Knowledge, Skills, and Attitudes (KSAs)** Article is posted
below*** Original and plagiarism free work***Answer in full complete
sentences please with references attached.

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. Should be 250
to 300 words.

1-3Training in Action Training Needs in the Student Registration Office

The
offices of the president and provost at a large university were
receiving many complaints about the registration office being
unresponsive to student problems during registration for classes. The
director of registration felt that, because of the high turnover in
customer service representatives (CSRs) who handled student problems,
most CSRs did not know the proper procedure. The director wanted to
initiate training in registration procedures immediately and called in a
consultant to help develop and conduct the training.

After
listening to the director’s description of what was wanted, the
consultant said, “You’re probably right. Of course, we could conduct a
training needs analysis to clarify the exact nature of the performance
problem.” The director was concerned about the time required for a needs
analysis and wanted to get training started right away. However, in
agreeing that the needs analysis would determine specific problem areas,
the director said, “Okay, do the analysis, but let’s get started on
training right away. I want them to know exactly what they are supposed
to do.”

The needs analysis revealed the steps and procedures that
an effective CSR was required to complete in dealing with an unhappy
customer. For example, one of the first steps for the CSR was to
identify and clarify the customer’s problem and to acknowledge the
feelings the customer was displaying (e.g., anger or frustration) in a
friendly and empathetic manner. Once these feelings had been
acknowledged, the CSR was to determine the exact nature of the
customer’s problem through nonevaluative questioning (i.e., determining
the facts without placing blame for outcomes).

Interviews with the
CSRs established that they all knew the correct procedure and most
could quote it word for word. However, observation of the CSRs at work
showed marked differences in how the procedure was carried out. Further
analysis of each CSR’s skills in performing these tasks revealed that
the primary causes of unsatisfactory performance were low skill levels
and inappropriate attitudes. Even though nearly everyone “knew” what to
do, some were not good at doing it. Others did not believe that it was
important to follow every step. One CSR said, “Hey, if they get their
problem solved, what do they care if I acknowledged their feelings?”

Certainly
training was required in this case, but not the “knowledge” training
the registration director thought was necessary. For those CSRs who
lacked the behavioral skill to carry out the procedures, demonstrations
and practice sessions with immediate feedback were provided. For those
CSRs who had the skill but did not understand the importance of all the
procedures, training sessions were conducted in which the CSRs
reevaluated their attitudes through various educational and experiential
activities