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PLACE IN RETURN BOX to remove this checkout from your record.
TO AVOID FINES return on or before date due.

DATE DUE DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MSU Is An Affirmative Action/Equal Opportunity Institution
MMMa-m

THESIS

THE TRAINING OF 31me SEEKERS

WillinnA.W1ndham

A THESIS

Submitted to the School of Greduete Studies of Michigan
State College of Agriculture end Applied Science
in pert-1&1 fulfillment of the requirements
for the degree or

EASIER OF ARTS

Department. or General Bueimee
Curriculum in Food Dietribution

1952

ACKHWLEDG‘IENTS

To the food chain industry of America, the author
appreciate”

(l) the eetablielnent of the Curriculum
in Food Dietribution through which
he teele valuable benefite were
received;

(2) the cooperation that was alwaye given
to the Ian: requeete which were made
in connection with this etndy.

The author ie aleo grateful for the aid given to hin
by Iliae June Barker of the Curriculum in Food Distribution.

Finally, the author is indebted to Dr. Iemeth Wileon

for hie capable guidance and aeeietance during the writing
of this etudy.

“111183 A, Windham

TABLE OF CONTENTS
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IV. THE “HIGH-RETENTION “ID 3371013101” CHmKER TRAINING

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Third touch Syetem TrainingandPractice...............~... 68

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Opening Dutiueeeeeeeeeeeeeeeeeeeeeeeeeeeeoeeeeeeeeeeeeeee 78
Checkout oper‘tion Pmcedmeeeeeeeeeeeeeeeeeoeeeeeeeeeeee 79

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Bfl‘kdomn (Third D‘Y).OOOOOeeeeeeeeeeeeeeeeeeeeeeeeeeeeoe. 89
"warring,mdMWOQOCOIOOOeOeeeeeeeeeeoeeeeeeeeeeee 89
58.108 It! md Tu Wt 3d..eeeeeeeeeeeeeeeeeeeeeeeeeeee m
Frwtion'ooggegge.ooeeeeeeeeeeeoefieeeeeeeeeeeeeeeeeeeeeee. m

BMdem (Third Dv)eeeeeeeeeeeeeeeeeoeeeeeeeeeeeeeeeeoe 91
mangACtm Order.Oeoeeoeeeeeeeeeeee-eeeeeeeeeeeeeeeee. 91

BreakdoanIII(‘rhird Day) 93
B‘gmornuameeeeoeeeeeeeeeeeeeeeeeeeeeeeeee0000. 93

Counterfeit Honey, Pilferage andflilllark Service......... 95
3.11.: Chwmg Pmcfim...................D............. 96

c1°.1n80.00...OI.OOOCIOOOOOOOOOOOODCOCOOOOOODOOOOOOOOOOIOO 97

'1. comwaouOOOOeeeeeeeeeeooeeeeoeeeeeeeeeeeeeeeoeIOeeeeeeeteeO. 98
BmuomeeeeeeeeeeeeeeeeeeeeeeeeeeeeeleeeeeeeeeeeeeeeeeeeOeeeeee 103

LIST OF FIGJRES

FIGJRE

1.
2.

3.

Training Boon Layout..........................................
Caeh Register Used By Company.
Checkout Stand Ueed By Company................................
Layout of Checkout Stands in Typical Company Supermarket. .. . . .

PAGE

52
53
5h
55

CHAPTER I

CHAPTER I

IMROWCTION

Pm'poee or the Study

The purpoee of thie etudy ie to emine the problem of training
eupernarket checker-e for the mutual benefit or the employee, the euetcner

. and the compamr.
Importance of the Study

“There is nothing in thie world which ie permanent but change
iteelfd'l Certainly the hietory of American food merchandieing hae con-
plied with thie etatementg eince, fron our early colonial etoree to the
modern, architecturally designed, multiple-line, eelt-eervice eupernarketg
of thie atonic age, the retailing of food, like our very civilization,
hae become increeeingly more complicatedo-and better.

Merchandieing eree have come and they have gone, with each era making
epecific demande upon the food retailing induetry. Today thie industry
remaine fundamentally in the era of eelf-eervice which, incidentally, had
ite inception about the tine Theodore Roosevelt occupied the White Bouee .'
However, the meet eignifieant gaine of thie era were made between 1930
and 19140. Bulk merchandieing and package merchendieing were the two met
important food retailing erae to precede eelI-eervice .

 

l. Cuehnen, Prank. Whoedure. John Wiley & Sone, Inc., New Iork‘.
1910. p. hé.

It he already been mentioned that each era nakee epecifie demande
upon the food retailere during ite reign. At thie etage cf the preeent
calf-eervice merchandieing era, the food induetry of today realieee that
competition, which not very nary yeare ago, wae eeaentially a battle of
nethode and dietributive efficiency, hae alae become a battle of percennel.

Since the battle of dietributive efficiency (the planning involved in
Iarketing the right nerchmdiee , at the right place, at the right tine ,
in the right quantitiee, and at the right price) hae become we etabi-
liaed (meaning a relatively reduced competitive advantage for getting
bueineee) pereonnel, unlike nethode, cannot be ac etandardiaed. Pereonnel
ie a variable and, today, the battle for enployeee ae a competitive
advantage in our food diatribution induetry hae never been greater.

One of the not important denande that eelf-eervice nakee upon food
retailere ie a caliber of pereonnel that heretofore hae never been aeked.
Progreuive food retailing management, realising thie, hae placed
particular enphaeie upon training their nuber-one public relatione rep-
reeentative at the euperaarket level, the checker. thie etore e-plcyee
bee nore face-teoface contact with euetonere than aw other umber of a
eupernarket organieation. the catcher relatione facet of the checker'e
Job cannot be too etrengly etreeeed; for in neeting the public, the checker
directly refleete the epirit and policiee' of the company iteelf. Today,
the cuetoner, ae never before, ie not only looking for better valuee but
alee for friendly and eatiefying eervice. Cuetoner preferencee, ae they
are expreeeed through eelf-eervice ehopping habite, point to the

inportance of, and neceeeity for, eatiefactory checker pereonnel in
eupernarketa.

The checker ie also the only employee other than the manager, the
ammo nancger and the bookkeeper (heed caehier) who in entrueted with
the handling of large eume of money. Accuracy by the checker in the
handling of ealee ineuree that the company receivee every eingle cent due
it for the nerchandiee eold. This, of couree, worke for the cuetomer too.
Inaccuraciee by checkere can dieeipate the profite from the largest ealee
volume in the world. For inetance, an undercharge of one cent on a dollar
of ealee nay eeen like an ineignificant amount; but on every nillion
dollare of ealee, ten thoueend dollare would be loet ~— which ie a very
eignificant amount.

The reeulte of ninety-five chopping teete, made in nine food chains
on ordere ranging from 81.88 to $8 .31 and involving exactly one hundred
checkere, chewed that only thirteen oheckere charged the correct price.
Thirty checkere overcharged the cuetonere and fifty-eeven checkere under-
charged the cuetonere. This resulted in a net loee of 1.1; per cent of
total ealee or eleven cente on an eight dollar order} Coneequently, one
of the baeic purpoeee of training checkere ie to rectify ae nucb ae
poeeible ouch eituationa. Al the net operating profit of a eupernarket
lice between one and two per cent of total ealee (generally speaking), a
1.13 per cent loee at the checkout etande, if allowed to continue unabated,
would eonetitute a eerioue drain on etore operating profite.

2. The Market Baeket Corporation. caahiere' Manual. Geneva, New York.
1951, p. 2.

In the food retailing industry, as in others, operating nethode and
procedures change. Training prograae, therefore, should keep pace with
these changes, because what was adequate five years ago for training
checkers is not adequate today. Training techniques should also be No
vuped as they are important scans through which checker trainees are
presented with the contents of a training progran.

Definitions

The neaning of the word checker, as used in this study, will refer
to a mpernerket employee who, under the supervision of a head «shit
(or bookkeeper), operates a cash register, accurately rings purchases on
the register, charges each item to the proper department, takes cash,
aakes change and bags the merchandise.

The definition of checker training as used in this study is the
action taken by food retailing management to seek for the checker, the
company and the customers the maximu- in mutual benefits that nay be bed
When a checker is capable of extending friendly and satisfying service
while sustaining proper each control. Such training is organised with
adequate follow-up procedures for evaluation purposes .

Procedure

The procedure employed for securing data for this study was primarily
contacting, by letter and/or in person, representatives of leading food
retailing organisations. 1 very significant amount of secondary data in
the for: of checker training manuals one free this source. Primary data

pertaining to checker training progress were obtained for this study by
direct consultation with training representatives of various food retail-

ing organisations.

Pull advantage was taken of work that has been done by the American
Hanagenent Association in the field of training techniques and fundamentals.
Secondary data for parts of this study case from that source. There are
portions of this study which reflect the opinions of the author such as
may be found in the training pregran for supmarket checkers which is

Chapter V of this thesis.

CW II

CHAPTER II
REASONS FOR TRAIEDIG SUPEIMARKEI CHEEKEBS
Evidences of a Feed for Training

Progressive food retailing management, after years of operating
experience, has turned to checker training after observing evidences of
a need for femal training and after recognising that there are certain
valuable benefits to be had not only for the company but also for the
checkers and customers as well.

The more imortant situations that indicated. to management a need
for forsal checker training were:

(1) Excessive mount of close supervision needed .
(2) Company policies not being carried out .

(3) Excessive labor turnover and having to shift to other
Jobs within the store .

(h) Improper handling of supplies and equipment .
(5) Poor customer service .
(6) Higher salary expense relative to sales .
(7) Ilproper cash control and checking procedures.
Super-arket managers and head cashiers have many ilportant duties to
perforh during their working hours. Their tile is valuable and as a re-
sult they silply cannot “stand over" checkers to see that their job is

performed as it should be. Of course, a certain amount of supervision is

normal and essential. but not for work that should have been done
accurately and properly the first time. When checkers are failing to
carry out compatw policies, it is imperative that the situation be cor.
rected as quickly as possible for in many respects the good-will of an
organisation is firmly entrenched within its policies. Management,
through formal checker training, gives the 'why' of company policies and
strives to create a proper employee attitude toward the checking Job.
Loss of checkers to other companies, too saw transfers from checking to
other Jobs within the supermarket and too new 'square pegs in round
holes" have all been forceful indicators to management for the need for
formal checker training. Everything possible should be done to help the
checker be happy and satisfied with the Job as turnover, today, is a
high-cost proposition - due, for one thing, to the mcessity of paying
unemployment compensation.

Another nansgment indicator for training is the emessive waste of
supplies by checkers. Paper bags, as all supplies today, are expensive
enough without having than wasted. By not using the proper bag size for
an order or by packing an order improperly so as to necessitate rebagging,
checkers are creating Just as much a drain on a supemarket's operating
profit as when rolls of cash register tape are thrown awq when only
half used. Checkers also create additional operating expense when cash
registers are not used correctly as the registers cannot withstand cone
timous abuse.

Of all the operating costs that a supermarket has , labor cones in
for the largest share. Labor cost at the checkstand (for all help

involved) has been found to be 1.50 per cent of sales for a large super-
narket Operation and 1.75 per cent for a small self-service store.
Generally, the checkout Operation has been found to account for more than
20 per cent of the total labor requirmnente in the average self-service
store .1 Therefore, since such a large mount of store labor expense is
involved in the checkout operation, money spent for such labor should
nest definitely be for efficient labor. Every checker that cannot, or
will not, meet satisfactory Job performance standards serves only to
burden a supermarket“ labor expense.

is long as inefficient checkers are in a supermarket, the situation
will be reflected in the net operating profit figure. Consequently,
aanagenent has sought through training to increase checker efficiency to
obtain a better profit figure.

Ithe last unagment indicator for the need of formal checker train-
ing is the absence of cash control and the presence of improper and
inefficient checking procedures. Whenever checkers turn their backs on
Open cash drawers, have personal conversations with a person other than
the customer at hand during the checking operation, and commit errors in
cashing checks and making change, the results of such activity are re-
flected in store operating records and reports. .For all of these situ-
ations, magenent has sought to improve conditions by formal checker
training. Hanagement also feels that the checker today, by virtue of

 

l. laticnal Association of Food Chains. gheckout Clinic. Chicago.
’Obm‘l", 1950e Po Se

being a company's number-one public relation representative in a super-
narket, holds a nest important position for a very particular reason.
the reason is because a customer‘s satisfaction or dissatisfaction is,
in a lugs measure, influenced by the checker. In fact, as my be de-
duced from lhlt has been said, a sell Operated supermarket depends, to a

great extent, upon the job performance level of checkers.
Checker Benefits

Every year food retailing managment spends nillions of dollars in
the training of personnel. For comparison, the namifacturing industry
spent an estimated three hundred million dollars to train production
workers in 1951 and it will probably spend even more during 1952 and in
the emergency years ahead .2 As the food retailing industry's amual
training bill is less than that spent by the manufacturing industry, it
is interesting to note, however, that the largest food retailing organise-
tion in the world, ‘the Great Atlantic & Pacific 'fea Compaq with head‘-
quarters in New Iork City, spends more than three million dollars a year
. on personnel programs .3 0f the total yearly food retailing training
appropriation, checker training comes in for a healthy share, as it is
imperative, due to competitive conditions within the industry, that a
mum benenficial relationship exist at all times between the BIG THREE

2. Helner, I. J. 'Iou Can Measure the Results of Production Training;l
Fasten Management and Maintenance. March, 1952. p. 128.

3. Hartford, John A._ Can Us Afford to Kill Bi Business? Redbook
Hagasine. Reprint. New York. 3%. p. 5.

10

-- the checker, the cuetoner end the company - in order to ettein tor
In three the uximm in benefite. Actnelly for beet training reunite
it ehculd be rather e Three Meeketeer, "one for e11 end all for one'
citation. flue ie true beceuee e checker treining prop-ea deeigned to
benefit the checker, u tell u the oompew end the cuetomer, will bene-
fit the entire BIG THREE; and utter all, this ie reelly thet progreeeive
food reteiling management deeiree from I. checker training pro grm.

Therefore, eppreeching the benefits or e checker treininc program
tron e. BIG THREE viewpoint, let us firet emine the following liet or
the lore important benefite e checker lay receive from fennel My

(1) Increeeed earning power .

(2) Water eecurity or employment .

(3) Job ude easier and fatigue leeeened.

(h) Better Job underetending and greater interest in it.

