfaction from company’s perspective.
- To evaluate the link and influence of staff training practices on customer satisfaction.
- To determine the most appropriate angle to approach the research paper.

1.7. Research Layout

Chapter 1 – Introduction defines the background of the research area: staff training and customer satisfaction, and evaluates the importance of this study. This section suggests brief discussion of research methodology and academic position and indicates the research aims and objectives. However, the following chapters will examine the main aim of this dissertation in order to answer the research question.

Chapter 2 – Literature Review analyses the three themes, which are included in the research: human resource management, staff training practices and customer satisfaction. Furthermore, it examines various theories, models and factors of staff training and customer satisfaction, which support the study and outline an academic position.

Chapter 3 – Research Methodology clarifies the methods used and how they have been designed, developed and analysed. It evaluates different research approaches and explains their selection. Moreover, this part indicates the techniques used for data collection and presents the reliability, validity and ethical concerns of the research paper.

Chapter 4 – Research Findings and Discussion demonstrates the results of interviews done with the four senior employees in Pret A Manger and provides a review by using thematic analysis. In addition, this section includes the discussion about findings through themes and codes developed from the thematic analysis: training need, employee behaviours and attitude and customer focus by taking into consideration the factors of staff training and customer satisfaction.

Chapter 5 – Conclusion reviews and summarises the findings of the effect of staff training practices on customer satisfaction and provides the contributions, recommendations and limitations of this dissertation for the academia and industry.

1.8. Conclusion

This section offers the background of the research area and the main purpose of determining the effect of staff training on customer satisfaction. It establishes academic position, methodology, research context, layout of the research and the main aims and objectives this study would implement.

CHAPTER 2: LITERATURE REVIEW

2.1. Introduction

As indicated in chapter one, the main aim of this research is to identify the effect of staff training practices on customer satisfaction from a company’s perspective. Thus, three major subjects are recognised and utilised in this literature review: human resource management (HRM), staff training practices and customer satisfaction (CS). HRM has been acknowledged as a parent of this research area through which different practices are defined, however, this study focuses on training as a strong contributor to customer satisfaction. Therefore, in order to bridge the gap and understand the influence of employee training on CS, this section uses principal concepts of HRM, staff training and customer satisfaction. Furthermore, this literature review suggests the theories, models and factors of employee training and customer satisfaction that are relevant, valuable and substantial for this research. On the other hand, as no models, factors and theories exist in the academia that clarify and link staff training and CS, this section suggests theoretical framework, which is developed by the student. Finally, this chapter provides an academic perspective that will contribute and answer to the main research question.

2.2. Research Area of Human Resource Management

Human resource management (HRM) is a controversial concept and there is no universally acknowledged definition. However, it is highly associated with: high quality, flexibility, high commitment and strategic integration (Savaneviciene and Stankeviciute, 2013). In the previous decades the field of human resource management has been widely and extensively studied by scholars. Nevertheless, methodological and theoretical questions about HRM still are not answered (Almutawa et al., 2016). Searle and Dietz (2012) illustrate that over the last years human resource management has been identified as one of the most influential and crucial aspects in organisational context. Similar concept was developed by Obeidat et al. (2014), who stated that human resource management is the most significant factor within company, which supports the firm in achieving competitive advantage.

Gurbuz (2009) illustrates that in last four decades HRM practices have changed radically due to high competition, globalisation and technological advances. Therefore, rapid environmental changes have forced companies to adapt new human resource practices and sustain high level of organisational performance. Additionally, Anca-Loana (2013) asserts that at present, many more uncertainties and risks have appeared for companies as a result of disruptive innovation. Organisations started changing their strategic approaches and adapt new behaviour patterns in order to be more productive and successful in the market. Nowadays, managers pay great attention to the importance of “human”, as the key factor in the success of any organisation. Therefore, the role of human resource management has evolved considerably and the investment in HR is seen as the new strategic direction for most companies.

