Educ 768 Final Project Team International

UNIVERSITY OF WISCONSIN – STOUT
EDUC 768 PROJECT MANAGEMENT FOR

INSTRUCTIONAL DEVELOPMENT
PORTFOLIO PROJECT
SUBMITTED BY
TEAM 1: TEAM INTERNATIONAL INC.
ELIZABETH DAVEY
KENNETH FIELDS
CASSANDRA KOPP
ANDREA MARSHALL
MAY 17, 2019

PJ ENTERPRISES RECRUITMENT AND TRAINING
IMPROVEMENT
NEEDS ASSESSMENT
PJ ENTERPRISES RECRUITMENT AND TRAINING IMPROVEMENT

NEEDS ASSESSMENT
PROJECT GAP ANALYSIS STRATEGY
Information Needed
 Organization
o Vision and mission
o Structure – hierarchical
o Employee categories
o Job descriptions
o Key performance indicators for each employee category
o Major players (influential people) in the organization
o Company “performance” in previous 3 years
o Company documents including new employee handbook, product
description summary, and hiring protocols.
Team Strategy
Strategy:
1. From the business objectives and issues identified in company

documents (case study), identify core performance issues in
relationship to future desired outcomes (rationale: establish present
state versus desired state).
2. Collect information about each of those areas in order to confirm or
clarify the issues (rationale: sometimes organizations miss gaps. A
thorough analysis makes sure all performance gaps are identified).
3. Present PJ senior management with gap analysis report. Conduct a
prioritization activity to identify next steps or the target performance
issue. (Rationale: there are several areas that could be addressed.
This step ensures that PJ senior managers are on board and also allows
for a discussion around cost-benefit and incorporates non-monetary
points of view such as company culture into decision making).
4. Confirm project and outline next steps with the senior management
team.
Different pieces of information could be obtained from each employee

category:
 Senior management
o CEO
o HR manager
o Accounting manager
o Merchandizing manager
o Catalog director
 Middle management
o Assistant merchandizing manager
o Customer service supervisors
 Line workers
o Telephone operators
o Warehouse staff
 Current and potential clients
 Relevant documents
o Vision and mission statements
o Job descriptions
o Work schedules
o Account records
o Processes and procedures documents
o Training manuals
Information could be gathered through:
 One-on-one interviews
 Focus group interviews
 Surveys
 Document analysis
 Observations
Analysis Plan
Purpose or
Activity/Method Information You Source of Information
Hope to Gain
His/her vision for the
company; perspective
Interview with CEO on current state of the CEO of PJ Enterprises
company; SWOT
analysis
Interview with HR Rationale for new HR HR manager
manager policies; possible
reasons for high
Purpose or
Hope to Gain
company; SWOT
analysis
attrition rate
Financial aspect of
company particularly
Focus group interview
with respect to buying
with Accounts  Accounting manager
and selling
manager,  Merchandizing
Performance issues
Merchandizing manager
with different areas
manager and Catalog  Catalog director
including sales,
director
customer service, and
shipping/delivery
How they view their
roles within in
 Assistant
company; issues or
Focus group interview merchandizing
concerns that they
with middle manager
have
management  Customer service
Performance issues
supervisors
with sales and
customer service
How they view their
roles within in
company; issues or
Focus group interview concerns that they
with telephone have  Telephone operators
operators Effectiveness of on
boarding, catalog
training, and support
tools
How they view their
Focus group roles within in
interviews with company; issues or  Warehouse staff
warehouse staff concerns that they
have
Purpose or
Hope to Gain
company; SWOT
analysis
Experiences with PJ
Enterprises; customer
satisfaction; views on
product offerings,
Survey with current
ordering and  Current clients
clients
customer service
experience,
suggestions for
improvement
Interest in PJ
Survey with potential
Enterprises, why and  Potential clients
clients
why not,
Vision and mission
statements, job
descriptions, work  Relevant
schedules, account department
Document analysis
records, processes managers/superviso
and procedures rs
documents, training
manuals
What actually obtains
in the day to day
Observations 
operations of PJ
Enterprises
Questions to Ask: CEO
 Where do you see PJ Enterprises in 5 years?

 What are the PJ Enterprises strengths, weaknesses, opportunities and
threats?
 How do you prioritize the performance issues in relationship to
company goals?
Questions to Ask: HR Manager
 Why the new HR policies?

 In your opinion, what is a likely cause of the high attrition rate at PJ
Enterprises?
 What is currently in place to train and implement changes to the HR
policy and the employee handbook?
Questions to Ask: Accounts Manager, Merchandizing Manager and

Catalog Director
 Explain the retail process from selection to shipment to customers

 What are the top performance issues, what is being done to address
them, and what additional steps would you add to address them?
Questions to Ask: Assistant Merchandizing Manager, Customer

Service Supervisors
 What is your role here at PJ Enterprises?