Hoe doee training give e checker increased earning power? One reeeon
ie tbet training enablee per-cruel to mine e grater eecncuicel contribu-
tion to O eupernerket. The level of Job perfonence should be better
the giving credence to the feet thet e trained checker in e are velueble
employee thereby ecu-Indie; en earning power in eaceee or en entreined
end leee efficient checker. It ie logicel thet treining eheuld increeee
Job ucurity ee uployen genereuy dielike lceing their trained checkere
end retein then log mar they have been {creed to di-iee their en-
trtined personnel.

In training prop-en, checkers ere ehoun the mint we of per-
forming their job with the reeult that the human fatigue elenent ie

reduced. This is eepecielly'inportent to s checker_(es well Is to the
compsny end the customer) for e checker usually works under pressure
while handling large suns of noney end extending friendly end setisfying
service. Therefore, eny edditionel pmreical energ that e checker nay
have svuilsble for use would be very deeirsble for ell concerned.

However, one of the nest important benefits that checkers any re-
ceive free training is I better understanding of the "why', 'whet' end
'hcw' of their Job. They see how checking is relsted to other phases of
supernsrket Operation, as well he Within the company es s whole, end to
the customers they serve. Policies ere explained to the: on s ‘why' besie
in keeping with the belief that s well informed checker is capable of
doing better work then sn.uninforned.one. _If the treining progren.hes
been conducted effectively, the checkerswill bring beck to their Jobs e
degree of enthusiess for end an interest in their work not to nention i
spirit of over-ell deeperstiveness, thst hes never before existed. Why?
It is simply because their craving for recognition, which is in ell of
us, hee been entered to. They'eee clearly thet food retailing nsnlgenent
feels that they ere importsnt enough to be brought together for e
“conference" on checking es s Job .. of which each treinee bee some knewb
ledge. ‘Ue ere, today, essentielhy s country of wage earners. Private
bueinees ownerehip incentive is not found infnost‘wsge earners. Therefore,
it is the serious duty end responsibility of private enterprise Isnegenent
today (es'wege esrners the-selves) to "get ecross' to its employees thet
everyone'e success is directly dependent upon their success. To the degree

thst this is ecconplished will be the degree to which senegenent will

12

succeed in instilling in its employees some "good old fashioned
incentive” in their work .. incentive which is sorely needed today and
is conspicuous by its absence. Since checkers, as nearly all other wage
earners, do not have the intense desire to see that a company succeeds
as does the owner of a business, one of the most important objectives of
training.is, therefore, to stimulate in checkers a greater interest in

their company through attitude development.
Customer Benefits

What about the customers? As an integral component of the BIG Tm,
what are some of the benefits they'nsy receive? The two most important
benefits that customers may receive from trained checkers are:

(l) Friendly service.
(2) Satisfying service.

To the average housewife, shopping for the fenily food supplies is
just another one of her chores and, as such, she looks upon her visit to
the supermarket in the light of a chore. Therefbre, everything should
be done that is hunenly possible to neke every trip to a supermarket as
pleasant as possible. Trained checkers know the full important and 'why'
of satisfactory customer relations. Consequently, there are fewer
inhibitions on their part to prevent the extension of such service to
customers. All of us appreciate receiving frierxily service when we shop,
and shopping in a supermarket is nede nore pleasant for all customers

when they receive a smile and a sincere “thank you.“ Everyone benefits,

13

for being friendly not only nukes everything better for the customer and
the company, but also for the checker.

The second.najor benefit a customer receives fron.a trained super-
market checker is satisfying service. Trained checkers are more capable
of giving such service than untrained checkers, for one of the specific ‘-
objectives of training is to help then in every way to give all customers
satisfying service. The knowledge of customer relation.policies, cash
control procedures and checking procedures serve to promote confidence in
the checker. Such job confidence goes far in.hclping checkers give
satisfying service. We all adnire peeple who are efficient in their sork
and certainly it is comforting to customers waiting in.a line to be served
to feel that the checker is working at maxi-um efficiency.

In the final analysis, customers keep organisations in business; and
since the supennarket is so dependent upon repeat business to keep voluse
up, customers lust receive friendly and satisfying service. To illustrate
friendly and satisfying service, a vending machine will give customers
satisfying service .. but not friendly service as husan beings are then
involved. Therefore, a checker, to extend quality service, not only must
give the 'vending‘ type of service but must also give friendly service at
the same time. Trained checkers are prepared to give their customers the
two parts of quality service thereby assuring that all customers receive
their two most important benefits from trained supersarket checkers -
friendly and satisfying service.

1h

Conpsny Benefits

Beturslly, food retailing msgment, sfter spending honey, tine
end effort in checlner training, expect to be sufficiently compensated.
Here ere some of the nore important benefits s company may obtsin tron
s well sdninistered checker trsining pro gram
(1) Huinun production .
(2) lower relstive sslsry expense .
(3) Reduced lsbor turnover .
(h) Lesser need for supervision .
(5) Incressed euployee norsle .
(6) Incressed sales end profits .
The training of checkers helps them to schieve uninsu- efficiency
in s ninimn of tine. The process of learning is shortened. lies checkers
con be taught and drilled in the best methods in s considersbly shorter
tine then would be possible under s trill end error procedure. Leerning
tine is not only reduced for new checkers but experienced checkers tend
to rsise their established Job perforssnce level. Increased efficiency
end pester production on nornslly sssocisted with lower opersting costs.
By shortening the learning period, new checkers are brought to the point
of profitsble productivity sooner then it is otherwise possible - which
sll stems that sell trsined checkers cost unsgenent less then inefficient
ones.
Excessive sbsenteeiss end costly lsbor turnover general; srise fron
sole dissatisfaction of checkers. They soy resent the type of supervision

15

they receive 3 they my feel insecure in their Jobs; they say dislike
their work or feel insdequste in its perfornsnceg or there nsy be sons
other way in which they ere not edjusted to their Job. ll‘rsining is
usually sble to renedy this ulldjustnent by giving proper Job instruc-
tion; by, end this is lost important, developing sn mderstsnding md
spprecistion of the problems snd purposes of the coupsny, or by prepsring
the checker for more heronious sssocistion with fellow ssployees. It is
signifiosnt, though, thst checkers who hove been instructed in Job
procedure end who feel thst nonsgeuent hes e definite interest in men,
are less restless then untrsined checkers. is s result, they sre not
likely to be continuelly concerned with looking for better Jobs else-
where.’

The president of s lsrgs esstern depertnent store once ssid thst s
business an be 'run' by s son who gives orders snd never bothers to
tench. But it an be lunged only by the nun who concerns W with
genera principles and with tenching then to his helpers. The non who
runs s business carries it less well then could s group of good men -
tesehing is our principsl tool of nsnsgement .h

By mm s super-Irina, supervisory expense is reduced. frsined
checkers sllow the nsnsger end the heed csshier (bookkeeper) to give
unm- supervision which tends to deve10p s nore pleasant end mum. "
relstionship . is for the inprovuent of checker norsle , the confidence

end good-will promoted by intelligently spplied trsining nethods is, in

 

1;. Robinson, 0. P. Retail Personnel Relstions. Prentice-Hell, Inc.
New Ierk. 1919. pp . .

16

itself, a nest important factor in improving their morale. Checkers who
have been trained show more enthusiasm toward their work because their
effectiveness toward checking and their attitude have been improved.
On the other hand, checkers who have not been trained are prone to resort
to their own ways of checking and these methods are likely to reflect
their own divergent personalities rather than the personality of the
mole supenarket with a result that they have less incentive to cooperate
for the common good. Il‘he last of the nore important benefits a company
may receive fron a sell administered checker training pregran is in.
creased sales and profits. Trained and efficient checkers satisfy
customers who, in the end, determine the sales of a supermarket.

Mr. Mike Kane of Training Within Industry, a section of the War Manpower
Commission during World War II, has aptly said, 'Gocd nanageaent and
training are the same}; Pregressive food retailing nanagenent realises
that checkers learn in some fashion or other , to a greater or lesser
degree and with better or poorer nethods. If checkers do not learn the
best ways, if they do not learn in the shortest tine, if they become
discouraged or fail, it is largely nanagenent's fault. The fault being
in sins of onission‘ and/or ccnnission as pertaimhg to the relationship
between checkers and the quality of training that nenagment gives them.
Good nanagement and training are not only the same but also are directly
reflected in the profit picture of a comparq. Hr. Lingan A. Warren,
President, Safeway Stores, Incorporated, of Oakland, California says:

5. Calhoon, Richard P. Problems in Personnel Administration. Harper &
Brothers. New York. I95. p. 153.

17

Competent management is perhaps the most important factor in an
efficient, successful store. When the nanager has the brow-how
plus the ability to lead, the store is well operated. If he
lacks either, the necessary background or the ability to teach
and inspire, his Operation will probably be inefficient and his
costs will becone prohibitive.

Because of their supply of competent store managers, the chains
have their greatest advantage. They are in a particularly good
position to train new managers, since they have good stores,
already established, in which rising nanagers can stuchr. They
have proved policies and procedures and experienced, able encu-
tives to explain and teach them. Once trained and backed up by
the accumulated experience of his company, a chain nansger can
go into a new connunity and establish and Operate a store in a
manner that few local citizens could equal. '

Of course, there have been haw individuals who have had the
ability to establish successful independent stores. Because of
their unusual personal qualifications, such Operators have con-
peted on equal terms with corporate, voluntary, or cOOperative
chains. Often they become big supermarket Operators or Open
additional stores, training men to manage then with the methods
proved successful in the first store.

It is this nultiplication of management which is perhaps the

least recognized but nest characteristic factor in the develOp-
nent of mass marketing. Indeed, as a governing principle, it
night accurately be said that the very essence of business

growth lies in the ability of one individual to multiply his
capacity by developing and employing to the utmost the capacities
of his subordinates. It is only through prOgression and multi-
plication of superior philosophy and method that a large values
business can be develcped and maintained as a sound and profitable
venture. The greater the volume, the more important it becones
that executive at every level accept as their primary fumticn
the training and development of their subordinates. The manager
of the store and the managgr of the entire chain alike nust same

this first responsibility.
Food retailing management, needs up as it is of men with intelligence,

aggressiveness and keen students of human nature, has» seen fully the

 

6. Sayres, Paul. Food Harketin . HcGraw—Hill Book Conpamr, Inc.
. new Iork. 1950. pp. 7- .

18

benefits of formal checker training. A supermarket, as a sound Operating
business, must have quality service, quality values, satisfied customers
and proper business practices. To have this type of supermarket, both
Ianagement and checkers mist make their own particular contributions.

The spirit of training undertaken by a company should be to aid checkers
in contributing to the success of a supermarket. For in so doing, all of
the BIG TKRE‘E - the customer, the checker and company - will receive

the maximum in benefits.

CHAPTER III

CHLPTER III
REQUIREENTS FOR AN EFFICIENT CBhCKER TRAINING PROGRAM

When food retailing management decides to embark on a checker train-
ing program, five very important factors present themselves. In order
for such training to be nest effective, management should give extremely
careful consideration to these five factors, which are:

(1) Job breakdown.

(2) Training techniques.

(3) Training facilities.

(1;) Follow-up procedures.
(5) Training instructor.

After the training plan has evolved from the Job breakdown, manage-
ment should then seek to find the training techniques best suited for the
plan. Next, the nest satisfactory training facilities and follow-up
procedures should be sought. When all the above have been accomplished,
management should then consider the fifth factor - the training instructor.
The selection criteria should be based on ability to carry out the first
four factors. The training progras should never be made to conform and
adapt itself to the training instructor.

Each important factor shall newr be discussed to show in greater de-
tail its relationship to an efficient checker training program.

Job Breakdown

Basic in the checker training process is a written Job analysis, or
breakdown, in order to devise a proper plan of instruction. By careful
analysis, it is possible to pull out the key points and/or difficult
portions to permit further and users detailed study by the checker trainees.
Without a Job breakdown or training analysis, there is a natural tendency
to teach a Job straight through, easy and difficult parts together.

Sons of the more important reasons why the checking Job should be
broken down are as follows:

(1) It is impossible for the checker trainees to assinilate
a complex operation all at once.

(2) Learning should start tron the simple and proceed to
the complex.

(3) The best nethod for teaching each step has to be
determined.

“1) It must be determined how new steps of the checking
operation a trainee can learn at one tine - this is
known as the ”learning block.“

(5) Before teaching an operation, it must be determined
that the operation represents the best procedure -
this requires the breaking down of the checking Job
and studying it.

a 'step' in an operation represents a distinct task to be performed
in which a distinct skill or habit must be acquired. Each step is a
learning 'point" and it should be detox-lined how new of these 'points'
a checker trainee should be taught at one tine. The combination of

steps to be taught at one tine, as has been said, is a "learning block".

21

The three main methods by which the checking operation say be broken
down are as follows: I
(1) By planning, based on experience.

(2) By I'm-1:1 and error' method - actually doing the work
and noting the steps required.

(3) By time and notion studies, observing checkers and/or
taking motion pictures of the operation.

Concurrently with the process of breaking down tb Job of checking ,
it is an opportune time to try and simplify the Job for purposes of in-
creasing efficiency and making learning easier. The program outline that
follows, which was primarily devised by planning based on experience, is
the result of a Job breakdown analysis 1 the sale prop-an outline is used
as the order of instruction for the checker training progru found in
Chapter V of this study. The outline is broken down for a three day'
presentation and is as follows:

First Day. Breakdown I
«- Introduction
. Reasons and Benefits of Training
- Ilpertanoe of Checking
Breakdown II
~ First Touch Systsn Training and Practice
- Machine and its Parts
- Second Touch System Training and Practice
. Third Touch System Training and Practice
.. Changing of Tapes and Deter
- Fourth Touch System Training and Practice

22

- Fifth Touch Systm Training and Practice
«- General Review

Second D5: Breakdown III

. Checking Procedures

. Ccnpanv Policies

- Opening Duties

- Checkout Operation Procedure
Breakdown IV

«- Ringing Actual Orders
Breakdown V

- Checker Cash Reconciliation Porn

and Ldjustaent card

-‘ Closing Duties

«- General Review
Breakdown '1

- Underrings and Overrings

- Sales Tax and Tax Elllpt Bales

~ Fractions
Breakdown VII

- Ringing Actual Orders
Breakdown VIII

- Bagging of Herchamisa

- Counterfeit Honey, Pilferage and

Willnark Service
- Relief Checking Procedure

- Closing

23

In determining the order in which skills should be devebped, the
following points were kept in mind:

(1) Sane ekills are more easily acquired after other and
more basic skills have been acquired.

(2) The entire checking Operation need not be taught in
the order in which it will eventually be performed,

(3) Determine the order in which ekills are to be developed,
rather than the order in which they will eventually be
' performed .
Us) Detennine which eteps,‘ or steps to be acquired, will
require particular attention and effort ,
Training TwhniQuee

Formal checker training pro grams generally employ three najor
training techniques, which are as follows:
(1) Conference mottled .
(2) Visual aide .
(3) Job instruction training proceduroa.

