Review The Training In Action 1-3 Scenario Titled Training N

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 in your initial post should be 250 to 300 words.

Paper For Above instruction

The scenario of training needs in the student registration office highlights the critical role of targeted training in enhancing CSR performance, especially in addressing gaps related to skills and attitudes. The four most crucial KSAs for the CSRs in this context include effective communication skills, emotional intelligence, procedural knowledge, and attitude towards customer service. Effective communication ensures proper understanding and clarification of student issues, minimizing misunderstandings. Emotional intelligence is vital for empathizing with students’ frustrations, managing own emotions, and handling difficult interactions professionally. Procedural knowledge, despite being seemingly known, must be reinforced through practical application to improve execution consistency. Attitudes towards customer service influence the willingness to adhere strictly to procedures, impacting overall service quality.

Within the five phases of the training process model, specific activities anchor the development and implementation of an effective program. During the Analysis Phase, conducting surveys and interviews with CSRs and observing their performance identify skill gaps and attitudinal issues, guiding priorities. The Design Phase involves creating learning objectives, highlighting role-playing, demonstrations, and case scenarios that address identified KSAs. The Development Phase entails producing training materials such as interactive modules, manuals, and videos that reinforce skills and attitude shifts. The Implementation Phase applies these materials through classroom or e-learning sessions, incorporating role-playing exercises, practice scenarios, and immediate feedback to enhance skill acquisition. In the Evaluation Phase, assessment tools such as quizzes, observations, and feedback surveys are used to measure improvements in performance, attitudes, and adherence to procedures. Continuous reinforcement strategies, aligned with Jaidev and Chirayath's (2012) transfer of training principles, underscore pre-training activities like setting expectations and building motivation, during-training practices such as active participation and immediate coaching, and post-training follow-up including refresher courses and performance support tools. This comprehensive approach ensures that training leads to tangible improvements in CSR performance and better student service outcomes.

References

• Blanchard, P. N., & Thacker, J. W. (2013). Effective Training: Systems, Strategies, and Practices. Pearson Education.
• Jaidev, M., & Chirayath, N. K. (2012). Transfer of training: A review of the current literature and implications for future research. International Journal of Training and Development, 16(3), 229-247.
• Noe, R. A. (2017). Employee Training & Development. McGraw-Hill Education.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers.
• Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The Science of Training and Development in Organizations: What Matters in Practice. Journal of Management, 38(4), 1129–1156.
• Guskey, T. R. (2000). Evaluating Professional Development. Corwin Press.
• Baldwin, T. T., & Ford, J. K. (1988). Transfer of Training: A Review and Directions for Future Research. Personnel Psychology, 41(1), 63–105.
• Schultz, R. S., & Schultz, D. P. (2010). Psychology and Work Today. Pearson.
• Colvin, G., & Ashworth, P. (2015). Enhancing the Transfer of Training in the Organization. Human Resource Development Quarterly, 26(4), 439–455.
• Brown, K. G., & Sitzmann, T. (2011). Training and Employee Development. Academy of Management Annals, 5(1), 471–519.