CONTEXTUAL ANALYSIS
Orienting Context
Current analysis shows the following with regards to the knowledge, skills, abilities, and attitude that the learners are bringing into the training.
Knowledge
Although all the learners have had company policy training and specific client training, they are not keeping up with the new rebate programs and changes to the Level of Service (LOS) documents that directs their solutions for error codes. After an initial client training, each customer service representative is advised through email to review the new material without any further direction. They are now responsible for implementing all the new changes. Analysis has shown that with Goodyear, which is a very customer-centric client, that all the new changes to better serve the customer are not being followed. All programs, including the difference between the NPP and TSN offers, as well as the differences between the United States and Canada offers are misunderstood. There is a significant lack of confidence in this client and in skill to implement the program as designed by our client service team.
Skills
Again all though all customer service representatives have the skill to use the system tools, they are simply unsure of how they will help given the new changes to the programs. There is confusion in how to locate qualifying dealers for the TSN programs and how to locate rebate forms for programs that have ended given that each project table is not set up in a consistent manner. Maneuvering quickly and effectively through the systems is key is serving the customer efficiently. The learners lack advanced knowledge of system tools for the client.
Abilities
I do not think any of the customer service representatives are lacking in ability. They are all capable of completing the requirements for the job. It is more that they are missing the knowledge and skills needed to stay up-to-date on the client programs. Addressing that gap will then strengthen their ability to better serve the customers.
Attitudes
There is a concern that the desire of the customer service representatives requesting additional training to help improve the understanding of the expectations of the client will not out weight the negativity and toxicity that is spreading among the customer service center. With so many changes happening in the company quickly, some customer service representatives are failing to take ownership for mistakes and not embracing the positive direction the company is taking; instead they want to find fault in others and the system. Some customer service representatives have developed a negative attitude in dealing with unpleasant customers because they feel that their own needs are not being addressed when they have questions when assisting them. A customer service representative can quickly become negative just by hearing others share issues that are bothering them and join that same mindset. The focus is to try to give these agents the attention and training direction that they need to succeed to try to circumvent the negativity.
Instructional Context
The physical training will be completed asynchronously in a self-contained web-based training modules by customer service agents at their workstation. The training will not be able to be completed outside of the company due to proprietary and confidentiality issues.
This training approach will take into consideration the need for the learner to still be available to take calls to help meet service levels. Although the module will consist of a series of training nuggets, each nugget should be able to be completed in 15 minutes of time. This will allow the learner to return to the phones to help manage the service levels. The approach is intended to minimize productivity of the customer service center by having many agents in training at one time. This structure will allow more flexibility for the operations team and the learners. This approach will allow learners to return to the module to finish or to review at a later date.
All learners that are scheduled for the training will be notified that they must complete the training within the next quarter. The agent can complete training modules during down times when call volume is lower or the operations lead can schedule agents to complete training with uninterrupted time to learn if it fits into his service level plan for the day. This approach allows more training to be completed with the least disruption to the operational schedule and service levels.
This training approach will take into consideration the need for the learner to still be available to take calls to help meet service levels. Although the module will consist of a series of training nuggets, each nugget should be able to be completed in 15 minutes of time. This will allow the learner to return to the phones to help manage the service levels. The approach is intended to minimize productivity of the customer service center by having many agents in training at one time. This structure will allow more flexibility for the operations team and the learners. This approach will allow learners to return to the module to finish or to review at a later date.
All learners that are scheduled for the training will be notified that they must complete the training within the next quarter. The agent can complete training modules during down times when call volume is lower or the operations lead can schedule agents to complete training with uninterrupted time to learn if it fits into his service level plan for the day. This approach allows more training to be completed with the least disruption to the operational schedule and service levels.
Transfer Context
Given the nature of the short series of learning nuggets, the customer service representative can refresh on a skill and then return to calling to practice and refine what was presented in the training module. Further, many of the learning activities are authentic tasks that require the learner to use the systems tools that are used daily in their position or refer to actual customer claims to research. By showing the relevance of the tasks and connecting the learning to actual workplace learning, this will both engage the learner and help transfer the skills to their position.