These three important training techniques should be ”blended“ to-
gether to drive home the content of the checker training manual and to
achieve, latter so doing, the highest poeeible retention factor in the
ninds of the checker trainees. The conference nettnd end visual aids
ere used to a greater extent when seeking to develop each control and
customer reletion skill. Job instruction training procedures are
principally «uployed for imparting skill in each register Operation.
However, the general principlee of (11 three techniques are interspersed
throughout the training program, and the neat efficient combination is

caught for teaching each step in the checking Job .

2b.

The conference method is essentially a training technique in which
a email group of checkers, usually from four to six, diecuss Job prob-
lems under the leadership of a training instructor. In a true conference,
the checker trainees have had occupational experience (generally from two
weeks up to twelve weeks.) In such a situation, everyone has some
information about checking, but no one knows the I'uhole" story. The
training instructor serves as a "traffic cop' who keeps the discussion
flowing in the proper direction. Il’he checker trainees are aleo aesisted
in reaching proper conclusions. Through exchanging experiences and
ideas, the trainees acquire broader views of their Job. The combined
thinking of the group may lead to solving problems which appear to be
difficult when only one or two of the trainees attempt to attack them.

There are, however, certain limitations to the conference method
when compared with lecturing or other nethods of instructing to gain
the same end . Another, is the shortage of training instructors who have
the necessary personal qualities to make proper use of the nethod.
Although training pro grams are conducted for checker training instructors
by some food retailing companies, both in and out of the organisation,
the fact remains that the skill needed to conduct successful conferences
is indeed rare. Nevertheless, in training small groups of checkers, it
is felt that the advantages of the conference method far outweigh the
above mentioned disadvantages .

The following is one description of good use of the conference
method which enumerates its logical steps as follows:

(1) The leader asks why a certain subject constitutes
a problem.

25

(2) After group discussion of the nature of the problem,
the causes of the problm are discussed.

(3) This is followed by consideration of the wrong and
right nethods of handling the problem with a similar
analysis of right and wrong ways to prevent the
problem in the future .1

The trainees are encouraged to think out for theneelves rational
and worth—while answers to the many problems with which they are con-
fronted. By doing this, they begin to see the “why" factor of their job
and gain an understanding of the "‘oaeisu of their 30b. Checkers who
know the "why‘l md "basis'I of their work are definitely more cooperative
am productive than those lacking such information.

Twelve of the more significant reasons why food retailing manage-
ment feels it is productive to conduct conference programs with checkers
arse

(l) Opportunity is provided for the trainees to learn
about the problms of naugement and their other
supervisors.

(2) Friction and Jealousy often give way to goodwill and
cooperation as trainees get tagether to discuss
matters of mutual interest .

(3) Each trainee is given an Opportunity to Judge the
soundness of his own ideas.

(1;) Each trainee learns that his experience differs from
the other trainees' experience 3 what one nay not know
another my.

(5) The trainees tend to become more open-minded to new
ideas and methods.

(6) The sun total of the knowledge of the conference group
can be increased.

 

l. Nystron, Paul H. Marketing Handbook. The Ronald Press Company. New fork.
19148. p. 1111

26

(7) A practical neans is provided for presenting manage-
ment's viewpoints and problems to the trainees.

(8) The sun total of the knowledge of the group can be
pooled effectively in the solution of job problems.

(9) Grow thinking and acting is likely to be more
effective than disjoined and unrelated individual
action.

(10) The gap between management and checkers is bridged.

(11) Improved human relations is the result.

(12) The checker trainees are aided and stimulated to get
quality and quantity production in the best, the
easiest and quickest way and at the least cost to
earn a profit-«- a profit that benefits the checkers
and customers as well as the conpam.

The second major training technique employed in checker training
programs by food retailing management is the utilization of visual aids.
when the King of Spain asked Hernando Cortes what faraway Mexico was like,
Cortes silently picked up a piece of pape' and crumpled it, showing his: the
:0th and valleys of old Mexico. Cortes knew the importance of the
rule: 'Show - don't blow."2 The checker training instructor of today

has any lore visual aids at his command than Cortes had. Among then are:

Blackboards Actual objects Visual cast

Maps Hodels Opaque projectors
Charts and graphs Specimens Manuals

Posters Slide films Demonstrations
Photographs Strip fill. Moving pictures

A moi- philosOplv behind the use of visual aids in checker training
programs is the feeling that words alone contain great meaning; but when
unaided by more direct sense impressors, they are likely to go in one ear

 

2. Haas, Kenneth B. and Claude R. Ewing. Tested 15% Techniques.
Prentice-Hall, Inc. New York. 1950. pp. - .

27

and out the other. If a checker trainee is to learn well and quickly,
the training program should be designed to utilise visual aids to the
fullest extent. In so doing, the trainee is eb1e to sense a problm
vividly and directly. Among the more important reasons for using visual
aids are that the trainees may learn more , member longer, learn faster
and give better attention while undergoingthe training course. As for
securing better attention, the following figures bear witness to the
importance of visual aids:

 

 

 

 

Attracting Attention3
Sight _:_ :* -__ : c—r—z-Ax—z: 87.0 per cent
Hearing :zw “Lin-v“— :w‘ :~:‘~-* 7.0 per cent
a. - A ~: :‘fiv: —:-*:“::::- tr: 3.5 per cent
Touch :—::“*:* ::~:- “urns“:- 1.5 per cent
Taste ‘ _ - — so ‘:~:~A:~~— :o: 1.0 per cent

 

A survey by Hr. Louis W. Lerda, Director of the Esso Training Center
at Elisabeth, New Jersey, showed that pictures used in industrial train-
11133

(1) Increased interest ho per cent.
(2) Increased range of understanding 25 per cent.
(3) Reduced course completion tine 25 per cent.

(‘4) Increased retention of information for one year
35 per cent.

 

3. Ibid., p. 97.

h. Lerda, Louis 2:. “mice-Visual Aids in Industrial Training ,'
Personnel Journal. Vol. 28. Ho. 9. February, 1950. p. 331.

28

Although these figures are for industrial training, it is felt that they
are also indicative for checker training. Every checker trainee learns
through the five senses which are sight, hearing, smell, touch and taste.
Visual aids are the key to reaping maximum training benefits from the
sight sense.

The lsst of the major training techniques used in checker training
progress is the Job Instruction Training (JJ .1‘.) procedures. During
World War II, many instructors end supervisors in the food retailing
field, ss sell as in other industries, sent through the Training Within
Industry Program of v.13." The socomplislnents or this pregrsn, now u
nutter of historical record, are many.

The tour besic steps of 'J.I.1‘." training procedure are:

Step 1. Prepare the worker
s. Put him st ease.
b. State the Job.
3. Find out what he slresdy knows about the job.
d. Get him interested in learning the job.
s. Place him in correct position.
Step 2 . Present the operation
s. Tell, show, illustrate and question carefully
and pstiently.
b. Stress key points.
c. Instruct clesrly and completely tsking up
one point at s time, but no more then he
can master.
Step 3. 1‘17 out performance
s. Test him by hsving his: perform the job.
b. Have him tell and show you; have him explain
key points.

0 . Ask questions snd correct errors.
d. Continue until mu know HE knows.

29

Step 1;. Follow-up
a. Put him on his ohm and check frequently.
b. Designate to when he goes for help.
0. Encourage questions.
d. Get his to look for key points as he

progresses.
e. Taper off extra coaching and close follow-up.

(If the worker sn't learned, the instructor
hasn't taught)

A key point is defined as anything in a step that night sake or
break the Job or make the work easier to do - this includes 'knacks",
I'tricks" , special timing or any special Job information.

is has been said, a proper "blending'I of the three major training
techniques - the conference aethod, visual aids and Job instruction
training procedures .. tend to result in maximum checker training
benefits. Up to the present time, this 'blending' has been found to be

the most satisfactory method for training checkers .
Training Facilities

Food retailing managenent should never overlook the proper arrange-
ment of the checker training room. It is surprising what an influence
this has upon the success of a program. hany of the seeningly unimportant
factors which go to make up the general atmosphere of a conference play
an important part in maintaining the interest of the checker trainees.

The training noon should provide proper temperature and good ventifi
lation. It should be as well lighted and as cheerful as possible -

S. lational Foremon's Institute, Inc. Conference Leader's Source Book.
National Forenen‘s Institute, Inc. 57 York. T9148. p. kl .

every effort should be made to make it comfortable. The room should
lend prestige and importance to the checker training program. It is not
necessary for the facilities to be on a level used by a board of di~
rectors} however, a well appointed place is helpful by adding to the
group‘s sense of well being. 0n the contrary, a ding, dark and dissal
meeting room tends to lessen the liveliness of the training program
Eneriencs has asserted that there is a definite relationship between
freedon of discussion and the comfort and agreeableness of the surround-
ings. If nanagaaent fails to provide an appropriate training men, the
checker trainoes will tend to feel that top management lacks interest.
Therefore, the comfort of the checker trainees should be one of the first
things provided for in arranging the training man. All seats should

be comfortable - preferably with cushions. Also, they should not have
to endure the unpleasant experience of having to sit in a glaring ray of
light mile in the training room. in effective way to put a person at

a distinct disadvantage is to locate him so that a light shines directly
in his eyes. All glaring lights should be sliainsted. Because of the
Morten“ of heat and ventilation, no effort should be spared to lake
the training roos comfortable as far as these important factors are con-
cerned. the checker trainee having to sit through a training session
with a draft blowing on the body say develop a decided dislike for the
training. One of the aost successful discussion leaders in the country
ssperinsnted at length with the regulation of the temperature in the
lasting roan. He found that the best temperature was 68 degrees. If
the taparature was allowed to get above that point the poup bees-s

31

sluggish and he found it harder to draw them.out. If the temperature was
allowed to go over 72 degrees, he found that many of the group began
nodding and had difficulty staying awake. It is quite evident that if
the temperature is not conducive to uide-auakeness, the checker training
propel is certain to suffer.

The seating arrangement should never be left to the haphazard choice
of the trainees as they come in and take their places. If the seating
is left to more chance, it is quite certain that a very disorganized
grouping will result. Probably the very best seating arrangement is to
gather the trainees around.a table. Bo arrangement is more conducive to
free discussion. In such an arrangement, every checker trainee may look
straight into the eyes of whoever is talking. There is considereblr'nore
freedon.in speaking in a group if everyone can see the faces of all in
the group. There is something about gathering around a table that breaks
doun.the formality of a seating. It is also a very'confortable arrange-
nent. Ithe arrangement permits the trainees to lean on the conference
table with their elbows or sit back to suit themselves. Furthermore, the
table makes the individual trainee conscious of the presence of the other
trainees which tends to promote a sense of mental kinship induced by
physical proximity. Some of these setters nay appear insignificant but
the fact remains that the sue total of all these details goes to make up
an effect on the group of checker trainees. They, thmeelves, may not
realise what it is that influences then favorably or unfavorably. If
sanagenent sincerely believes in the isportance of checker training,

satisfactory training facilities should be provided.

32

Follow-up Procedures

Equslly important to the success or checker tracing is the
action taken by management to follow-up on mining. After trainees fin-
ish their training, the training instructor should plan to visit each
trtinee on the Job to check on the progress being nude and it necessary
provide help in my problems the checker my be experiencing. One large
teed retaling organizetion, the hex-inn Stores Oompsny of Philadelphia,
Penneylvenis, not only provides the and follow-up procedures but also
gives accuracy tests to nine certain that treinees are matching their
training echool occureoy. After checkers of this company hm gone through
the tracing school, instructors visit then in the stores every tour to
six weeks, complimenting thoee sith good records and helping those who
no heving trouble. Boles is the scorecard tors used by the Anericm
Stores company in testing the prom” of tuning and the follow-up or
checkm.6 ‘

WHAT IS IOUB 0333me SCORE?

Points
10 1' tm ”mu correct, OOOosocseosssssoOOOssss 15

ll?

2. Are two hands used at the new time? ........... 10
3. Is the nerchendiee pushed It least :11 inches

thenlbtor 1. pu'hed? ssoesessosoososense-900000 20

l l

1:. Is the subtotal beingusedpmperlfl ........... S

 

7

6. Ferguson, Uilliu C. Job Anal eis Plus Job Traini Keene 1'0
Perfomlnoe. Journal m. WOT0 mfi. %. 2. Ipril,

.p.8.

 

33

Points Score
5. Is the change drawer arranged properly? ....... 5
6. Are the mount or sale and amount received
celled out end the change counted from drmr
end aloud to customer? ........................ '10

7. Is the register receipt given to the customerf. 5

6. Istheproperbegeize selected? .............. >
9. Are cans slid into beg end two hends used utter
the Mg 1. 't‘ndj-ng? eeeeseeeeeOeeeeeeeeeeeeeee 10

10. Is there e I"thank you' with e. smile? .......... _§ *
Tom O....COCCCOOIOCO0......OIOCIOOCO 100

Are carriages pushed through the check etende?

 

Are cheek etends tree or merchandise?

 

Is cub-disbursement pad used properly?

 

Are rebates recorded correctly?

 

Are bottle bins used correctly?

 

Checker Store No .

 

Trainer ‘ Zone Ho. __ Dete___
(Use beck 01 «rd for additional ram-ks)

This comperv hes round that the scorecard results ere the best source
from which to point out mistakes and to compliment the checker. Scoring
else provides the cm end its store teenagers with en index of
whether the compeny in receiving tap perfornence from its checkerl.

Each checker is scored individnslly end the results ere first discussed

with the store uneger by the checker treinere. The perfect score for

31-;

the ten points covered is 100 and the higher the checker's score the
more confident the manager may be that he is getting an scourste per-
formance in his check stands. Listed on the scorecard are five other
Questions which ere not the direct responsibility of the checker, but
help the manager in following up the cmplete checking Operation.

Adequate follow-up procedures help to insure that management is re-
ceiving maximms checker training results. After all, benefits that any
be bed from training ere realized only through the degree with which

the trainees carry out the trsining.
Training Instructor

The trsirdng instructor is most likely to wound the respect of
the checker trainees if he is nature, possesses judment end he wide
experience. The experience should be sufficient to provide s practicsl
muledge of store operations end compsny problems. Certainly the train-
ing instructor should hsve s first hsnd knowledge of the Job end problem“
of the checkers. Of course, the training instructor, to be effective,
should be interested in the trcimes as human beings, be e good mixer
end went to become ecquinted with each one. This facilitates deeling
with then in terms of their unique personal characteristics es well as
in terms of their ”peculiar" problems. The training instructor should
guard against the tendency of talking too much. Especially if the
instructor has had coneidersble experience, there may be a temptation to
feel that this is so important that it should be discussed. The point

here is that the treining instructor should not talk so much that the

interest of the group is destroyed.

