Review The Training In Action 1-3 Scenario Titled Training

Review The Training In Action 1 3 Scenario Titled Training Needs In

Review the Training in Action 1-3 scenario titled, “Training Needs in the Student Registration Office” in Chapter 1 of the Blanchard and Thacker (2013) text. Assume that you were hired to develop a training program for the Customer Service Representatives (CSRs) as described in the scenario. Identify four of the most important KSAs (Knowledge, Skills, and Attitudes) a training program for the CSRs must address and include your reasoning for selecting these. Discuss the specific activities to be performed in the five phases of the training process model: Analysis Phase, Design Phase, Development Phase, Implementation Phase, and Evaluation Phase. Use this week’s lecture as a foundation for your initial post.

Incorporate into your discussion the transfer of training concepts from the Jaidev and Chirayath (2012) article with an emphasis on pre-training, during-training, and post-training activities. Utilize concepts from the Develop a Training Plan video and the Blanchard and Thacker (2013) text in your discussion. Your initial post should be 250 to 300 words. Respond to at least two other posts regarding items you found to be compelling and enlightening. To help you with your reply, please consider the following questions: What did you learn from the posting? What additional questions do you have after reading the posting? What clarification do you need regarding the posting? What differences or similarities do you see between your initial discussion thread and your classmates' postings? Compare the KSAs you identified with those identified by others. What are the differences or similarities in the activities identified for the five phases of the training process model between your initial discussion thread and others? Analyze your classmates' chosen KSAs. Do you agree or disagree with the choices? Why or why not? Provide examples where possible. Your reply posts should be a minimum of words each. R espond

Paper For Above instruction

The scenario titled “Training Needs in the Student Registration Office” from Chapter 1 of Blanchard and Thacker (2013) presents a compelling case for designing effective training for Customer Service Representatives (CSRs). Developed properly, a training program must focus on critical KSAs—Knowledge, Skills, and Attitudes—that align with the existing gaps and organizational goals. For this scenario, I identify four essential KSAs: effective communication, problem-solving skills, customer empathy, and technical proficiency. These KSAs are vital because they directly impact the quality of customer interactions, operational efficiency, and overall satisfaction.

During the Analysis Phase, it is important to conduct needs assessments through surveys and interviews with current CSRs and supervisors. This helps identify specific gaps in knowledge or skills and gauge attitudes towards their roles. This phase lays the groundwork for targeted training objectives. In the Design Phase, the training should include interactive modules such as role-playing for communication skills, scenario-based exercises for problem-solving, and e-learning courses for technical proficiency, aligning activities with adult learning principles.

The Development Phase involves creating training materials, including visual aids, handouts, and e-learning content, ensuring they are engaging and accessible. During this phase, pre-training activities such as sending introductory materials and baseline assessments can foster motivation and clarify expectations. The Implementation Phase encompasses delivering the training via in-person workshops or online platforms, emphasizing active learning and real-time feedback. Post-training, reinforcement through coaching and follow-up assessments are essential for transfer and retention of KSAs.

The Evaluation Phase utilizes Kirkpatrick’s four-level model—reaction, learning, behavior, and results—to assess training effectiveness comprehensively. This includes collecting feedback, conducting tests, observing on-the-job performance, and analyzing customer satisfaction metrics.

Integrating transfer of training concepts from Jaidev and Chirayath (2012), pre-training activities like setting expectations and motivating learners enhance readiness. During training, active participation and practice solidify new skills, while post-training reinforcement and follow-up help in maintaining behavior change. Using the Develop a Training Plan framework from the video, structuring the training around clear objectives, engaging activities, and continuous evaluation ensures alignment with organizational needs. Overall, a strategic, phased approach rooted in adult learning and transfer principles optimizes CSR training and improves service delivery.

References

• Blanchard, P. N., & Thacker, J. W. (2013). Effective Training: Systems, Strategies, and Practices. Pearson.
• Jaidev, G., & Chirayath, M. S. (2012). Transfer of Training: A Study in India. International Journal of Business and Management, 7(15), 80-91.
• Noe, R. A. (2017). Employee Training and Development. McGraw-Hill Education.
• Guskey, T. R. (2000). Evaluating Professional Development. Journal of Staff Development, 21(1), 4-10.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers.
• Miller, P., & Morreale, S. (2009). Effective Communication in Customer Service. Business Communication Quarterly, 72(3), 316-319.
• Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The Science of Training and Development in Organizations. Psychological Science in the Public Interest, 13(2), 74-101.
• Burke, L. A., & Hutchins, H. M. (2007). Training Transfer: A Review and New Perspectives. International Journal of Training and Development, 11(4), 233-260.
• Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2019). Fundamentals of Human Resource Management. McGraw-Hill Education.
• Kaufman, R., & Reese, L. (2012). Adult Learning and Training Effectiveness. Journal of Workplace Learning, 24(5), 332-347.