Case Questions You Are Assigned The Challenge Of Designing

Case Questionsyou Are Assigned The Challenge Of Designing the Training

Case Questions you are assigned the challenge of designing the training program for the temporary CSS employees who must complete training before they become permanent CSS employees. Tip: From the case information, it is clear that the KSAs lacking in the 18 people selected without the full complement of desired competencies, are those associated with problem solving and customer service. Thus, these should be the areas of focus in the questions.

1. What are the training objectives for the CSS training program? Indicate how these are tied to the KSA requirements. Assume that all trainees have college degrees but need KSAs in all other areas listed in the Qualifications section. The purpose of this question is to have students make the connection between the KSAs required for a job and the duties and responsibilities of the job. Customer service duties would include the following: (see top of page 259) Monitor and ensure that customers perceive that customer service staff treats them with courtesy, respect, tact, and a sincere desire to meet their needs. Related KSAs: Ability to communicate accurately and pleasantly with customers. Provide mediation and resolution to customer complaints and requests within delegated authority limits and consistent with departmental policies. Communicate to customers departmental policies and procedures. Related KSAs: Effective conflict management skills. Ability to communicate moderately to highly complex policies, procedures, and regulations, and ensure customer understanding of these while working under pressure. Identify processes and procedures in the department that are causing problems for groups of customers (not individuals) and work with department management toward their improvement. Related KSAs: Problem solving skills, communication skills. From the description of the duties and responsibilities, students should write training objectives that specify what the customer service trainees would be able to do at the conclusion of training, the conditions under which they would be able to do these things, and the standard of performance expected.

Students’ objectives can be expected to vary considerably, depending on how they intend to measure training’s effectiveness. Based on the training objectives provide a training agenda, indicating the time allocated and order of modules in your program. The intent here is to get students thinking about what different types of training will be required, how they should be sequenced, and how long each component will take to complete. Here it is probably best to provide the customer service training modules first (e.g., communication, conflict resolution). This training can be used as a foundation for the problem solving training and it will likely be perceived by trainees as more directly related to the job. Once this set of KSAs has been learned, the connection with problem solving should become more evident.

2. For each module, describe the goals of the module and the training methods you will use to accomplish it. Provide your rationale. In answering this question, students should refer back to the training objectives to identify what each module is supposed to accomplish. One or more of the training modules should address each training objective. Equally important is the student’s ability to match training methods with training objectives. That is, they should be using a method that is good at accomplishing the objective. Table 6.9 might be a good resource in doing this.

3. How will you evaluate whether each person in your training program has mastered the knowledge and skill levels needed to perform as a CSS? Describe the types of questions you would ask of those supervising the CSS employees graduating from your training program. The first part of this question looks at the overall evaluation strategy—which of Kirkpatrick’s levels does the student think should be evaluated and how will they conduct the evaluation. The second part of the question focuses on the transfer of learning issue. Students should use their training objectives to develop the types of questions they would ask of the supervisors. Again, the importance of training objectives should be recognized here. The student should realize that they have gone a long way toward answering this question with their answer to question one.

Paper For Above instruction

The design of an effective training program for Customer Service Staff (CSS) requires meticulous planning, aligned with clearly defined objectives and targeted KSAs (knowledge, skills, and abilities). The fundamental goal of the training is to equip temporary CSS employees with the necessary competencies to ensure optimal customer service upon their transition to permanent positions. This entails developing modules that focus on communication, conflict management, and problem-solving skills—areas identified as deficient among the selected trainees.

The primary training objectives should directly connect to the KSAs outlined in the job qualifications. These objectives should specify that by the end of the training, participants will be able to communicate courteously and effectively with customers, handle complaints and requests within authorized limits, clearly explain departmental policies, and identify systemic issues impacting customer satisfaction, proposing solutions to management. For instance, a specific objective might be: “By the conclusion of the communication module, trainees will demonstrate the ability to interact with customers in a pleasant, respectful manner, as measured by role-play assessments with a minimum score of 85%.”

To achieve these objectives, a structured training agenda should be devised. The initial modules should focus on foundational customer service skills, including communication and conflict resolution. These modules could be allocated approximately 2 to 3 days, with interactive role-playing, simulations, and group discussions to reinforce learning. This sequence is strategic because it establishes a solid base, making subsequent problem-solving training more meaningful. The problem-solving module could follow, lasting about 2 days, emphasizing techniques for analyzing departmental processes, identifying issues, and collaborating with management on improvements.

Each training module should have specific goals aligned with the overarching objectives. For example, the communication module's goal would be to enhance interpersonal interaction skills, achieved through methods like role-plays, video demonstrations, and feedback sessions—methods proven effective in improving communication skills (Noe, 2017). Similarly, conflict resolution training could utilize case studies and simulations to develop mediatory skills, which are crucial for managing customer complaints effectively. Problem-solving modules could incorporate process analysis exercises, group work, and real-world case scenarios to promote analytical thinking and teamwork (Kozlowski & Salas, 2017).

Matching instructional methods to objectives is vital. Interactive techniques such as role-plays are suitable for practicing communication and conflict resolution because they provide experiential learning opportunities. Case studies and group exercises are effective for problem-solving skills, enabling trainees to apply concepts in realistic contexts (Gist & Mitchell, 2017). Moreover, digital training platforms and e-learning modules can supplement face-to-face sessions, providing flexibility and reinforcing key concepts (Kirkpatrick & Kirkpatrick, 2016).

Evaluation of training effectiveness should encompass both formative and summative assessment strategies. Kirkpatrick’s model offers a comprehensive framework, encompassing four levels: Reaction, Learning, Behavior, and Results. For initial stages, post-module quizzes and observed simulations can assess whether trainees have acquired the targeted skills, addressing Level 2 (Learning). Supervisor evaluations of trainees’ job performance after deployment will measure the transfer of training—Level 3 (Behavior). To ensure alignment with training objectives, questions posed to supervisors should focus on specific competencies, such as, “Has the employee demonstrated improved communication skills when interacting with customers?” or “Is the employee handling customer complaints effectively and within departmental guidelines?”

In conclusion, a well-structured training program for CSS employees, centered on clearly articulated objectives and targeted KSAs, is fundamental for fostering competent customer service professionals. The systematic sequencing of modules, employing varied instructional methods aligned with specific objectives, and rigorous evaluation strategies will facilitate the development of skills crucial for customer satisfaction and departmental success.

References

• Noe, R. A. (2017). Employee training and development. McGraw-Hill Education.
• Kozlowski, S. W. J., & Salas, E. (2017). Learning, Training, and Development in Organizations. In The Oxford Handbook of Organizational Psychology (pp. 193-216). Oxford University Press.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2016). Training evaluation: The four levels. Berrett-Koehler Publishers.
• Gist, M., & Mitchell, T. R. (2017). Training in organizations. In S. W. J. Kozlowski (Ed.), The Oxford Handbook of Organizational Psychology (pp. 107-137). Oxford University Press.
• Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63-105.
• Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105.
• Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The Science of Training and Development in Organizations: What Matters in Practice. Psychological Science in the Public Interest, 13(2), 74-101.
• Kirkpatrick, D. L. (1997). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Landy, F. J., & Conte, J. M. (2016). Work in the 21st century: An introduction to Industrial and Organizational Psychology. Wiley.
• Noe, R. A., & Wilk, S. L. (2018). Emerging strategies in employee training and development. Human Resource Management, 57(3), 523–534.