35

One suthority feels that the lesder's psrticipstion should never
exceed 25 per cent of the totsl tslking done in the conference period,
end that 15 to 20 per cent 1. s better participation factor]

The training instructor should possess the ability to stimlsts the
trunees to do their own thinking end to express their own ideas. The
sbility to get thm to say whet they really do feel end think is else
very important. They will not do this unless the instructor has their
confidence end respect. Nor will they tell freely shst they feel end
think unless pertinent Questions which elicit mre then s 'yes' or 'no'
answer are “Red.

A good sense of hunor is s greet onset to s training instructor.
New s sensitive situation can be eased out by the interjection of s bit
of minor. Good hmsor also helps to liven the trainmg moan and to
hold the interest of the checker trainees. Also, it often helps to drive
hone s point without hurting the treinees.

Of course, the treining instructor should be analytical, observant
of whet is transpiring in the amp, quick in reactions end forceful
enough to keep the trsining pregru under control. The instructor should
not only be able to think before the trsinees but should strive to keep
s Jump or two sheed of than.

Tsctf‘ulness is soother esset. Pstiencs is closely skin to it.

Sons of the checker trsinees nsy be persistent in holding to s viewpoint

shout the Job which does not coincide with recomended procedures. The

 

7. Cooper, Alfred M. giggles Treining. HcGree-Hill Book Comm.
Res Iork. l9h2. p. 3 .

36

Mining instructor should be diplomatic and fair at all times to
correct without giving offense . The pornonnlity of the instructor
pox-natal the moon or the whole training picture. Indeed, a good
perconllity helps the loader to win the confidence of the gmup which is

I. Quentin for n Officiant training pray-m.

CHAPTER IV

CHAPTER IV

THE "Hm-RETENTION AND EFFICIENCY" CHECKER
TRAINING PHILOSOPIH

The training prop“ for supermarket checkers, which is Chapter V or
this study, hes es its foundetion the "high-retention end efficiency“
checker treining philoeoplv. By such e philosOphy, it is neent those
breed, generel principles shich permeete the entire checker treining
process, end which heve es their purpose the securing of new training
benefits for the money, time end effort thet is expanded. The gensrel
principles referred to in the shove philosophy ere ones which seek to
instill in checker treinees e high retention of the trsining program con-
tent; end, et the ease tins, to oreete end strengthen en ettitudo end
desire on the pert of the trainees to efficiently cert-y out such content
whenever working on the Job.

It is, therefore ,. the purpose of this chqater to thoroughly discuss
end directly relete the above philosophy to the treining propel round in
Chapter V of this study. Hanover, es this checker treining progren is
designed prinsrily for only perticuler types or food reteiling orgenise-
tions, e description of such en orgenisetion shell be furnished. It is
, felt thet by so doing s more precticel pup or the philosoplw new be hed
it its relationship with the treining props; of this study is discussed
within the MeiorkL-of an organieetion for which such e prop!!! is

spooiticelly designed. Confluently, e hypotheticel description follows,

38

which is broken down under the headings of Compexv Background, Company
Checker training, Training Room Layout end Compeny Checkout Equipment.

Company Background

We shall eeeme that the company Operates ninety mpernarkets, in e
nidwest metropolitan city of over two million persons, with weekly store
volume from 316,000 to 855,000. Each supermarket is completely self-
service with four major departments - grocery, meet, produce end deiry.
Mention should be nede et this tine thet ell beverege bottles ere returned
to the dairy department by customers wanting to receive peynent of bottle
deposits. Thus, elimination of this type of time consuming trensection
from the checkout area of operation is accomplished. Along the sexes line,
5; checks ere cashed at the naneger's office.

The company also anploys the Willmrk Service System, e nation-wide
personnel testing service, in its store operetions. This Villmrk service
furnishes the company, for example, with refund test reports thet ere node
to disclose eny irregulerities in the refund system which my «use losses.
Another test emple of checker honesty is when two investigetors enter
e supemrket md one picks up e certon of cigarettes end proceeds to the
checkout stand to nuke payment. Usually it is e rather dull pert of the
business dey end preferebly if it is felt that the checker knows where t}:
noneger end every other unployee in the store is et the moment. ll‘he
investigator with the carton of cigerettes gives the checker the erect mount
end hurries out of the store - not whiting for e cesh register receipt

that may be had only if the purchase is rung on the register. Il'he other

investigator remains in the store to observe the actions of the checker
being. tested to see if the money is rung on the register end placed in
the cash drawer. The Willnark service also furnishes the company another
valuable service. Winner]: maintains a central reference file for the
exclusive use of its subscribers. This file contains the detailed records
of hundreds of thousands of employees who have committed irregularities
on Hillmark tests. Therefore, at any time the company may send in names
and descriptions of employees for comparison with these records.

Every checker in the coan is provided with the following bulletin
which has as its purpose to explain to them that the Winner}: service
Operates for the benefit of the entire organization .1

WHY WE OPERATE A SERVICE 315%}!
What Willmark Service Means To Iou

host of our employees are loyal and conscientious in their work,
but like every other organisation we occasionally have in our est-
ploy certain individuals who persist in violating the rules and
policies of our company.

Recomition for Loyalty and Efficiency

To eliminate inefficiencies and to give proper consideration to .
the deserving, we subscribe to the Uillnark Service System. Will-
mark enables us to maintain direct contact with our uployees,
thereby giving accurate knowledge of the loyal and efficient

within our organisation.

When an employee fails to follow our rules or falls below our
standards of alertness and efficiency in checking, we went to
know of it. On the other hand, when any of our people are doing
exceptionally good work, when they are serving every customer

 

l. Willnark Service System, Inc. The Modern Uillmsrk Frog-sun In Action
Entour Store. New Iork. 1950. p. 6.

in a courteous and effective manner, it is most important
that we know that, too. Hillnrk shopping tests and reports
keep us in touch with the actual methods you are using with
customers, enabling us to help you further develop your
ability.

Iour Success Depends 0n Perfomanoe

We want you to realize that your record and your future in
our company is dependent upon your integrity, ability and
interest in your work. Do everything possible to serve the
best interests of our business, and then you my be certain
that your commendable performance will receive attention.
Ion are thoroughly familiar with the rules and policies in
our company. We know you will adhere to than and carry
them out faithfully in every transaction. Iou will find
that, in the long run, it is much easier and more rewarding
to abide by rules than to violate then.

Date

I have read the attached bulletin, 'Why We Operate a Service

Systesx' , and understand thoroughly the importance of being

conscientious in my work. I will adhere to the rules and

policies of this organisation in every particular.

Employee's Signature . _

The major policies of the compamr are few in number but they reflect
the spirit and integ'ity of the organisation. The compaw policy is to
always!

(1) Do what is honest, fair, sincere and in the best
interest of each customer.

(2) Extend friendly and satisfying service to everyone.
(3) Give every customer the most good food for her money.

(h) Assure accurate weight each time - 16 ounces to
each pound. .

(5) Give accurate count and full measure.

(:3) Storm the correct price.

(7) masterfully ream custwer's‘ money if for any recast;
erg purchase is not satisfactory.

The many also has the fa liming important checking proceaiures,
which are.

(l) Hemhamiise selected by minors is brought by them
to the check status for checking.

(2‘) it the check staw each itm is run; on the register,
growing only tsucso item which carry a multiple
price.

(3) The checker rings the price marked on each item, moves
it across the divider plate (while calling out the
price of the item) and than looks at the inflates-
to check correctness.

(h) After rimnng all its-cs in the Wr's order,- strike
a sub-total, compute and ring state sales tax, then
strike a grand total and tell the costumer the wmt
of the hill.

{5} Tue chooser icon taking the custxmer's many calls the
monmt to be taken out of the amount of survey received.
Eras-plow v7.1.6h out of flash, or 33.2? out of 3.5.x.

(c) In coking clamp, the checker pieces the cons] received
tram the customer on no; change slab, and counts from
the drmr to his ironed, then to the customer. This will
prevmt soot errors in aching change as the annoy bu
been cow-med three times once by the shooter in taxing
it from the cash eraser, again by the checker in counting
it to the memos and finally by tho answer is receive
ind it. After the encounter has been given the proper
change, the nuns? oriental; received free the creamer
is. placed in the proper section of the cash drawer and
the drawer closed.

(7) To avoid the possibility of cash losses keep the cash
drawer closed at all tme.

M

(8) Teer off the cash register receipt end plece it in the
customar'e beg. Cutanere need their receipt to check
their purchases et home.

(9) Correct over-ring error-e by edjueting on the next item,
end then circle the two italic; ml: the correct price
along side the circled items. If the error occure on
the last item of the order, the heed cashier (book-
keeper) ie called and requested to ieaue e refund in
the mount of the ovorring end the itonieed tepe ie
corrected.

(10) When en underring bee been node, the difference ie rung
on the register and the two entrioe circled on the
customer's tape to chat: the correct price or the one
item. The adjustment of the error ie explained to the
customer to incurs modem: underetending.

(11) Correct the cuetonor'e receipt in pencil when the
wrong deper‘hnentel key bu been depreesed. The de-
pertnentel error in corrected through the nee of the
Adjustment Card by listing the mount in the 'Add to.
column under the comedity eold end “Deduct from“
column under the cameodity recorded.

(12) Coupons end refund- ere hmdled ee e. eeperete traced-
eotion. The checker collecte in ouh the full amount
of the order from the onetomer end then peye the velce
or the ooupone or refunde in cab to the cuetoner.

The coupone end remnd ere eoneidered u cab in the
oak drawer.

(13) Whenever the cuetomer receipt tepe become colored
ineert e new tape. in check for proper operetion
of the tepe ring the '92 ede' key twice end watch
the tepe for proper printIi—g:

(1h) Cuetonere check the price rung on the regieter by
watching the indiutor. Make certein thet it ie
poeeible for than to do .0 It Ill tinee.

(15) Whenever the cash regieter teile to operate, etop
end report it to the manger et once.

h3

(16) Cash pickups are made regularly by the bookkeeper
in order that the amount of cash in the drawer does
not exceed $235 .00 at any time. All pickups are
first counted by the checker. Coupons are also
picked up in this manner.

(17) All funds taken from the register are verified by
the head cashier by signing with the checker for
the amount involved in the appropriate space on the
checker cash reconciliation form.

(18) Relief trays are furnished with each National Cash
Register, and these are used.whenever it is neces-
sary for some one other than the regular checker to
ring the register.

(19) Registers are balanced each day. Important cash
differences are called to the attention of the
maneger, who immediately discusses it with the
checker concerned.

(20) Cash averages or shortages which deve10p when the
cash register is balanced are entered as is on the
checker cash reconciliation form.

(21) At the completion or each transaction the checker
says, ”Thank you and your receipt is in your bag."

The company also price-marks each item in the grocery, produce and
dairy departments. The meat departments, which are all self-service,
have their on pricing methods and do not use the National Cash Register
Company price-marmg stamps as do the other three departments. The
company uses these price-marking stamps to mark every grocery, produce and
dairy itm to completer relieve checkers from having to memorize any
prices, to build customer confidence in each supermarket and to reduce
slow chickout service due to costly guessing over prices. Memory check~
ing, the checking or merchandise by sight and not by actual price marked
on the urchendiss, has always been an undesirable situation in any check-

out operation as it is a direct avenue to losses. The company felt,

therefore, that euch a eituation could be improved through relieving

the checkere of the necessity for memorizing any merchandise prices by
price-nerking e11 merchandise. Customer confidence in built by price-
nerking each item as the customer my no the price of merchandise on the
shelf, see the price on eech item of nerchandiee, eee the price. of each
item to it ie rung on the etch register (the customer the been the
price called out by the checker and eeee the merchandise moved over the
deed plate) . The cuetomer nay eleo easily recheck purchuee ct hone by
conpering each itm of clearly mked merchandiee with the corresponding
nay-tom figures on the itemized, depWentized receipt. Depending
upon their eize end location in the city, the eupemrkete or the coupeny
cerry tron h,000 to 10 ,000 iteme of merchandise in etock. It the price
at Irv article in not clearly marked, the checker, in such e eituetion,
met uk the customer to wait while doing one of four things! (1) refer
to e price 11m (2) interrupt another checker to find out the price;

(3) get thie infomtion from someone in mum-1m (L) or ask the
customer the price that tree kad on the ehelt‘. Aw of these actions
come time, delay eervice and cauee confusion in general .. and one
reucn Viv cuetcnere etOp trading in certain stores in boom-e they «met
be united on promptly. The company elec felt that it the price on cool:
item at urchendiee in not elect-1y mixed, the checker any decide to gun:
at the mount to chnrge. And regardleee of whether the gueu in too high
or too low, the conpmv reelieed thet it would lose. For if the price
guessed m too high,,the OW” would be dieutiei'ied and night not

return - end last cuetonere ere e direct lose of volume and profit. I:

hS

the price guessed was too low, it might please the customer but there
is s direct loss to the supemrket - often greater then the entire
profit on the sale. Guessing by checkers has always been strenuously
condemned by the nenegmnent of the company. Consequently, it was felt
that by using the Netional Cash Register Company price—marking stamps
to price-nerk each grocery, produce snd dairy item, situations that
moo lost customers and lost profits vould be alleviated. It is 118°
significent that the compsny hss definite locstions on various types
of merchandise where the price ehould be marked. This saves time for
the customer st the checkout stands since the checkers know how to
find the price-mark on the different items in the shortest period of

tine .

Compaq Checker Trsining

The personnel deperhnent of the company has Just revised its checker
training progrsn «- the training program for supermarket checkers thst
is found in Chapter V of this study. In the process of doing so, several
nsjcr decisions bed to be made. Since the company is able to provide
centrsl training It its min warehouse in the city, it was decided to re-
tsin the central training program with four treineee assigned to one
trainer for s three-dey program. Before revision of the training progren,
the touch eysten of checking was not taught. However, it was decided thst
the new checker treining program would teach the touch system of cssh
register cperstion. This decision was nsde only sfter considersble thought
on the subject. Fir. J . J . Aylusrd of the Product Development Department

he

of The National Cash Register Compaq-7 with headquarters in Dayton, Ohio,
was esked his opinion of whether it was feasible to teach the touch
systmn in e times-day checker training program. Mr. Aylwnrd said,

It is my conviction that if persons who are to be trained as
checkers are selected properly; that is, they have proper
finger dexterity to Operate a machine as well as the mental
capacity and willingness to learn, you.will experience no
difficulty in teaching them the touch system in a three-day
period. I would strongly suggest that proper supervision by
an experienced, capable instructor be employed to see that the
recommended course of procedure be followed. 4At the end of

the three-day training period, perhaps, the speed of Operation
sould not be as fast as desired on the register, but be assured
that the tempo of the operator will improve repidly once she is
placed under actual working conditions.