Human resource management refers to systems, practices, procedures and policies, which influence employees’ performance, attitude and behaviour (Gilmore and Williams, 2013). Bhalla and Giri (2014) distinguish HRM as an organisational function, which deals with different issues that are related to people, including: performance management, employee motivation, compensation, benefits and organisational development. As pointed out by De Cieri et al. (2008), the most significant factors in HRM are: selection, screening, recruitment, development, training, appraising and rewarding procedures.

The first step in HRM practices is recruitment, which is defined as the process of attracting individuals with appropriate qualifications on a timely basis. Selection that is the next phase is a process of choosing people from a group of applicants, who might be best suited for a particular job position. (Isac and Rusu, 2016). Molina and Ortega (2003) assert that staff training and development activities are the crucial aspects within HRM. In order to perform efficiently at a job, employees are required to have the necessary abilities and motivation. Thus, it is beneficial to provide the training for some employees to help them develop these skills. Vlachos (2009) notes that companies, which are focused on systematically training and developing their employees, have better organisational performance and a great market value compared to their competitors. Rewarding procedure within HRM refers to merit pay or compensation systems that are implemented by companies to reward their personnel for meeting specific aims and objectives (Ding et al., 2015).

Consequently, due to the relevance to the study, the next section will suggest in depth review of staff training practices within human resource management, which is directly related to the main research question.

2.3. Review Staff training practices within HRM

In its simple definition, training is teaching or developing individual’s knowledge, attitudes and competencies. Training has a specific goal of improving peoples’ capacity, performance, productivity and capability. It is organised for increasing the technical skills of the workers to facilitate them to do particular job effectively (Hubbard, 2011).

Nowadays, many companies are facing various challenges regarding changed nature of work and workplace environment. To compete in the marketplace, corporations became more conscious of their need for a skilled, qualified, well trained, knowledgeable and reliable staff, so HR capabilities lead the organisation to gain competitive advantage and attain organisational goals (Achi and Sleilati, 2016). Managers are increasing focus on human capital and start investing more in employees training activities, as they are attempting to upgrade their personnel’s knowledge and capacities (Huang, 2001).

Cantarello et al. (2012) demonstrate that many studies have been carried out to identify which human resource practices are more advantageous for the firm’s success. The findings indicate that employee training can be more beneficial for organisations, as staff training is a vital activity to have well prepared, flexible and well qualified workforce to achieve the higher standards of company performance. It is considered that staff training can increase organisation’s overall performance through customer alignment and employee productivity.

Valle et al. (2000) emphasise that employee training is considered to be the most important process in HRM function. It plays a vital role in developing and maintaining the capabilities of both organisations and individual employees. Training and improving the competences of a workforce has a huge contribution to organisational change and development. For example, the organisation like McDonald, that is one of the leading fast food retailer company in the world, has created ‘Hamburger University’ that is a training centre, where employees have opportunities to develop their knowledge and be trained, thus, the firm is able to achieve organisational goals (Fairhurst, 2007).

Ballesteros-Rodriguez et al. (2012) assert that through employee training, firms are able to increase the ability of the workforce that is relevant to the tasks undertaken by the personnel, as well as grow their involvement and satisfaction with the company. Furthermore, continuous training has become a strategic tactic for most organisations and is a new way of avoiding the obsolescence of a human capital knowledge, hence maintaining a dominant positions and competitive advantage over rivals.

Every organisation creates and designs its own model of training according to the requirements, needs and nature where the business is involved. Some companies have a continuous learning and training program that facilitates employees to adapt to increasingly changing and complex work environment and enables them to enhance their employability (Bednall et al., 2014).

As clarified by Lee (2012), training has been viewed as a potential driver of a consumer service and as an extension of a desirable outcome like customer satisfaction. Thus, as the ultimate goal of any organisation is to satisfy their consumers, many companies have created customer service training programs, which enable employees to improve their competencies and attitudes toward consumers.

