Week 5 Final Project TemplateThe Final Project is a 3- to 4-page.docx

Week 5 Final Project Template
The Final Project is a 3- to 4-page (750- to 1,000-word) formal
report, excluding Title and Reference pages, of your
achievement in this course. The purpose of this paper is to
assess your learning and to apply the concepts covered
throughout this course. Your objective will be to evaluate the
effectiveness of your group’s project in meeting the stated
objectives, your role, and the overall results of the course.
In discussing the events and collaboration of the team in
completing the team project, remember to follow the
assessment, design, development, instruction, and evaluation
(ADDIE) outline of training development.
The paper must be formatted in APA style, double-spaced, and
include the following sections:
1. Title page
2. Introduction
· An introduction to the Group Project, including your role
· The goals and purpose of the Group Project
3. Group Evaluation
· How effective were you in carrying out your role, and what
could you have done differently to strengthen your contribution
to the project?
· What challenges did you and your team face? What actions did
you take to address and resolve the challenges? Describe in
detail.
· In your judgment, was your team’s training program effective
in meeting the written objectives? Explain.
· How effective were your team’s collaborative efforts? What
could be done to improve or strengthen them? Explain.
· What did you learn that was totally new to you as a result of
this Group Project? What would have made it a more effective
learning experience?

4. Reference page
· At least three APA references to support your points
Submit your Final Project by Day 7 of this week.
Running head: TYPE ABBREVIATED TITLE/NAME OF
COMPANY HERE PAGE 6
Following is a template for an APA-formatted paper you are to
use for your Assignment.
© 2015 Laureate Education, Inc. Page PAGE 1 of
NUMPAGES 1
[Title of the Paper/Name of Company]
by
[Student’s Name]
[Course Information]
[Instructor’s Name]
Walden University
[Date (e.g., January 1, 20XX)]
Title of the Paper/Name of Company
Do not add any extra spaces between the heading and the text
(you may want to check Spacing under Format, Paragraph in
your word processor, and make sure that it is set to 0"). Instead,
just double space as usual, indent a full ½ inch (preferably
using the tab button), and start typing. The introduction should
receive no specific heading because readers assume that the first
section functions as your paper’s introduction.

This template’s margins, page numbers, and running head
location are set for you, and you do not need to change them.
You must replace the running head placeholder text with an
abbreviation of your own title, but you do not need to adjust the
location of the running head. Writers do not need to place the
running head a specific distance from the top of the page,
though you should follow any instructor preferences.
Level 1 Heading (i.e., Market and Industry Review)
This text will be the beginning of the body of the essay. Even
though this section has a new heading, make sure to connect
this section to the previous one so readers can follow along with
the ideas and research presented. The first sentence in each
paragraph should transition from the previous paragraph and
summarize the main point in the paragraph. Make sure each
paragraph contains only one topic, and when you see yourself
drifting to another idea, make sure you break into a new
paragraph. Also, avoid long paragraphs (more than three-fourths
of a page) to help hold readers’ attention—many shorter
paragraphs are better than a few long ones. In short, think: new
idea, new paragraph.
Another Level 1 Heading
Here is another Level 1 heading. Again, the topic sentence of
this section should explain how this paragraph is related or a
result of what you discussed in the previous section. Consider
using transitions between sentences to help readers see the
connections between ideas. Below are a few examples of how to
transition from one statement to another (or in some cases, one
piece of literature to another):
1. Many music teachers at Olson Junior High are concerned
about losing their jobs (J. Thompson, personal communication,
July 3, 2004), largely due to the state’s recent financial
cutbacks of fine arts programs (Pennsylvania Educational
System, 2004).
2. Obesity affects as much as 17% of the total population of
children, an increase which may lead to other chronic health
problems (Johnson & Hammer, 2003; Christianson, 2004).