The personnel department of the company, in order to make better
selections of checker prospects, set forth the following four major rec
Quirementsc

(1) Pleasant personality -- courtesy, friendliness, easy
smile.

(2) Accuracy on aritlunetic, fractions, and making change.

(3) Knowledge of store Operations - should be trained
for two weeks to two months prior to checker Job.

(h) Good customer approach -»beckground.knowledge of

company, and company policies, appreciation of job

and.gpod customer attitude.
The company uses various types of tests for selection of checkers, includ-
ing commercial tests, and those deve10ped with the aid of nearby colleges.
Tests emphasise manual dexterity, mathematical ability, intelligence, end
aptitude. The company has men as well as women checkers; however, where
the Job includes checking only, women ere usually used since it is felt

that men are not too well satisfied when they ere assigned es checkers

b7

only. No difference in ability is noticed but when men are used they
are available for other Jobs, can handle heavier merchandise, can work
longer hours and have I lower turnover. When women are used as checkerl,
the company feels that they are better satisfied with the job and.poeeibly
are {later and have a better pilferage record.

It was also decided, since the trainees would have etore experience
before entering the course, that correct work habit patterns would have
to be thoroughly ingrained in.the trainees to assure that the training'be
used by them upon returning to work; The company felt that unless the
touch system method became firmly entrenched as a habit, any mmber of
devietione on the job could take place. This is one reason why the
compuw has felt that follow-up training is so important «- to check and
correct methods and to ace how checkers ere progressing and feeling ebout
their work in order to prevent wrong habit patterns from cmenting thm-
calves. Therefore, the company deeigned their revised checker training
program to better ingrain correct work habit patterns in order to realise
Indium training benefits. Work habits have to be learned through the five
tenses - eight, touch, smell, hearing and taste. Consequently, the
company decided to do everything that could practically be done to try to
nuke learning as eeey as possible for the checker trainees. It was decided,
though, that no fill! would be need in the training course. Instead, the
pereonnel department was naked to devise and use other vieuAI aide to the
fullest to illustrate and drive home the content of the training couree.
The feeling'uee to reinibrce hearing with eight and that a checker trainee
mt sense e problem directly, vividly end in varied my. in order to

1‘8

learn well and quickly the correct work habit patterns. It was felt that
by so doing the company would secure s higher "retention“ factor among
the trsinees of. the training propsm content. The company also wanted to
'share the business“ more with the checker trainees in the revised train-
ing program. By that is meant, the giving of information (this is
actually a varietion of economic education) that pertains to the company
for nentsl consumption by the checker trsinees for the furtherance of s
mperttive and productive attitude . For example, the trainees are shosn
the breakdown of the average soles dollar of the company for the last you
and it is emlnned shy "who“ received “what” . Such business information
is presented to the trainees under the 'Inportsnce of Checking' portion
of the first day part of the training program. The compemr gives eech
prospective trainee a booklet, one week prior to training, showing the
pictures of the personnel manger, checker trainer, and the training room.
Its purpose is to serve as s ”catalyst“ to achieve maximum trsinee adjust-
Ient to the training program within a minim of time.

the company also decided to retain rest periods in the revised trsin-
ing propane. These "breaks“ are of ten minutes duration and cons once
in the morning Ind once in the afternoon. Il'he compszw has s1qu felt
that rest periods for employees were beneficial and were grstified to
lesrn the results of a recent survey of 1160 companies in 1:5 states that
us ”do by the Foot Finders Associates for the Pan-American Coffee Bureau.
Results showed thst reduction of fatigue was the biggest single benefit
reported (by 82 per cent of the compsnies). text was the inpromsnt in
uployee morale (75 per cent of the companies claimed this factor). And

h?

a big 62 per cent said that worker productivity increased as the result
of coffee breaks. Reduction in ample-gee turnover was cited by 32 per
cent of the companies. There was no mention in the survey report as to
just how the companies decided which benefits they had experienced; but,
even as estimates the figures were impressive to the company. The survey
reported that it was honest to ca]. rest periods ”coffee breaks ," because
76 per cent of the workers in the companies surveyed drank coffee .2

In revising their checker training program, the company was were of
the fact that as soon es the trainees learned something they would begin
to forget it - fsst. Studies concerning the curve of forgetting show,
for instance, that if e person has carefully studied en important report
all morning, by the time the same person ewekes the following morning
ebout 60 per cent of that report will have slipped sway beyond recall.
If the person fails to go back end review the report, another 20 per cent
is lost in the following few days. And the next month will take away
another 10 per cent, leaving the person Just about 10 per cent for his
effort .3

Therefore, the company has a short review of what has transpired It
the end and beginning of every training day in order to try to take the I
edge off, so to speak, of the big loss. In addition to follow-up reviews

after learning, the revised training program also tries to build up

 

2. Murphy, H. J. ”Tips To Good Human Relations ," memhmsgement _e_nd
Maintenance. Vol. 110. No. 3. March, 1952. p.735.

3. Weinland, James D. "How to Improve Iour Hmory,‘ Facto Mans enent
end Maintenance. Vol. 110. No. 3. lurch, 1952. p. 35.

50

mention: to the trainees leern the uteriel by getting as any «use

organ. into the learning proceee as possible.
TraLining Room Layout

The leyout of the company’s training room is pictured in Figure 1
on page 52 or this study. It is located at the main warehouse; and u
the 01qu are limited to only four traineee, two complete checkout
etende ere provided- - eo two trainees may act ee checkers while the
‘ other two not to customers. However, there are two extra cuh register:
on rollers (so they may be pushed uide to save space) which ere used by
two trtineee whenever practicing the touch system. It was decided to
net the expense of two additional registers beceuee the company felt
that each trainee needed to receive a much drill in the touch oystem u
nu pallible to give then. If only two registers were provided, tvo
trcineel would hove to unit their turn - ttma lacing valuable practice
time. The tulle, of the room are painted with pastel shades of green
and there on cushions in the chairs. The nameplate: show the name,

etore, length of eervice end Job experience of each trainee. Each trainee

in furnilhod with paper end pencil.

Company Checkout Equipment

The company has recently undergone e modernization pro gram no to
the type of checkout ttnnd and cuh register used in their eupemerkete.
This tee taken into connideration in the revised training program and

m else I major factor in the decision to revamp their checker training.

51

Figure 2 on page 53 ehowe the type of cash register used and
Figures 3 and h on page: Sh and 55 respectively ehou the type of check-

out stand that the company is now using in all of its mermarketl.

Fiml-rrumumm‘,

52

 

 

 

 

 

 

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CHAPTER V

CEAPTRV

THE rams-m: 'BIQWIOI AID EFFICIEEI'
63mm IMHO W

Order of Instruction

£222.23 h”
Breakdown 1 58
- Introduction I 53
- Reuene end Benerite or man; 58
'- Inpertmo of Checking 58
- Outoner Routine- 59
Ire-Indore II 61
~liret Touch mum-ma Practice 61
. W In! it. PM. 66
- booed tench wett- trailing and Prentice 67
ofhird emacmrmmmuu 68
- Changing of up“ end Enter 69
~1m2mh81etutre1nin¢mhectiee 10
«~th Instinct-Training “Practice 71
- Gena-e1 Review 72
w
W m 73

- emu-:3 Procedure- 73

lecond Dg
- Company Peliciee

- Opening Duties
- Cheehnt Operation: Procedure

3mm 1'
- flinging Actual Ordere
Breakdown 7
- Checker Geek Reconciliation For. m “Jun-at Card
- Gluing Dutiee
- ”111 Review

m2:
Breakdown?!

canon-ingeudmrrinp
-8elee!ulndtuh-pt 8-100
-l"netione

areekdovn VII
- Ringing Actual Orders

W m
- Benin; of torch-noun
- counterfeit new, rut-up mum 3mm
- 3.1m chum Procedure
- Glenn;

5?

77
78
79

81
81
83
83
86

89

‘8

93
93

96
97

2.

53

Breakdown I (First Day")

INTROIIICTION (Time: 8:00 AM.)

Introduce yourself and trainees. - Be informal.
- Uce first names.

Ask each trainee to give his
store location and previous experience .. Be brief.

means AND BENEFITS or nummo (Time; 8:15 w.)

Explain to group why we are here. . To make our work easier

and more pleasant.

. To do a better job.

- To do the job the correct
way.

- To understand our Job and
company better.

- To beoone a more valuable

employee.
Irmamvcn or cnmxmo (Time: 8.30 A34.)

Discuss "fly is checking important” - Represent the company to
cutoners.
- First and least contact
with the customer.
- Involvee handling large
sum or money
- Mistakes are costly.
List following on blackboard.
~ Point out that checkers we

 

 

¢ Of the 1951 Sales Dollar the ones who 'took in“ thm
1951 sales.
Merclumdiee ........ 80.8 per cent
wages . ~ "7:7“: 11.1 per cent «- Drive home the low profit
Taxes “—7. _ u 2.0 per cent norm or the business.
Rent 1.6 per cent

 

Supplies W 1.7 per cent - Then stress need for scour-soy
Advertising ........ 1.3 per cent in handling such s large
Profi :7- "—7- 1.5 per cent mount

 

- Figure In underchsrge of one
partly on a dollar sale.

59

005mm RELATIONS (Time: 8:15 1.14.)

1. Ask the groups

(1) How many or you folks have
snapped in stores share clerks
were untriendly‘l

(2) How did untriendliness lake your

shopping trip an unpleasant
experience?

(3) Can we agree that if so are
friendly to all customers so
shall lake their shopping trips
to our stores pleasant experiences?

2. To the group: Since our Job requires
contacting new custoners, how can we be
Mondly at the checkout counter?

 

‘ Eu the key points from the
group - not necessarily in this
order.

As points are mentioned ask group
'hou' , 'vhen' , and Where“ we can
‘at these points to use.

 

 

. Get answers tron

each trainee.

Get answers tron
each trainee, having
such an experience .

Get agree-ant

Be yourself . Develop
a pleasant manner.

Greet every customer
by name, it possible.
All custaers, like as,
sent recognition.

$110 and oustusrs will
sails since they take
their 'cus' from you.

ichowledgs oustoners‘
questions -- answer that ‘
in a helpful, friendly
and business-libs saucer.

Be patient .

Show a sincere interest
in customers ' shopping
problems - hslp than or
have someone help her .
this attention “invites.
our customers book.

Place yourself in your
customer's shoes; they say
have personal problons on
their mind and need

friendly handling.

2. Continued

3. Draw following circle chart on
blacboardn

Only Ion Chan
Provide This

1:. Trainer denonstrate friendliness.

Have a trainee play role of
the oustoner.

 

T Trainer play role of checker. '

 

 

5. Instruct the group.

.._.J.

- Custoners have a right

to expect friendly treat-
nent «we expect it when
weshop.

thank your custoners «-
mean it. Satisfying thu
is our firat responsibility.
Their continued patronage
lake our Jobs better and
more secure.

Use accepted standards of
good conduct.

Be friendly to all - fellow
nployees as sell as custoaers.
Everybody responds to friend-
liness.

Stress that oonparv can provide
everything but friendly and
satisfying service .. which
rests squarely with than.

Point out that today customs
are looking not only for
better values but also for
better service .

Cover all points of friend-
liness possible.

Briefly discuss demonstrations .

Stress point that as so
depend upon 'roxmt'
business our goodwill is
ALL 1190mm.

Let us begin now to for: the
friendliness habit and prac-
tice it in this session and

in all our oustoner contacts.

61

Breakdown II (First Day)

FIRSI‘ TOUCH SYSTEM TRAINING AND PRACTICE (Times 9:15 AJI.)

us up the two auxiliary registers with 651
other two and assign each trainee to 'his'
register. Trainees may look at the keyboards
during the following drills.

 

1. Explain to group why we are going - Point out that the l'iten to
to learn the I'toueh" system of indicator' head sovenent
cash register operation. enables customer to check

their orders with you nore
write on blackboard: easily and quickly.
(1) gives the - Only eighteen 'cent' keys to
smoothest learn using Just the thumb,
The touch systems operation first and second fingers .

(2) requires the
least effort
- Bring out 'hone positions .'

- 'llaae" the thumb, first and
second finger 10, SO and 1

2. Tell and show trainees how the hand is - Stress 'reland position.”

“Cd on tho We . ,
-Side ofpalanay rest on

the grocery key.

3. Begin hone position practice by hav- - Have trainees use only the

ing trainees call with you: grocery key at this time.
10-50-7 - Watch trainees to find the
lO-SO-‘I "slou'I learners .
10-50-7
etc.

1;. Rotate the list of nonbers in 3.
(fine: 9:25 AM.)

5. Emlain to group why to observe the . Helps to achieve the “touch”
"finger-path' pattern of each key. systen by'TF'sTnoting
visually the “finger-path”
pattern of each key.

6.

7.

9.

10.

62

Begin the thumb group exercises by - Point out that the (1.) cent
showing the trainees the eight key is located inediately
'cent' keys to be learned; have beneath the second knuckle
trainees call with you: of the first finger.
l-hcne-press «- Emphasize the need to return
2-hone-press to the (10) hone key before
3-home~press pressing the grocery bar.
h-home-press
etc.
Rotate the list of mnbers in 6.

(Time! 9330 All.)

Continue the thuab group exercises .. Watch register indicators
by having the trainees call with - and each trainee for degree
you: of progress.
20-hoae-preee
30ohone-press
Wheels-press
etc.

Rotate the list of where in 8.

(line! 9335 1 J4.)

Begin the thumb group combination - Ruind trainees to observe
exercise by having the trainees the I'fingor-path" patterns
call out with you of the various numbers .

ll (lO-I-hone ~prus)
12 (lM-home-press)
13 $10. lee-press
1h 1 hone-press

21 (20-l-hons-press)
22 (moms-pron)
23 (20-3-waress)
2h (20-h-hone-press)

31 (30¢l-hcae-press)
, 32 (fi-Z-hone-press)
33 Panama-pron)
3h 30-h-hc-scpress)

63

10. Continued
1.). (hO-l-home-press)
1.2 (hO-Z-hone-press;
h} (h0-3~home-press

“A (w'h-home-preas)
etc .

ll. Rotate the list of mmberc in 10.

12 . Ask trainees if they have any . Follow-up questions during
questions they would like to ask. break.

