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Communication Skills
The training of the customer service representatives (CSRs) in the Student Registration Office must address their communication skills. The CSRs are not able to identify and clarify the problems of students because they lack effective communication skills. The CSRs also use evaluative questioning when attending to customers because of their poor communication skills. Training for communication skills is important for the CSRs because it will allow them to listen effectively to the concerns of customers and to convey their responses in an appropriate manner (Lee, 2012).
Through training on communication skills, complaints from students about services in the registration office will reduce. Training the CSRs will allow them to acquire specific communication competencies, such as asking questions in an appropriate manner and appreciating the fact that each customer is different or unique in the manner of expression through communication (Sturdy, 2000).
Problem Solving Skills
Problem-solving skills are an important requirement for CSRs because they allow them to identify the complex concerns that customers present in order to provide the most effective solutions on the basis of an analysis of all available alternatives (Parasuraman, Berry, & Zeithaml, 1991).
The training program must address the problem-solving skills of the CSRs because it is the lack of these skills that make them ineffective in dealing with the different problems that each student faces in regard to the registration process. Training on problem-solving will also enable the CSRs to review and apply related information on the registration process in order to provide solutions that are relevant and appropriate to each problem. Problem-solving skills will also enable the CSRs to manage the conflicts that occur when customers are not satisfied with the registration services.
Professionalism
A professional attitude is a vital skill for CSRs because it allows them to separate personal feelings from service delivery. The CSRs seem not to appreciate the fact that understanding and recognizing the feelings of customers is part of their roles in service delivery. This makes it necessary to train them for the development of professional attitudes and positive perceptions about their obligation to attend to the needs of all customers, including the difficult ones. Training for positive attitudes is important because it influences the level at which the CSRs are motivated to execute their roles and to serve the interests of customers (Arthur, 1994).
The experiential and educational activities of the training program should address the professional attitudes of the CSRs, which influence the quality of professional relationships that they develop with customers (Blodgett, Wakefield, & Barnes, 1995).
Service Orientation
The training program must also address the service orientation attitudes and skills of the CSRs because they are not able to apply their knowledge on registration steps for effective delivery of services. The behavioral skills of the CSRs are not aligned with their role in service delivery because they lack a service-oriented attitude. In addition, the CSRs seem to be less committed to the delivery of high-quality registration services.
The training program should involve practice sessions that will enable the CSRs to develop the desired service orientation for dealing with the diverse problems of customers. The development of service orientation attitudes and skills among the CSRs will make them effective in assessing the needs of customers and providing registration services that are corresponding to customer needs. Effective training will enhance the quality of services that students receive and minimize complaints about the registration process (Hyken, 2014).
References
Arthur, G. (1994). Customer-service training in academic libraries. Journal of Academic Librarianship, 20(4), 219.
Blodgett, J. G., Wakefield, K. L., & Barnes, J. H. (1995). The effects of customer service on consumer complaining behavior. Journal of services Marketing, 9(4), 31-42.
Hyken, S. (2014). Customer Service Training. Sales & Service Excellence Essentials, 13(9), 18
Lee, G. J. (2012). Firm size and the effectiveness of training for customer service. International Journal of Human Resource Management, 23(12), 2597-2613. Web.
Parasuraman, A., Berry, L. L., & Zeithaml, V. A. (1991). Understanding customer expectations of service. Sloan Management Review, 32(3), 39-48.
Sturdy, A. (2000). Training in service importing and imparting customer service culture as an interactive process. International Journal of Human Resource Management, 11(6), 1082-1103. Web.
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