Evaluation of the 311 customer-service course shows clerks can recite the script but freeze with a hostile resident. What should the instructor suggest?
Select an answer to reveal the explanation.
Short Explanation
They know the words and still freeze — that is a missing practice, not a missing history lecture. Suggest a sandbox with a hostile resident so the next class can rehearse the hard part. Cutting practice hides the gap.
Full Explanation
When evaluation of the 311 customer-service course shows clerks can recite the script but freeze with a hostile resident, the instructor should propose a new sandbox "hostile resident" activity the current course lacks. Gap analysis converts performance evidence into curriculum revision proposals that build missing transfer skills. Dropping all practice because scripts are enough fails the evidence that script recall does not transfer to hostile interactions. Adding a second lecture on 311 history fails to address the practice gap. Shortening the course so clerks leave before the gap appears hides the problem rather than fixing service readiness. Exam caveat: recommend activities that close observed performance gaps. Operational check: design a supervised hostile-resident sandbox with scoring cues, pilot it with a small clerk group, compare freeze rates before and after, and submit the activity as a formal revision to the 311 curriculum owners. Keep the published objective visible on every rubric and report so raters do not drift into convenience metrics. Confirm with a second reviewer when stakes are high that the evidence matches the objective rather than a proxy such as speed, smiles, or familiarity.