(Break tron 9.50 u. to 10:00 An.)

[Have each trainee return to 'his' register.]

13. Begin first finger group exercise - Point out that the (10) cent
by showing the trainees the five key is opposite the hone
'cent' keys in this group; have position of the second finger.
trainees call out with you:

60-hcne-press - to locate the (W)

70-hone-press and (‘83; cent keys with the

80-hone-press aid of the second finger.

90-hone-press

etc.
1h. Rotate the list of numbers in 10. a» Watch register indicators and

each trainee for degree of
Prom“-

(Tine: 10800 A .14.)

15. Begin second finger group exercises - Point out that the (5) cent
by showing the trainees the five key is opposite the house
'cent' keys in this group; have position of the first finger.
trainees call out with you:

7ohone-press
6-hou-press
S-hoae-press
6-hone-press
7-hone-press
8-home opress
9-hone-press
etc .

16.

17.

Rotate the list of numbers in 15.

(Time: 10.15 An.)

Begin first and second finger - Remind trainees to observe
group combinations by having the "finger-path“ patterns of
trainees “~11 out With 3'0‘1' the various numbers.

57 SO-T-hone-press; - Stress isportance of returning

56 50—6-hone-press to hone positions before

55 (50-S-home-press) activating the register.

56 250-6ohome-press)

S7 50-7-hone-press)

58 50-8-hone -press)
59 50-9-hone-press)

67 (60-7-hone-press)
66 (60-6-hone-press)
6S (60-5-home-press)
66 (60-6-home-press)
67 i60-7-hone-press
68 60-8-hone-pross
69 (60-9-hone-press)

77 (70-7-hone-press)
76 (70-6-hone-press)
75 :m-E-home-press)
76 70-6-hcne-press)
77 (70-7-hone-press)
78 EN—B-hone-press)
79 70-9-hono-prees)

87 (80-7-hone-press)
86 280.6-hone-press)
85 80-S-hone-press)
86 (80-6-home-press)
87 (Kl-“I-hcne-press)
88 (80-8-hone-vprees)
89 (fieS-hozce-prese)

97 (90-7-1103 *prus)
96 (90-6—hone-press)
9S (w-S-hone-press)
96 {90-6-hone-press)
97 m-v-homo-preu)
98 (90-8-hone-press)
99 (fi-9-Wne-pross)
etc.

18.

19.

20.

21.

22.

(Times

Have trainees call out with you:

15 (IO-Sohomeqpross)
16 (10-6—home-prou)
17 (10-7-hone-preu)
18 ilOoB-home-preseg
19 10-9-homa-prese

25 (20-S-hone-preu)
26 (20-6-homo-press)
27 (20-7-home-preae)
28 EZO-B-bono—prou;
29

35 (mos-homeoprees)
36 (nob-home-preu)
37 (30'7-homs-preu)
38 (fi-B-homa-preu)
39 (30-9-bome13reu)

1:5 (LrO-S-home-preu)

hrs (hO-é-homeopreu)

h? (hO-‘I-home-prees

1:8 (ho-B-home-preu

h? (140-9-hone-preu)
eta.

(Time:

20-9-homo-press "

Rotate the list of mmbere in 17.

10:30 UL)

- Hatch indicators and each
trainee for degree of
progress.

Rotate the list of numbers in 19.

10:15 1.1!.)

Tall Ind show trainees how to clear
the register.

nave nob trainee record 1 to 99 twice. - Help any trance Mag

- Check up“ -
nnuer 3h? .50 .

65

3.

7.

MACHINE AND ITS PARTS (Timon

 

its parts.

Shes thst identification key must be

depressed end its relationship to
release key.

Show that department keys must be
depressed.

Show thst totalizing lover must
be set in ”add” position.

Hsve eech trainee tell end show you
the register operation items 1-3.

Show whet happens when electrical
connections are faulty.

Explain indicator to trainees.

Explain use of release lever.

Explain use of sub-total and
tote]. lever.

' fine trainees gether around the first checkfi—V
stand. Il‘ell end show treinees the ”chine Ind

11:00 Le.)

 

.........l

- To operate register.

- Give credit for deport-set
soles.

- To aid customers in check-
ing their orders.

- Only position thst allows
items to be rung.

- Should check for this first
before notifying manager of
register failure.

- Compare each item rung with
indicator amount -- serves
es s “check“.

- ‘fell how it builds customer
confidence.
- Cleers the key bosrd.

«- Show hoe to lock register
vith register key.

-Cetch register drswer.

3.

67

 

 

 

Show use of tax andEg saleufl. - Use no eal___g' key (Explain
how it affects the customer
count).

- Use tax key.
Show how to Open register
from the left side.
(Lunch from 11:30 A34. to 12:30 PJ‘I.)
amour) 10003 SYSTEM TRAINEG AND PRACTICE (Time: 12:30 PM.)
Have each trainee return to 'his' register. '
Trainees may look at the keyboards during
, the following drills.

Shes trainees the four ”dollsr' keys - Watch register indicators

operated by the thumb and the five and each trainee for degree

'dollar' keys operated by the first of progress.

finger ; have trainees call out with

you:

£l~($l-home-press)
s2-(32-home-press)
$3433-h0mo-press)

3’44 {eh-home -pre 38)
$511; . S-home-prees)
$6- $6-home-press)
37—(63' 7-home-press)
$84 1» 8-home-press)
89-(89-hone.press)

etc.
Rotate the list of numbers in 1.

(Time: 12835 PJ‘I.)

ms trainees how the neat and .. Stress maintaining 'hcne
produce departmental keys are positions” while ringing
operated by the third finger and departmental keys.

how the tax and "no .s____ale" key is
Operated by the thumb. Have trainees
call out with you:

3.

3.

h.

Continued

Grocery

Meat

Produce

Tax

IE2 5313.
etc .

Rotate the list of keys in 3.

68

THIRD moon SYSTEM rename AND nuance (rm. 12.140 PJ‘I.)

ourege trainees to look as little as possible at [
the keyboards during the following drills. 1

Explain to group why we have
briefly covered the keyboard
visually and say that we now want
to become independent of the key-
board.

Have trainees practice the 10-50-7
hone position drill . ,

Rotate the list of numbers in 2.

 

- In order to receive a work-
ing 'nental picture'I of the
keyboard.

«- To observe the 'finger-path'
patterns of the various
mmbers .

‘- Stress the achievement of
the 'touch'vsystm.

(Time! 12:50 P34 .)

Tell and show trainees the
importance of the I'tcmch" systa's
'iten to indicator. head movement.

Give each trainee a card with the

1, 2, 3 and 1; thumb group drill
printed on it and have trainees ring
the drill.

- Do not have to "detour? by
way of the keyboard.

.. Best for checker as well as
for customer.

«- Stress development of the
'itu to indicator" head
movement.

(Tine: 1.00 ”1.)

7f

9.

2.

69

neutraineesreversethecardins
(this sidehasthe20, 30th
that: group drill printed on it) and

ring the drill.

(um 1:05 rs.)
Giveeachtraineeacardwithme ~8tress-aintaining'heue
complete thumb group combination poeitions' while ringing
of numbers printed on it and have the drills.

trainees ring the drill.
(um mo 21!.)

Give each trainee a‘card with the
60, 10, 80 and 90 first finger
poop amiss printed on it and
have trainees ring the drill.

(rm. 1.25 n.)

Have trainees reverse the card in
8 (this side has the 1, 6, $5.31..“

Band? second
cise printed on it
drill

O

ammo or TAPES um um (line 1.35 7.11.)

awn how to change eustoner receipt - flinch; flank” twice to
tape and handle 'Jued' tapes. check.

. lever operate lashine
without tape .

«- End of roll indicated by
.00101' a: We

oispeisabedneseesrdsnd
anessage.

lhowhowtoshsngedetail tape. -Ueed fox-bookkeeping
W.

- up. color at end of roll.

3.

h.

3.

5.

Show how to set date on register. . Change date daily.

Assign each trainee to a register to
put on tapes and set date.

mum roves 513m: traumas AHD nuance (Time: 1.15 P1.)

ourage the trainees to look as little as poseib e
at the keyboards during the following drills -
except the dollar keys drill.

Give each trainee a card with the
complete first and second finger
group combinations printed on it and
have trainee: ring the drill .

(Time! 2:00 P14.)

Give each trainee a card with the
15 to 19, 25 to 29, 35 to 39 and
16 to 1.9 drill printed on it and
have trainees ring the drill.

(Tine: 2:15 P34.)
Give each trainee a card with the - Stress “items to indicator"
1 to 99 drill printed on it and head moment.
have trainees record it twice.
«- Check tapes .. answer “$.50.

(fine. 2:30 PJL)

Give each‘trainee a card ' «- Remind trainees to alwazs
with the 81 to $9 drill ck whenever ringing a
printed on it and have do key .

trainees ring the drill.
- Check to see that the
correct fingers are used.

(Tine: 2:10 P .H.)

have trainees reverse the card in h
(this side has the depertaental keys
drill printed on it) and ring the
drill.

71

(Break from 2:50 P34. to 3:00 PJI.)

rm 'roucu syn-m manna AND PRACTICE (rm: 3:00 n1.)

ourege trainees to look as little as poeeib e
at the keyboards during the following drill.

1. Give each trainee 1; “decks” of cards
with the following orders printed

- Stress importance of ringing
each iten on the right

on then; have trainees ring each deperbncnt.
order at least twice .
- Stress development of the
(1) (2) (3) (h) um to indicator“ head
movement.
.10 Or. .50 Or. .07 Pr. .07 Gr.
.50 Gr. $5.07 Ht. .hs Pr. .35 Pr.- The “decks. may be shuffled
.07 Gr. .15 Gr. .156 Pr. $8.36 Ht. for variety.
.20 Gr. .16 Gr. $6.147 Ht. .37 Gr.
.30 Gr. .17 Gr. .118 Gr. .38 Gr.- Check tapes for correct order
32.140 Cd‘. .18.Gr. .h9 Gr. .39 Cir. totalc.
.01 Gr. .19 Gr. .91 Gr. .95 Ht.
.02 Gr. .25 Gr. .92 Gr. .96 Pr.- Ask trainees to call out each
$14.03 Or. .26 Gr. .93 Gr. .97 Gr. number as it is runs.
.01: Gr. .27 Gr. .91: Gr. .98 Mt.
81.11 Cr. .28 Gr. .66 Gr. .99 Ht.
.12 Gr. .29 Gr. .67 Ht. $9.61 Ht.
.13 Gr. .08 Gr. .68 Ht. .62 Gr.
$3.11: 01'. .09 Gr. .69 Ht. .63.Gr.
.21 Gr. .06 Gr. .86 Ht. .6h Gr.
.22 Gr. .05 Gr. .87 fit. .65 Pr.
.23 Gr. .60 at. $7.88 nt. .81 Gr.
.21. Gr. .70 Ht. .89 Gr. .82 lit.
.31 Gr. .80 M. .71 Pr. .83 Hi.
.32 Gr. .90 Ht. .72 Gr. .81; Pr.
.33 01'. .51 Gr. .73 Pr. .85 Ht. ,
.33.; Q‘. .52 01‘. .7’4 Gr. .76 Gr.
.111 Or. .53 Gr. .57 Ht. .77 We.
.82 Gr. .51. Gr. .58 Ht. .78 Gr.
.3 (Ir. .52 Gr. .59 Mt. .79 gr.
Gr. Ht. r.
stator sari; am as .

2.

Work with trainees on any individual
problems they have in learning the

'tcnch' system .

72

emmme; (Time! 8.501111.)

Answer any questibns on what has «- Compliment the trainees

been covered. on the progress they have
made.

Pass out copies of the checking - Ask trainees to read then

procedures and the company policies. so that we can discuss then

tomorrow morning.

End of First Dal (Time! 5:00 Hi.)

73

Breakdown III (Second Day)

CHECKING PROCEDURES (Time: 8.00 in.)

See that all trainees have a copy or
checking procedures and conpang poli-
013‘s

Read and discuss regulations with the
trainees -- at times have a trainee
read a procedure.

Merchandise selected by customers is
brought by them to the check stands
for checking.

it the check stand each itm is rung - Show three Jars of baby

on the register, grouping only those food (one carrots, one

items which carry a multiple price. spinach and one apple
sauce) which are 3/255!
and may be charged for
as a unit of three.

The checker rings the price marked on
each item, moves it across the divider
plate (while calling out the price of
the itan) and then looks at the indie
cater to check correctness.

After ringing all items in the customer's
order, strike a sub-total, compute and
ring state sales tax, then strike a grand
total and tell the customer the want of
the bill.

7h

5. The checker when taking the customer's

money calls the amount to be taken out
of the mount of aoney meived.
Examples: $1.61. out of 32.00, or $3.27
out of $5.00.

In making change, the checker places the
money received from the customer on the
change slab, and counts from the drawer
in his hand, then to the customer. This
will prevent most errors in making change
as the money has been counted three times:
once by the checker in taking it from the
cash drawer, again by the checker in
counting it to the customer and finally

'by the customer in receiving it. After

7.

9.

the customer has been given the proper

change, the money originally received
from the customer is placed in the proper
section of the cash drawer and the drmr
closed.

To avoid the possibility of cash losses
keep the cash drawer closed at all times.

Tear off a cash register receipt and
place it in the customer's bag. Customers
need their receipt to check their pur-
chases st hone.

Correct overring errors by adjusting on the
next item, and then circle the two items;
mark the correct price along side the cir-
cled items. If the error occurs on the
last item of the order, the head cashier
(bookkeeper) is called and requested to
issue a refund in the amount of the over-
ring and the itemized tape is corrected.

10.

11.

12.

75

when an underring has been made, the
difference is rung on the register
and the two entries circled on the
customer's tape to show the correct
price or the one item. The adjustment
of the error is explained to the
customer to insure ”mum understand-

ins.

Correct the customer's receipt in

pencil when the wrong departmental key has
been depressed. The departmental error

is corrected through the use of the Adjust-
ment Card by listing the mount in the

"Add to' calm under the commodity sold and
'Deduct Iron“ column under the coumodity
recorded.

Coupons and rounds are handled as a
separate transaction. The checker
collects in cash the full amount of the
order from the customer and then pays the
value of the coupons or refunds in cash
to the customer. The coupons and refunds
are considered as cash in the cash drawer.

13 . hhensver the customer receipt tape becomes

11;.

colored insert a new tape. To check for
proper operation of the tape ring the

'23 sale" key twice and watch the tape for
proper printing.

Customers check the price rung on the
register by watching the indicator. Make
certain that it is possible for then to
do so at all tines.