2.4. Customer satisfaction

Over the last two decades, customer satisfaction (CS) has attracted significant interest in academic research and marketing practice. Hence, many scholars and researchers have examined conceptual and theoretical underpinnings of consumer satisfaction (Luo and Homburg, 2007). On the other hand, Souca (2014) cites that there has been lack of scientific consensus about what the customer satisfaction really is and a clear definition of this concept does not exist. However, the simple definition of consumer satisfaction is that it is a measure of how well services and products meet or exceed the expectation of customers (Eid, 2012). Hill and Alexander (2006) argue that organisations, independent of their size and type, have an increasing understanding of the importance of customer satisfaction. Companies started investing heavily in order to improve performance in such areas, which makes contribution to and facilitates satisfaction of consumer.

Kumari et al. (2013) emphasise that in current competitive business environment, the major aspect of organisational development and success is consumer happiness. Thus, companies are motivated and concentrated on delivering value to satisfy their consumers. Firms are trying to provide superior services and products in order to be competitive in the market. It is believed that organisations which have already succeeded in this highly variable environment are those which have made customer satisfaction a main part of their business strategy.

For example, the company like Starbucks, which is one of the most successful coffee shops throughout the world, is highly focused on customer satisfaction through providing superior services and products. The organisation is conducting ongoing consumer research, trying to identify how to increase the level of satisfied clients and improve the performance in such areas in which the firm has fallen short from its consumer expectations (Talpau and Boscor, 2011).

Souca (2014) deems that consumer satisfaction is one of the main elements of a firm’s financial profitability and performance. Satisfaction is often considered as a procedure, the result of a process or affective and cognitive evaluation. Nonetheless, the central point of consumer satisfaction is a moment of selecting, acquiring and consuming the service and the product. In addition, Wirtz (2003) suggested the list of customer satisfaction that comprises of: loyalty, repeat purchase, increased long-term profitability and diffusion of positive attitudes and opinions. However, Haverila et al. (2013) focus on the drivers of customer satisfaction and suggest that consumer’s value perception, service quality and product quality are the main drivers of satisfaction.

Satisfaction of consumer has been seen as the central indicator of corporate competitiveness. It is argued that a better understanding of customer satisfaction process can allow companies to improve their buyers’ loyalty and repurchasing intention more effectively. Thus, various researchers and scholars are devoted to identifying what the main determinants of consumer satisfaction really are. Among all the aspects, which have been recognised as backgrounds of consumer satisfaction, one that has received considerable attention is service quality (Lien and Kao, 2008).

2.5. Linking staff training practices to customer satisfaction

The above chapters of this literature review has suggested the research area of human resource management, which is introduced with brief overview and provides literature about the staff training and customer satisfaction that are the main research focus areas. Hence, this part will examine the link between staff training practices and customer satisfaction, as the latter is addressed directly to the main research question.

Globalisation, new technological innovations and advancements, changing consumer’s expectations and demand increase unstable environment for companies and create intense competition within the industries (Kumari et al., 2013). Anca-loana (2013) argues that in recent decades, the role of human resource management has evolved considerably and HRM plays a significant part in the success of any organisation. Scholars pay great attention to staff training that is focused on developing employees’ knowledge, skills and abilities to meet the company’s needs. Employee training makes a huge contribution to customer satisfaction, as high performing workforce, which is better qualified, can meet the demands of consumers (Putachote, 2013).

Meisinger (2003) claims that effective management of workforce’ experience, knowledge and skills has a positive effect on company’s ability to achieve consumer satisfaction. Employees’ behaviours and attitudes have a great influence on company’s further development and on achieving competitive advantage by shaping consumers buying behaviour and loyalty. In addition to this discussion, Tzafrir and Gur (2007) consider that employee perception and organisational activities have the potential to impact customer satisfaction. Authors claim that staff training is essential component of high performance work system. Adequate training and employee development can assist the staff to identify and resolve problems and to take responsibility for service quality, which in turn will have positive effect on customer satisfaction.

On the other hand, Pantouvakis (2012) demonstrates that many scholars have concluded that at first an organisation has to satisfy its employees in order to have satisfied consumers. Thus, companies have to communicate consumers’ needs and requirements to their employees. Organisations should coach and develop the staff on an ongoing basis, support in recovering their skills and ensure that employees feel satisfied and comfortable with their jobs.