For more examples, see some of the transitions handouts on the
Writing Center’s website.
Level 2 Heading
The Level 2 heading designates a subsection of the previous
section. Using headings is a great way to organize a paper and
increase its readability. For shorter papers, using one or two
levels is all that is needed. You would use Level 1 (centered,
bold font with both uppercase and lowercase) and Level 2 (left
aligned, bold, both uppercase and lowercase). This template
provides examples of APA’s four heading levels, but remember
that at least two headings on the same level are needed before
the next heading level. For example, a paper must have at least
two Level 3 headings before a Level 4 heading.
Level 3 heading.Note that you should write Level 3 and 4
headings in sentence case, meaning that only the first word and
any proper nouns are capitalized. The number of headings
needed in a particular paper is not set, but longer papers may
benefit from another heading level, such as this Level 3 heading
(which is an indented, bold, lowercase paragraph heading).
Level 4 heading. One crucial area in APA is learning how to
cite in academic work. Make sure to cite source information
throughout your paper to avoid plagiarism. This practice is
critical: you need to give credit to your sources and avoid
copying others’ work at all costs.
Level 4 heading.You will want to include at least two of each
kind of heading in your paper, hence this additional paragraph
modeling effective heading usage. See below for further tips on
using headings effectively.
Level 3 heading.Again, if you choose to use Level 3 or 4
headings, at least two of each heading level should appear in the
paper. Otherwise, if only one heading appears, your readers may
question the need for a heading at all. If you find yourself
questioning whether or how to use headings, consider
consulting your instructor or committee chair for his or her
input.
Level 1 Heading

APA can seem difficult to master, but following the general
rules becomes easier with use.
And so forth until the conclusion…..
Level 1 Heading
The conclusion section should recap the major points of your
paper. However, perhaps more importantly, the conclusion
should also interpret what you have written and what it means
in the bigger picture. To help write your concluding remarks,
consider asking yourself these questions: What do you want to
happen with the information you have provided? What do you
want to change? What is your ultimate goal in using this
information? What would it mean if the suggestions in your
paper were taken and used?
References
(Please note that the following references are intended as
examples only.)
Alexander, G., & Bonaparte, N. (2014). My way or the highway
that I built. Ancient Dictators, 25(7), 14–31.
doi:10.8220/CTCE.52.1.23-91
Babar, E. (2013). The art of being a French elephant.
Adventurous Cartoon Animals,19, 4319–4392. Retrieved from
http://www.elephants104.ace.org
Bumstead, D. (2014). The essentials: Sandwiches and sleep.
Journals of Famous Loafers, 5, 565–582.
doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly
occupants. Thousand Oaks, CA: Fairy Tale Publishing.
Hera, J. (2011). Why Paris was wrong. Journal of Greek
Goddess Sore Spots, 20(4), 19–21. doi: 15.555/GGE.64.1.76-82

Week 5 Final Project
by
Latoya Bechet
HRMG 4202: Human Resource Development and Change
Professor Dr. Shannon Lynch
Walden University
November 13, 2016
Introduction
Our Group was Group A. My group members were,
Catherine Messer, Kimberley Spence, Lisa Jones, and myself.
We were instructed to come up with a training program that
addressed Communication for Sales Clerks at Kohl's
Department Store. We all had different roles to play in this
group project. My role was to research and come up with the
outcomes of the training program. The purpose of this group
project, was to create a training program, using the KSA of the
audience, learning your audience, and the outcomes that the
employees will learn and apply into their work environment.
Group Evaluation
I was pretty effective in carrying out my role in being a
researcher and providing the outcomes of the training. There
were a few obstacles that I encountered, while trying to submit

my portion before deadline. I had to go out of town on business
at the last minute, and didn’t have access to the internet. I was
requested to have my portion in by a certain day, but I ended up
turning it in the day after the team leader requested. I felt
pretty awful that I didn’t hold my end of the bargain. I think if
I managed my time a little better, I could have been prepared
for an obstacles that may have come my way. I thought I could
have followed up with the team lead, to let her know of my
challenges. The team pulled together, and prepared for the
worst case scenario, in which was possibly having to produce
my portion of the project. At the end of the day, us as group
was able to pull off this assignment without a hitch.
I think one of the challenges we faced was figuring out
exactly what we were supposed to do. Some of the members
thought that the survey was the whole assignment, while others
actually saw that the survey was only a portion of the project. I
was going to respond to the message board, correcting the
individuals, and letting them know that, that is not the whole
project, but one of the other group members beat me to the
punch. Once we all were on the same page, we all know exactly
how to break down the duties, and knew exactly what was
expected from the each of us.
HOW TO DEAL WITH CUSTOMER SERVICE
Catherine Messer
Kimberley Spence
Latoya Bechet

Lisa Jones
MGMT-4121-2 HRMG-422
Human Resource Dev and Change
November 6, 2016
Why has the training been developed?
So everyone can receive the necessary training needed to gain
customer service skills. This way the team should be all on the
same accord while becoming successful on the job.
Reason for the training:

This training has been developed to better our customer service
skills and techniques. Today’s outline will help you become a
better retail representative. Developing an effective employee
training program is vital to the long-term success of any
business (Retrieved from: www.smallbuiness.chron.com). If
the training program is carefully planned out and implemented
it could be very beneficial for the employees as well as the
company
Always give a warm welcome
Remember great customer service should start the second your
customer walks through the door. When a customer feels
welcome they will normally be comfortable enough to shop
even if it’s a smile with your greeting. If they have questions or
concerns it will make it less intimidating for them to approach
you.
Knowledge is the key
Having the lack of product knowledge could be a real turn-
off for customers that intend to shop in your store. Always
familiarize yourself of the current product line. If
you’re not sure do let the customer know you can try to get
assistance for them. Customers always expect you to have
an answer. Truthfully, your sales success really depend on

how you as a sales representative maximize your time spend
out on the floor.
Use positive language
It is very important to always choose your words carefully when
you’re dealing with customers. The most important keys are to
be honest, forthright and positive. In customer service you
should focus on fixing the problem instead of making a
problem.
Have Proper body language
Customers tend to follow your body language which is an
incredibly expressive and powerful communication tool.
All it really takes for you to harness it as a retailer is a certain
level of attentiveness and proactivity; watching your customers,
understanding their actions and stepping in to help where
required (Retrieved from: www.business2community.com).
If we take time to communicate you will be able to identify
customers that seem lost, irritated, unhappy, and confused. Be
proactively helping your customer to find what they’re looking
for so they can receive a caring customer experience which will

only encourage them to shop with you in the near future.
Listen
Pay direct attention to your customer – give them your total,
undivided focus – and you give yourself the best possible shot
at understanding and resolving their problems quickly and
efficiently (Retrieved from: www.business2community.com).
It’s such a critical and difficult skill to master, so it’s perhaps
surprising that just 2% of people have had any formal listening
training. Whether you go down the formal training route, or just
make it a core part of your customer service manifesto, make
sure that listening is central to every customer interaction
(Retrieved from: www.business2community.com).
Be patient
Even if you slightly disagree with the customer, remain calm
and keep in mind the customer is always right. Never argue
your point of the view with the customer it might cause them to
get irate. In these cases it’s essential to remain patient and calm
yourself.

Target Audience
When evaluating the plans for the training program,
management should ask four basic questions about the proposed
training audience:
Who needs this training?
Why do they need it?
What do they already know?
What do they need to know?
Thinking from their perspective
Information that seems new or difficult to you may seem very
familiar and easy to someone else.
Information that seems easy to you may be difficult for others.
Therefore, it is critical to know your training audience’s actual

needs.
A needs assessment conducted by Kohl’s Department store
discovered poor customer service specifically with respond time
to customer needs and containing emotions when dealing with a
difficult customers.
Sales clerks at Kohl’s Department Store are being identified to
change a specific action or behavior to solve the issue of
unsatisfied customers. The majority of communication efforts is
being targeted toward the sales clerks since they are most
directly able to change the situation.
The sales clerks are more likely to meet the specific strategy
goal of Improved communication. Keeping in mind whose
behaviors need to be changed with the communication strategy.
These are the people that should be the target audience.
Target Audience

Expected Outcomes
The sales clerks will learn that customer service is the face of
an organization.
The sales clerks will learn that the way they treat the customers,
will have a significant influence on whether customers will
return, and refer their friends to the organization or never come
back to the premises (Dall & Adam, 2004).
They will learn that the skills and competence that they display
to the customers, will make up the customer experiences which
are vital to the company’s successes.
The clerks will learn that the skills and competence that the
sales clerks display to the customers, will make up the customer
experiences which are vital to the company’s successes.
For this session, the training outcomes that the corporation is
expected to acquire includes strengthening the skills.
The clerks will be encouraged to exercise patience and empathy,
when dealing with irritable customers.