15. khenever the cash register fails to Operate,
stop and report it to the manager at once.

16. Cash pickups ore made regularly by the book-
keeper in order thtt the amount of cash in
the drawer does not exceed 3235.00 at any
time. All pickups are first counted by the
checker. Coupons are also picked up in this
manner.

17. All funds taken from the register are
verified by the head cashier by signing with
the checker for the amount involved in the
appropricte Ipecc on the checker cash recon-
ciliation form.

18; Relief trays are furnished with each
National Cash Register, and these are used
whenever it is necessary for some one
other than the regular checker to ring
the register.

19. Registers are balanced each day. Imp
portant cash differences are called to
the attention of the manager, who im-
mediately discusses it with the checker
concerned.

20. Cash overagee or shortages which de-
ve10p when the cash register is
balanced are entered as is on the
checker cuh reconciliation tom.

21.

77

 

 

At the completion of «ch trus— - Cnstc-or in not only
action the checker should my, thanked for buying our
'Thank you and your receipt is in groceriu but alno under-
your bag.” ctsnds whore receipt tape
1!.
C(HPAN! POLICIES (Tine! 8325 ix.)
reiner read policies {our and fin-J
have trainee- rcad the otherl.
4
Always do that is honest, fair, - Cutout in the on. who
sincere and in the best interests providss for our Job and
or the custoner . benefits .
Allan extend fricndly and satin-v - Customers want today better
tying service to everyone. values and better asrvicc.
- Gastoncrs always appreciate
suggoltions nade in their
interact.
- Vending machine can give
«tidying service but only
you can give friendly
service.
Give mry customer the most ~ By doing our Jobs efficiently
good food for her money. I. shall be able to do this.
. Training will help us do our
Job efficiently.
Assure accurate weight etch tine ~-

16 ounces to each pound.

Give accurate count and full
noaonrc.

6. Always charge the correct price.

7. Always cheerfully refund customer's
money if for any reason my pur-
cheepis not satisfactory.

78

elnsodoingfeirtoboth
customer and company.

oEesytodoifyonlookat
price on iten , move items
over divider plete, all
out the price end then
check indicator for cor-
rectnese.

-B.eteins geodeill of customer.

gimme wms (21... 8:30 All.)

and stack on conference table.

 

fi duties of e checker.

1. Get cash trey and register key from
', naneger's office.

2. Check seal on trey when it is
received.

at the sealed oesh trays from registers '

Heve trainees write down the seven open-

 

- Register key is used to
lock register shile on
breaks er otherwise not
checking.

- Protect checker whenever
away fro- the register.

- Key should be kept on person
of checker frc tine it is
received in morning until
returned at end of day.
When out to lunch, leave
key in manager's office .

- Should be sene as shen
you put it on.

- If seal has been tampered
with, checker is not re-
sponsible for the noney

intrey.

2. Continued

3.

7.

Check to see that you have an
Adjustment Card, Checker Cash
Reconciliation fern and a
supply of 2a: Except Cash Sales
Forms.

Check to see that there is an ade-
quate supply of customer receipt
tape and detail strip tape in
machine as well as under counter.

Check to see that the proper date
recording in set.

Check supply of begs.

Duet cash regieter and checkout
stend.

 

”-53? register keys from conference '
table drawer. Use conference
table as the "n‘anager'e office.

Hare trainees actually go through
‘ the seven opening duties .

79

- Seel should always be
checked in presence of
person it is received
from.

«- These are placed under
csch trey.

~ Give each trainee two
Tex Empt Caeh seles Ferns.

«- i'ape nay be obtained from
manager's office.

«- Stress necessity for keep-
ing working srea nest.

 

cnmxour OPERATION PROCEDJRE (rm: ash; Ah.)

 

‘ around the checkout stand.

"5: from trainer order bin a giant mo of TM. '
tergent , box of butter, yeaet , light bulb
bottle of honey, two cans of soup at 2/253,
package which represents a bagged box of straw-
berries snd a ten pound bag of sugar. Place
these itens on the first checkout stand.

Be the checker and have the trainees assemble

 

.___J.

.3.

S.

7.

Tell and show trainees that they
should first check the bottom
platforn of backer-t for any nor.
chendise the customer nay have
overlooked .

Tell and show trainees how to use
divider bar.

fell and ems trainees how to use
the conveyor foot pedal control to
bring merchandise to the divider
plate.

fell and show trainees how to ring
up nerchandise accurately using ten
pound bag of sugar.

fell and show trainees how to
handle bottle aerchandise by
using bottle of honey.

fell and show trainees how to
handle large packages by using
giant sin of detergent.

Tell and show trainees how to handle
combination-priced itens by using the
two cans of soup at 2725(.

- When working alone keep

divider bar pushed over
to far side.

- When working with others

swing divider bar to other
side as sub-total is taken

to keep the following
order separated.

Eli-inatu Ward reaching
for item” .

note price of sugar, slide
over divider plate, call
out price and check indi-
cator for accuracy.

- Checking canned goods and

heavy packages first (when
possible) lake correct
sacking easier and faster.

- ‘i'o elilinate breakage, lay

bottle on side when moved
off divider plate .

~Placeensi’detotakeup

lose space on the belt.

Push all conbination-prioed
items to outside edge of
divider plate until all itus
of the combination group are
loved up - then ring as one
iten.

8. Tell and show trainees how to
handle various 'soft' itens by
using the box of butter, yeast,
light bulb and package which
represents a bagged box of
strawberries.

9. Tell and show trainees what to
do when change-maker is added.

' ave a trainee act 337
the change-maker. __j

 

10. Have trainees tell and show you the
checkout operation procedure steps
1-9 or this learning block.

81

- Hold and ring up such
items last.

~ Operate as used. only
pass sales slip to the
orange-salt”.

. Swing divider bar to
other side and begin

checking following order .

. Change-maker collects
soney, lakes change and
thanks eustcser.

Breakdown IV (Second Day)

manic ACTUAL ORDERS (ram 9:15 All.)

 

‘orderbinsAandB.

1. Use trainee order A on first stand
and trainee order B on second stand
- orders include a variety of

single price grocery items all in
cans and glass.

 

Issign two trainees to each checkout stand.
One acts as customer while other as checker.

Have trainees till basket-ts with items tron

 

- Check tapes for accuracy:

order A totals $9.99;
order B totals $3.88.

- Remind trainees to look

their registers when break

starts.
‘sz traims switch places
£03 completion of mu order - Use touch system completely.

'gBreak tron 10:00 A31. to 10.10 1,14,)

2.

S.

82’

Use trainee order 8 on first stand - Stress correct way to ring
and trainee order A on second up merchandise.
stand.

(rm. 11:15 An.)

Tell and show trainees the procedure — Seal cash tray with scotch
to follow when going to lunch. tape over name sticker (make
- sure cash drawer is empty and
left open.)

 

"335 from conference e
drawer an empty cash tray - Turn sealed cash tray and
with top , a name sticker register key in to the
and roll of scotch tape manager's office.

- On weekends alwan get a
group reading and seal in
cash trey «- ney want to
use register while out.

«- Cash trays are sealed at
the manager's office where
none stickers and scotch
tape is available - speeds
service on weekends.

Have trainees perform the - Stress need for good cash
procedure to follow when going control when so much money
to lunch for the current day. is involved.

so conference table as '
the “msger's office ." {

 

(Lunch from 11:30 AJI. to 12:30 P14.)

Have trainees 'Open" their registers - Same as morning opening pro-
upon returning from lunch for the eedure except that it is
current day. not necessary to check the

. data recording set.
so conference table as
the “manager's office : ‘

 

83

5. Continued - Check on ability to carry
out the procedure.

(rm: 12:16 P .1! .)

' Iuign trainees to sue checkout '
stand used during morning.

Have trainees unload orders A and
B and reload baskarts with orders

 

 

1% D. “Jr
6. Use trainee order G on first .. Check tapes for accuracy:
stand and trainee order D on order 6 totals 81mm
second stand - ordcrs include order D totals 315.55.

sane type of items in orders
A and 3 plus variety of all

items in trainer order. - Remind trainees to lock
registers when break starts.
ave trainees switch places '
upon completion of each
orders. .

 

(Break from 3:00 PM. to 3.10 Ml.) -

7. Use trainee order D on first - Hatch accuracy of
stand and trainee order 0 on deparhental sales .
second stand.
. . - Watch handling of fragile A .
ave trainees use cover and I'sof‘t" itene. ”
board if they look at
the key board. ,

 

Breakdown v (Second Day)

013mm: CA5! REMIIJMIOI FOR!!! ANDADJUMM CARD
(Tine: 1:300 I'll.)

”me each trainee look his regi e ,

replace orders 0 and D in proper bi

and return to the conference table.

Give each trainee a checker cash re-
conciliation form and an adjustment

‘uaJ—‘id . c—su-JI

 

 

1.

3.

Explain hon tray fund space is
filled in.

Explain pickup space by making

a “drawer chart" of red solid circle
on page 85 -- use chart paper on
stand.

Write in typical pickups
to illustrate the main
points

Explain coupon space by making a
”drawer chart' of the broken red
circle on page 8‘ -- use chart
paper on stand

Write in typical coupon
pickups to illustrate
the main points.

Explain to trainees the “on hand
at close' spaces.

Explain to trainees the remaining
spaces as they involve them.

Explain Adjustment Card by making a
“drawer chart. of solid red circle
on page 82 - use chart paper on

85

. Initial and trite in the

standard 835 .00 trey fund
only after counting and
being satisfied completely
that it is there .

Stress that when this is
done the checker assmes
responsibility for the
tray fund.

Cash in drawer should never
exceed $235.00 at any time.

Pickups are made in multi-
ples of 8100.00.

Last row of signatures is
total amount of pickups.

Blank spaces are for
emergency pickups of less
than $100 .00 end relief
checker credits.

Coupons My be turned in
at same time of a cash pickup.

«- Checker fills in value of

coupons and bookkeeper
signs for the value.

«- Checker fills in these

amounts when register is
being balanced in manager's
office.

Stop and strike a sub-total
- this leaves a blank which
will allow quick location of
error.

CHECKER.CASH RECONCILIATION

Tray'Fund
Nob” Date __ .. ___ ,

y

ick U hkr. kar. COUPONS
Amt. Sig. Sig. s

100. I
200.
300.

50ther
Total
Tray Fund

erence
Pick UPS?)
Coupons
Reliet‘Checker
Total

are
Refunds

o

 

(actual size)

86

- Customer's receipt tape
should be corrected, Before

"Write in typical comment? ’ putting in bag,(by the
to illustrate the nain points. checker) in pencil when the
wrong departmental key has
Draw a tape adjustment on a hen: depressed .. show
‘ c113”. . er e

 

 

-‘ Purpose of the card is to
credit each departnent with
it. “Slim Ill“.

I - Receive new card along with

a Reconciliation form every
new business day.

CLOSING HITIE§ (Tile! M30 P11.)

ave trainees write down the five '
closing duties of a checker. ‘

 

Set date recorder for - Hake allowance for off a...
following business day.

Lock the register. - Prevents tapering with
key heard.
Empty cash drmr and leave open. - to prevent possible duage

to register from thieves.

Seal cash trey with scotch tape . «- Take tray to manager's
ever nae sticker . office to seal - stickers
and tape are there.

Turn tray and register key in to . night lose register key
manager's office. or forget to bring it if
taken hone.

 

 

/ ADDTO

 

e n..t

Prod.

tax

 

 

 

 

 

13mm

 

 

Groc . Meat

Prod.

Tax

 

 

 

 

 

 

 

 

 

 

(actual sise)

87

88

' Have trainees actually go through the '
five closing duties.

Use the conference table as the
‘ l'nunager's office.’ .

 

 

0mm 111:va (Time: 13:16 v.14.)

l. .Answer'anw questions on what has been -»Ccmmend trainees on their
covered during the first two days. progress.

End of Second 4):; (rm: 5:00 PJI.)

3.

89

Breakdown VI (Third Day)
UNDERRINGS AND overdoses (rum 8:00 in.)

ave trainees write down the fallen—“g '
oints about underrings and overring‘sh,

 

Definition of an underring. '- Error in customer's favor
while registering merchan-
dise.

To correct, stop, point to the «- Never correct by overring-

indicstor and items and explain to ing another item - nay

customer that another ring is being confuse custoner shen

made (as another item) to bring checking receipt tape at

the uount up to the correct price. hone.

Strike a sub-total - Leaves a blank which allows
quick location of the error.

Register the remainder of the

order.

Locate the two figures and encircle - Circle shove the tee figures
then with pencil to draw the that make up the one correct
customer's attention to the tran- price.

section. Write correct price by

circle.

an an underring transaction ’
on chart paper.

 

Definition of an overring. - Error in conpaw's favor
shile registering merchan-
disc.

To correct, stop, point to the
indicator and item and ”plain to
custoner that difference will be
deducted from the next item.

10.

2.

Strike a sub-total - To allow quick location.

locate the two figures, encircle
each and write the correct price
by each one;

If curring error occurs on last - Correct customer receipt
item of order, call heed cashier tape as usual.

to issue a refund for the amount

of the overring.

aw an overring transaction '
on chart paper.

 

“V

SfiLES rAx mom: 12mm SALES (um: 8:15 11.14.)

List following on blackboard: - Rmind trainees there it
a complete tax chart on
State Selee Tu face of register for
reference.

17‘ to 1:9! charge ll

50‘ ‘0 83K ' 21

819’ to $1.15 -
$1.17 to 51.1.9 ' M

 

 

Peee out to each treince e Tax «- Only for churches,
Exempt Cash Sales form. \. institutions, school
? boards, and so forth.
”Hold up to age-03ft.)-1 «- If welfare order, mult-
ngap end a brow have order number; must
have tax licence number
‘ _ for othera.
FYrs-re you}: fill ’57]
torn for a typical - Do not include such items
'Lrgetaurent creel-flu as soap, brooms, etc.,

 

 

in sales for resale.

FRACTIONS (Time: 8:30 All.)

3.

91

F Have trainees go through openIn'T’
duties on their registera.

Use conference table as the

 

 

j “manager” office .' ., ,
Show traineee the grocery :- Point out no need for
fractional price chart on produce chart as it is all
face of cash register. cold on a weight basis or
' - group priced ae grocery
aerchandiee.
Show trainees how to read chart; - Drive home point that one .
then have each one show you. should never guess at the
price of an item priced on
a group basis - always
check chart for correct
price.
Call out: .. note trainee: with
incorrect totala.
(1)
~ Be cure touch system
.33; Ht. .13 m. is being used.
. Gr. .69 lit.
.89 Ht. 2 at h for .15 Gr.
3 at h for .15 Gr. .11 Gr.
.2b Pr. .27 Gr.
.07 Pr. . 1.30 m.
.96 Ht. 2 at 3 for .23 Gr.
1 at 3 for .10 or. .16 Pr.
.3? Pr. .Oh Pr.
.93 Ht. .77 Ht.
3 at 5 for .23 Gr. .19 Gr.