2.6. Research done on staff training practices and customer satisfaction and research question

Various researches have been done in regards to human resource management and particularly on staff training, however, only few have explored the link between staff training practices to customer satisfaction. One of the recent studies that refers to the above mentioned literature is developed by Feng et al. (2014), who investigated the correlation between customer satisfaction and employee training and identified the ways how to improve the level of satisfied consumers through employee empowerment, service reward and employee service training. The research is based on empirical study of 214 Chinese manufacturing companies. By utilising structural equation modelling, researchers have found that employee training and empowerment have significant effect on customer satisfaction and the findings highlight that training is a vital component in any organisation, as the latter helps and enhances employees’ general commitment and professionalism, which in turn increases customer satisfaction. This research suggests valuable highlights of the relationship between customer satisfaction, employee satisfaction and training practices that is beneficial to better understand the linkage between CS and HR practices.

2.7. Scholarly Research: within staff training and customer satisfaction

The main aim and purpose of this section in this literature review is to identify the theories, factors and models, which are developed about staff training practices, in order to undertake an academic perspective that is beneficial to answer the main research question. This part can contribute to the research in terms of contextualisation and better understanding of the research area. On the other hand, it is argued that no theories and models exist within staff training practices, which include customer satisfaction. Therefore, in order to bridge the gap in this research, it is useful to review the factors for consumer satisfaction and design a conceptual framework to answer the research question.

2.7.1. Factors for evaluating customer satisfaction

The literature has acknowledged different factors that are beneficial to assess customer satisfaction. However, due to the relevance and value to the study, this research examines several factors that relate consumer satisfaction directly, including: customer needs and wants, customer expectation and customer repurchase intention.

2.7.1.1. Customer needs and wants

Customer satisfaction is the notion of satisfying the needs and desires of any clients. Consumer needs could be described as basic requirements that are derived from biological necessities, while, consumer wants could be defined as having a strong desire for some products or services (Alqahtani and Farraj, 2016). As mentioned by Vazifehdust and Farokhian (2011), understanding and knowing consumer needs is the centre factor for successful business. In today’s competitive world, considering customer needs and wants is one of the most important business strategies for most organisations. Thus, the success and development of any company highly depends on its ability to create the goods and services that address consumer needs. However, not every company has a potential to satisfy the needs and desires of their consumers.

2.7.1.2. Customer expectation

Every consumer arrives at any organisation with a pre-formed set of expectations. The projection might be formed by the previous experiences or through the referrals. Buyers always have some kind of expectations regarding the service or product the company is providing, thus, expectation can be defined as the total perceived benefits before any particular buying decision. Some of the main expectations that the client has and the company has to consider are:

- Speed of service
- Efficiency of service
- Helpful and friendly staff
- Prompt replies

Therefore, by meeting consumers’ expectations the organisation can increase the chance of transforming a first time visitor into a loyal consumer (Ansari et al., 2014). However, if the service or product is below the expectation, consumer would not be satisfied. Thus, corporations have to identify their consumer’s expectation towards their goods and services in order to have loyal and highly satisfied clients (Ali et al., 2015).

2.7.1.3. Customer repeat purchase intention

Nowadays, companies have a strong focus on satisfying and pleasing consumers, as it is a crucial aspect for any successful business. Organisations all around the world are realising that profit and development will only be achieved by satisfying customers who actually are making purchase, because they are the main driving force for companies (Plunkett et al., 2013).

Previous studies indicate that consumer satisfaction significantly and positively relates to repeat purchase intention. Clients who are satisfied with a certain service or product have a tendency to consume the goods or services repeatedly. Thus, repurchase intention might be described as a positive result by service performance that customers have experienced in the company and indicates a high level of satisfaction (Park et al., 2010).

2.7.2. Theories of staff training practices

The research has identified several theories around staff training practices, nevertheless, this literature will examine a relatively and complementary general theory: Constructivism theory, and the study will review the scenistic method, as it has made an important contribution to understand the training process and is based on the theory of employee training (Milhem et al., 2014). The latter method is beneficial for this research as it suggests different approaches based on the efficiency and effect of staff training practices.