Employees will learn that they must always remain ethical and
be professional at all times.
After training, every employee must show more customer
interaction and involvement. They will be expected to step up
and be more personable.
Sales clerks will be taught to practice active listening. They
must show empathy and rephrase their customer’s sentences to
get in touch with their feelings.
The sales representatives will learn to admit when they are at
fault, as it is an excellent way to build trust and confidence
between them and the consumer.
To show more concern, sales clerks will be required to follow
up on issues, and make sure that customers remain satisfied
throughout their shopping experience at Kohls.
Employees will learn to be readily available for the customers.
This will enhance a rapport and a since that help is accessible.
It is important that by the end of the training session, sales
clerks should learn how to handle and deal with their emotions.
High levels of professionalism will be expected, which means
there is no room of displacing their moods and emotions to the

customers.
They will be encouraged to remain calm at all times. Whenever
an employee feels irritated by a client, it is important that they
excuse themselves, and have someone else step in, while they
regain control of themselves. Also, when having a bad day, it is
important that a sales clerk gets someone to cover for them, and
carry out other duties that won’t involve direct contact with the
consumers.
Sales clerks should be reminded that customers are the
company’s top priority.
Communicating the company’s core values and goals is pivotal
in ensuring a lasting relationship between the company and their
stakeholders (Dall & Bailine, 2004).
Sales clerks, therefore, will be encouraged to go over and
beyond. This includes changing the strategy that they use to
assist their customers.
Once customers enter the premises, sales representatives will be
expected to greet them.
Sales representatives will also be expected to ask the consumers
questions and ensure that they are satisfied as much as possible.
As this will build confidence and trust. By doing this, the
company is sure to have a lasting relationship with their
customers.

Importance of Training
What is the process and rationale for all training activities?
WHY?

Training is needed to address the results of a needs assessment
due to handle customers needs.
Customers are not satisfied with the length of time they have to
wait for a clerk to acknowledge them.
Clerks have a hard time controlling their emotions when dealing
with irate customers.
What?
What training is needed?
Role-playing
This will allow the employee to play-out scenarios to plan for
difficult customers.
Coaching
This will provide feedback to the employee to become more
productive and assist in changing attitudes in how they conduct
themselves.
Demonstrations
This will show the employees the effectiveness of how and why
the training will be effective

When?
When is training needed?
Training needs to be addressed immediately to improve
customer satisfaction.
Where?
Where is the training needed?
On the sales floor to address customer acknowledgement
Customer service desk to help address employees’ emotions
with difficult customers.

Who?
Who needs training?
All employees who work with customers in a face-to-face
setting will go through training.
How?
How will training be conducted?
Managers/Leads will go through “train the trainer” sessions
first.
To accommodate schedules, required “classroom” training will
be conducted on-site during different shift changes to allow for
enough staff to be on the floor during business hours.
Coaching will be done on an as needed basis.

Conclusion
Employees should be able to apply this training to provide an
exceptional experience to Kohl’s customers and increase
customer satisfaction.
A needs analysis showed that customers were not satisfied with
the customer service provided by the employees.
Training should give the employees the skills to perform their
jobs more efficiently.
Customer wait times should improve on the sales floor.
Customer service associates will learn the coping skills to
handle difficult customers.
Kohl’s management addressed training with all sales and
customer service associates.
Training was provided to the employees to help improve on
their customer skills and how to address customers more
efficiently.
Training will have addressed the:
Why, What, When, Where, Who and How

The needs analysis addressed problems Kohl’s experienced.
These issues included the way associates were not
acknowledging customers in a timely manner and customer
service associates not handling their emotions properly when
dealing with difficult customers. This training was designed to
address those concerns and help the employees learn techniques
to provide a better customer experience for Kohl’s clientele.
The result should show improved times in addressing customers
and better customer service skills when handling irate
customers. Management will aide in continuing to promote this
training by providing additional on-the-job training and
coaching when needed or requested. All associates who handle
face-to-face interactions with customers received training to
improve their Knowledge, Skills, and Attitudes to provide a
better customer experience for the customer. Improved morale
and confidence for the employees will result in an improved
reputation for the company.
References
10 Face-to-Face Customer Service Essentials. (2015, September
15). Retrieved from
http://www.business2community.com/brandviews/spark-pay/10-
face-to-face-customer-service-essentials-
01326882#scslVOKmqWQYrqH7.97
Blanchard, P. N., & Thacker, J. W. (2013). Effective
training: Systems, strategies, and practices (5th ed.). Upper
Saddle River, NJ: Pearson Prentice-Hall.
Dall, M. & Bailine, A. (2004). Service this: winning the
war against customer disservice. (1st ed). ISBN 0-9753719-
0-8

McKay, M. (n.d.). Developing an Effective Employee
Training Program. Retrieved from
http://smallbusiness.chron.com/developing-effective-
employee-training-program-1181.html
Your Training Audience - Intulogy.com. (n.d.). Retrieved
from http://intulogy.com/training-solutions/your-audience/

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