80 Gr. 3 nth for 25 Gr.

W358 sub-total
16 . etate eal'es tax
W. 7 315%

Breakdown VII (Third Day)
meme AC'wAL Chums (’rinet 8:245 an.)

92

‘? Issign trainees to same checkout 1r
stand they used yesterday.

Give each stand a standard 835 tray
fund.

Have trainees fill baskarts with
| items from order bins E and F. l

 

 

Use trainee order E on first stand - Check computation of state

and trainee order I on second stand ”.103 tax and lultiplc
-- orders include itans from all priced items.
departments, of all types and pric-

ing combinations. - Check tapes for accuracy;

order E totals $10.10;
order 1“ totals $11.11.

‘ fave trainees switch places upon I

com lotion of each order.

 

'- Check procedure used in
making change.

. Remind trainees to lock
their registers when break
starts.

(Break from 9:50 AM. to 10:00 A34.)
Use trainee order I on first stand «- Watch checkout Operation
and trainee order E on second procedure.
stand.
(rm 11:25 Ali.)
Bars trainees perform the pro-

cedure to follow when going to
lunch for the current day.

[:3 conference table as 75571}

 

'nanager's office .'

(Lunch from 1133) ax. to 12:30 P14.)

93

it. Have trainees "open'' their registers - Check on ability to carry
upon returning from lunch for the out the procedure .
current day.

I Use conference table as
L the manager's office.

 

 

(Tine: 12335 PJ‘I.)

' Issign trainees to same checkout '
stand used during lorning.

Have trainees unload orders E and
F and reload baskarts with orders

 

 

 

. G and H.

5. Use order 6 on first stand and - Check tapes for accuracy:
trainee order H on second stand ? order 0 totals $12 .22 3
~— orders include same type of ' order 3 totals $13.33.
itms in orders E and F plus
load of bread, bottle of bleach, - Stress curring and under-
bottle of muonia and first“ ring transact as also one
produce itms. or two tax enlpt cash sales.

‘ , - Do not remind trainees to
are trainees switch plums A momma" when break
upon completion of each starts ~ rmind those who
do not. ‘ ’

 

order. .

(Break from 2:50 PJL to 3100 P34.)

6. Use order I! on first stand and - Present trainees with
trainee order G on second stand. merchandise refunds.

- Stress touch systsn.

Breakdown VIII (Third Day)
momma or MERCHANDISE (rm: 3:30 Pfi.)

ave trainees gather around first '
stand.

 

the order H .

9b

1. Instruct learners how to sack an - How will merchandise
order. look when custoner gets
it home?

Draw answers from the group on
the following steps as you sack

an order.

(1) How do we select the proper - Fill the bag - do not
size bed? overload.

(2) Should bag have a solid base? - To stand erect by itself.

- Use cans or packages.

(3) where should we place butter, . Away from strong odors.
cheese, coffee, bakery items,
tea, cereal, flour and minor? 1- Where they will not be
crushed.

«- Strong cheese odor will
transfer to other nild
cheese.

- Reosack small perishable
items. ‘

(b) How should we sack: «- Protect outside of bag.
. Wet produce items? - Protect contents of bag.
- Crushable produce? from water (Image,
crushing.
(5) How should we sack neat i - Above heavy canned goods.
packages? L
i. - Observe for and re-sack
1* am pre-pack neat itu
‘ that night leak.
(6) Where should we sack glass - Center of bag.
goods, including bleach and
amonia? - Tighten bleach, ammonia
caps - place in separate
bag and tell customer.
2. Have trainees practice sacking. - Watch for "popping‘I hf

bags.

pon conclusion, have
trainees replace orders
G and H in bins.

1.

2.

3.

9S

COUNTERFEIT mNEILPILFERAGE AND WW SERVICE

(Tine MOO P J.)

 

. obtain from their tray fund.

For the one dollar bill, tell and
show the trainees: the portrait
check; the Treasury Seal check; and
the silk threads check.

' Hare each trainee bring a five and a one '
dollar bill to the conference table «-

 

- On portrait, background

circling head should be
light .

- li"he salt-teeth on the ri-

For the five dollar bill,
suns checks as one dollar
plus numbers in the
'shrubbery.“

Counterfeit coins are light in
weight, oily and have a ''dull"
ring.

The pilferage rule: «-

'let the manager handle it."

Figure on blackboard the '

volume needed to offset
‘ a one dollar theft.

 

 

and.

of the Treasury Seal
should be sharp and even .

Red and blue silk threads
should be present in bill.

Contrary to popular
notions , rubbing a bill
on a piece of paper is

no test «- ink can be
rubbed fron good bills as
well as bad bills.

- Four numbers may be observed

in the 'shrubbery" . (Lower
left hand corner of the
Lincoln Maorial) .

If suspicious, contact
manager - avoid taking
any further action your-
self

On a "half‘concealed' item,
checker my sake a polite
inquiry as t9 whether pr
not the item has been pure
chased.

96

5. Pass out to each trainee the - Recognition for job well
Wilhlark bulletin, ''Why We Operate done.
A Service Systen."

6. Answer am Questions in this
section.

may Gamma mamas (Tins: luao PM.)

' Have each trainee return their one '
and five dollar bills to the tray
funds.

Have group gather around the first
.wd‘ .I—J'

 

 

1. Inform and show trainees the procedure - Get two group readings 1
to follow when being relieved by a keep one and give other
relief checker. to relief checker.

- Doprese B identification
key.

- mpty sash drawer and
leave open.

- Give register key to
relief checker.

- Seal cash tray and turn
in to nsnagsr's office.

2 . Inform and show trainees the - Relief checker , in presence
procedure to follow when coming of regular checker and
back to work. bookkeeper, gets two group

readings.

- “fake relief checker's place.

- Depress L identification
key.

- Bookkeeper gives pick-up
credit on Reconciliation
fern for group differences.

97

2. Continued .. Obtain register key from
relief checker.

3. Have trainees perforn the - Stress the importance
procedures to follow with ' of proper cash control.
relation to relief checkers.

(Times h'hS P.“.)

h. Have each trainee
close his register.

' Use the conference table '
‘ as the manager's office. ,

 

 

cmsnrc (“fines luso PJI.)

1. Closing address by
personnel manager.

End of Third and final 23; (rm: 5:00 en.)

CHAPTER VI

CHAPTER VI
CONCLUSION

‘fhe food retailing industry of Anerica is one that does not stand
still. It is an industry which continuously undergoes changes to place
food more efficiently on the dinner tables of consumers. To do this
involves volume distribution operations which must function with the
precision of a arias tinepieee. Since this study is prisarily concerned
with only a segnent of one particular operation .. trained checkers
relative to efficient store operations - what follows will relate only
to this sement.

In this dynamic industry, conditions such as costly employee turnover,
new problems of specialisation in supernarkets with thirty to over a L
hundred employees, higher labor operating emu», and the :1er details '
of nanagenent in a single store (that does a volum of business equivalent
to ten or twenty stores in the past) have served to bring into sharp focus
the necessity for having trained checker personnel. Training is needed
to input in sinisnn tine, cost and .mm such skills and mm within
a checker trainee which are required to do the Job well. Training is also
a contimnus process. As inportant as the original training is the follow-
up and constant evaluation of training techniques through which the

original training flows .

99

One reason the training of checkers is good business is simply
because it pays dividends. It results in more effective Job perfornance
and greater productivity; it insures conforname with established policies
and procedures, thus reducing errors and increasing customer satisfaction.
Training lowers a store's labor expense in both the short and in the long
run, thus enhancing profits. Through a higher level of Job performance,
checker training increases the earnings of individual employees. It
reduces checker turnover, inproves norale and strengthens loyalty.
Training also simplifies nanaganent's Job by lessening the task of super-
vision. It is mall wonder, in view of these significant advantages, that
food retailing managment has turned increasing attention in recent years
to the quality of checker training prop-ans.

Fundsnental for success, all checker training programs should have
the blessings of supervisors and store aanagers (middle unagement) as well
as top nanaganent. This basic and vital fundamental is usually well
handled; however, there are recent examples where very progressive and
efficient checker training programs have been inaugurated with the con-
plete blessings of top management but with only the partial blessing of
niddle nanagmnt. “Incomplete blessings“ seriously affected the bene.
fits of this training. II‘herefore, to insure the maximal in benefits to
checkers, to customers and to the company , it is imperative that coopera-
tion and support be received from all the line organisation.

Training is present in all business organisations because every tine
an .ployse is given dirsctions and shown procedurss training is taking

100

place. whether it be happenstance or fennel training, though, both cost
money, tins and effort. The fact that formal checker training costs are
more tangible than the costs of the happenstance method is very evident
since saw formal training budgets depend more upon the general financial
weather than upon the contributions such training may make to productive
efficiency. In times of poor profits, a resurgence of happenstance
checker training is seen.

Besides the general financial weather, another factor which affects
the amount of formal checker training is the extent of labor turnover
among trained checkers. In an attempt to rectify as web as possible
such a costly situation, 'mtation' plans are being experinented with,
wherein an uployee performs a variety of Jobs other than checking during
the course of the work week. It is felt that these plans have possibili-
ties as checking (notwithstanding present day, extensive acchanisation
in checkstand design) has a very significant fatigue element which
'rotation' nay very well relieve by providing a fan of mental catharsis
from repetitive work.

Checking is a manual skill and, as such, requires definite work
habit patterns. The degree with which a checker training progrsl
ingains these work habit patterns has a significant influence upon the
depee that the manual skills may be put into operation more easily. To
facilitate the Job application of the desired manual skill, checker train-
ing progress should seek techniCsues that thoroughly ingrain work habit

patterns .

101

It is generally recognised that the rapidity with which customers
are accurately serviced in the checkout operation.directly affects a
supermarket's sales volume. Therefore, to obtain the maximum speed and
accuracy possible in checking out customers, the touch systen.of cash
register operation is taught in the training prop-en found in Chapter V
of this study. During the first day of the training program, trainees
are given six hours of instruction and practice in the fundanentals of
the touch system which are then carefully nourished throughout the re-
maining breakdowns of the program,

The training program of this study strives to obtain the maximm
in eQuipnent productivity as "cost" is paid.by productivity. Enthusiasm
is strengthened within the trainees for their work by giving than the
bases of their Jobs. This entails full understanding on their part of the
"why'l of'policies and.procedures which.managenent expects to be carried
out. Economic education is provided in the breakdown of the average
sales dollar that the business did in the preceding fiscal year. At this
particular time, the point is stressed that the food-retailing industry
operates on a very low'profit margin. This fact is well known to many
within the industry; however, the fact remains that surveys show that
store operating personnel have hazy Opinions on this significant public
relations point.

To secure maximun.attentionvfrmn the trainees while covering the
various each control forms and procedures, 'drawer charts” are utilised.
Visual and oral instruction are combined to achieve the highest possible

retention factor anong the trainees.

102

As restricted customer turnover (time consuming and inefficient
customer flow through the checketands) is one of the key limitations to
greater supermarket volume, trainees in this three-day high-retention
and efficiency checker training progrm are drilled in procedures that
are specifically designed to reduce the 'turnaround" tine whenever a
regular checker is being relieved by a relief checker. All this is done
while simultaneously maintaining the highest standards of cash control.

In all checker training programs, a definite "communications problem“
must be solved for management has come to realise that an eznployee's
failure to understand and represent comany policies (procedures too) is
usually the result of inadequate or improper training. Checkers are
the Embaesadors' through whom a company in supermarket operations must
necessarily rely upon for public representation. Consequently, the 'touch"
training propels of this study has as its goal to provide checker trainees
with the ability to extend friendly and satisfying service while at the
sane time maintaining proper cash control.

Accomplishment of this goal means the maxim in benefits for all

in the BIO THREE -- the checker, the customer and the canpazv!

BIBLIO GRAPH!

BIBLIOGRAPHY
A . BOOKS

Calhoun, Richard P. Problems in Personnel Administration. Harper a
Brothers. New York. 1919. p. 1M3.

CoOper, Alfred M. Ehxployee Training. McCray-Hill Mk Company.
New Iork. 19142. p. 35.

Cushman Frank.h Training Procedure. John Wiley 8: Sons, Inc. New Iork.
l9 0. p. 5.

Hess, Kenneth B. and Claude R. Ewing. Tested Trainin Techni ues.
Prentice-Hall, Inc. New York. 193'0. pp. 80'- . p. 9

National Forenan's Institute, Inc. Conference Leader's Source Book
National Foreman's Institute, Inc. e1: ork. . p.

Nystrom, Paul H. Harketi Handbook. The Roland Press Company, flew
IOI'k. 19148. pe 0

Robinson, 0. P. Retail Personnel Relations. Prentice-Hall, Inc. New
Iork, i910. pp. 253-531;. ’

Sayres, Paul. Food Marketing. McGrau-Hill Book Compamr, Inc. New York.

B . PERIODICALS

Ferguson, William 0. 'Job Analysis Plus Job Training neans Top Per-
fomame,“ Journal of Retailing. Vol. XXIII. Ho. 2. April, 19W],

p..58

Hartford, John A. 'Can We Afford to Kill Big Business” Redbook Haggin .
Reprint. New York. 1950. p. 2.

Helner, H. J. I"Iou Can Measure the Results of Production Training, "
Facto Hana ement and Maintenance. Vol. 110. No. 3. March, 1952,
1). fig

Lerda, Louis W. ”Audio-Visual Aids in Industrial Training ,' Personnel
Journal. Vol. 28. Ho. 9, February, 1950. p. 331.

1011

Murphy, 14. J. 'Tips to Good Human Relations ," Facto Management and
Maintenance. Vol. 110. No. 3. March, 1932. p. :33.

Weinland, Janos D. "How to Improve Your Hemory,‘ Facto Hana out
and Maintenance. Vol. 110. No. 3. March, 1952. p. 88.

C . BOOKLETS

The Harket Basket Corporation. Cashiers' Manual. Geneva, lieu Iork.
1951. p. 2 . '

Will-ark Service System, Inc. The Hodern Willaark Program in Action
in Your Store. New York. 1%. p. 6.
D. BULLEI‘INS

National Association of Food Chains. Checkout Clinic. Chicago.
February, 1950. p. 5.

HICHIGRN STQTE UNIV. LIBRQRIES

ILL! llllllllll ||||| llllllllllllllll "Nil

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