2.7.2.1. Scenistic method of staff training

The scenistic method has a theoretical foundation from situated learning/cognition and constructivism theory. The scenistic method is considered as one of the most significant contributors for improving the effectiveness and the value of corporate training (Milhem et al., 2014). The method has a qualitative approach and the benefit of this method was identified through observation in different fields: education, engineering, social work and management (Lyons, 2010). This method could not answer the research question directly, nevertheless, it is advantageous for the research, as the approaches that the scenistic method has is linked to the improvement of performance on the job through employee training, which in turn might result in increased level of satisfied customers.

Lyons (2010) points out that scenistic method refers to experiential learning by using case studies, scenarios, episodes and incidents. The main aim of this method is to motivate employees to identify problems or issues, to stimulate interest in workforce and create script-based interventions. Many empirical research have already been conducted based on scenistic method and most of them have been exploratory by nature. The findings indicate that rather than providing pre-designed programs, employees can be involved in creating the content of training process. Accordingly, instead of utilising a documented case, personnel might create and write one depending on their own organisational experiences that they already have. It is argued that most employees can learn and understand how to solve simple problems more by themselves, while only few need to be addressed to by trainers. Thus, a basic idea behind this approach is that the staff has more skills, understanding and knowledge than outside experts or trainers might have (Hughes and Gosney, 2016).

As mentioned by Garavan et al (2012), based on the goal and purpose, the scenistic method is beneficial for employee development, overall performance improvement, management and organisational development. In addition, this method can assist managers to improve various types of generic competencies. Consequently, the scenistic method might be advantageous for the company Pret A Manger, as it provides an insights into training activities and suggests that employees have an important role in creating training programs depending on their own experiences.

2.7.2.2. Constructivism learning theory

Constructivism theory is a qualitative approach, which looks at a learning techniques that are linked to individual’s previous experiences and knowledge. As this research is looking at key words like learning, training process, experiences, improvement and development, these aspects can relate to academic perspective.

Constructivism learning theory explains training and learning as an active and constructive process. The theory provides different approaches and suggests that skills, competencies and knowledge of individuals can be improved in different ways without any one perfect solution (Lyons and Bandura, 2013). Jonassen (1991) indicates that there is no one best way for enhancing the knowledge, but there are multiple possible representations of reality. Generally, constructivism theory is based on assumption that learners are constructing new knowledge, concepts or ideas based upon their previous experiences, learning and knowledge. Therefore, the training is an essential part of any organisation to improve the overall performance of employee, which in turn will enhance the effectiveness of the company.

Lyons (2010) suggests seven aims for the design of constructivism learning environments:

- Provides experience in the use
- Appreciates the perspectives
- Provides experience with the knowledge construction experiences
- Encourages participation and the ownership in the training process
- Encourages self-awareness of the knowledge construction
- Focuses on realistic and relevant context
- Embeds learning in social experience

Based on the constructivism theory, the quality of an employee will develop more depending on previous experiences, however, when learning and gaining new skills, the elements of a performance need to be defined, comprehended and specified (Lyons, 2004).

2.7.3. Models of staff training practices

Based on the employee training theories, it is necessary and significant to discuss and choose the type of training model, which is most appropriate to the nature of this research. The literature has developed different models of staff training and development practices. Therefore, this paper will review transitional model of staff training based on the importance and value to the study. This model has been chosen due to the significant elements it has. Nevertheless, transitional model is not directly related to the main research question, thus, in order to bridge the gap in the literature the study will suggest the conceptual framework that links staff training practices to customer satisfaction.

2.7.3.1. Transitional Model of staff training

One of the important models of staff training is transitional model that examines training context and organisation’s corporate strategy together. Taylor (1991) has asserted that the previous models of staff training could be improved by focusing on organisational vision, mission and values, before attention is paid to objectives and the training needs. Therefore, the author has implemented a transitional model of training that has two loops, outer loop describes the mission, values and vision of an organisation, while, inner loop consists of micro level of training that is based on the systematic model of training, involving: planning, objectives, evaluation and implementation. Thus, it is argued that training is embedded in a wider organisational context and the model concentrates on a company as a whole (Caravan et al., 1997).

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