 What are your concerns?
 Describe the process for sales, addressing merchandize queries, and
addressing complaints or issues? How would you improve these
processes?
Questions to Ask: Telephone Operators

 What type of training or support tools did you receive? Are they
adequate, why or why not?
Questions to Ask: Warehouse Staf

Questions to Ask: Current Clients
 How could your experience with PJ Enterprises be improved?
Questions to Ask: Potential Clients
 Are you interested in doing business with PJs Enterprises? Why or why
not?
Roadblocks & Dependencies
 Employees unwilling to participate in interviews or focus groups

 Unavailability of documents for analysis
 Time frame for conducting research and reporting out
IMPROVEMENT
PROJECT CHARTER
PROJECT CHARTER
PROJECT INFORMATION
PJ Enterprises is a mail order catalog company that has been operating for
the past six years. Targeting women ages twenty-five to fifty-five years with
annual income from $40 000 to $80 000, it develops, manufactures and
markets high quality gifts, clothing and accessories; marketing them through
their mail-order catalog and retail store. The company recorded a net profit
of $1 million for the last fiscal year, with a forty-one percent increase in
sales. A net profit of $ 2 million is projected for the current year. The catalog
division of the company has a staff complement of fifty persons, with forty of
these being full time employees. Staff categories include telephone
operators, customer service supervisors, warehouse staff, the catalog
director, and the merchandising and assistant merchandising managers. The
company has rotated more than five hundred products through its catalogs
in its six years of operation. Recently, there has been an increased number of
complaints about the customer service delivered by telephone operators.
Moreover, the management team has been experiencing challenges in
recruiting, selecting, hiring, training and managing new people. There is a
high attrition rate within the catalog division of the company.
PROJECT NAME
PJ Enterprises Recruitment and Training Improvement
PROJECT SPONSOR
PJ Enterprises’ Chief Executive Officer
PROJECT OWNER
PJ Enterprises’ Human Resources Manager
STAKEHOLDERS & IMPACTS
Stakeholder
Project Sponsor – Patrick Jacobs
Project Owner – Heather Riley
Reviewers – Judie Thompson and Sheena Perez
Project Team Members - Cassandra Kopp, Elizabeth

Davey, Kenneth Fields, Andrea Marshall
Functional Manager – Heather Riley
DESCRIPTION OF WORK
The Operator Project develops hiring and onboarding protocols for

management team. It will also develop telephone protocol training for the
customer service team including operators and supervisors.
PROJECT PURPOSE
The purpose of this project is to increase customer satisfaction that can be
addressed by training of telephone operators and customer service
supervisors regarding prompt response to calls, telephone etiquette, and
product knowledge; and development of the hiring and onboarding protocols
that would assist the management team in recruiting, selecting, hiring,
training and managing new employees.
BUSINESS OBJECTIVES
 Meet or exceed projected targets for sales

 Focus on quality and customer service with 10% improvement on
customer-service scores including customer retention
 Focus on quality work environment and staff development and
recognition
PROJECT DELIVERABLES
 Hiring Protocol with appended Onboarding Checklist

 Training manual for telephone operators and customer service
supervisors
 Computer Based Training for all operators and customer service
supervisors
IN-SCOPE
 Hiring protocols and onboarding checklist for the customer service

team including operators and supervisors
 Training manual for telephone operators and customer service
supervisors that address prompt response to calls, telephone etiquette,
and product knowledge
 In-house training (CBT) for all telephone operators and customer
service supervisors
OUT-OF-SCOPE
 Will not provide specific hiring protocols for other departments

 Will not address budget/time requirements for training and materials
post project delivery
 Implementation of the hiring protocols will not be addressed in the
project and is to be implemented by PJ Enterprise Managers
 Onboarding will be conducted by PJ Enterprises HR department and will
not be managed by Team International Inc. under the terms of this
project
PROJECT COMPLETION CRITERIA
 A completed hiring protocols and onboarding document reviewed and

signed off on by the key HR stakeholders
 Training curriculum that is developed using Quality Matters standards
PROJECT MILESTONES
Milestone Date/Duration
 Analysis of training needs for telephone
operators and customer service supervisors
2 weeks
 Analysis of needs for hiring document and
onboarding procedures
 Design of training for telephone operators and
customer service supervisors
4 weeks
 Design of hiring document
 Design of onboarding protocols
 Development of training for telephone
6 weeks
 Development of hiring document
 Development of onboarding protocols
 Delivery of draft and finalization of deliverables 1-2 weeks
 Evaluation of training for telephone operators
2 weeks
and customer service supervisors
Note: A detailed schedule will be completed once the Design Document is

created.
RISKS
Risk Area Low, Risk Owner Project Impact- Mitigation
Medium, or Plan
High
Likelihood
No increase High Customer  Be strategic in the
in customer service execution of staff training
satisfaction manager so that the optimal number
Risk Area Low, Risk Owner Project Impact- Mitigation
Medium, or Plan
High
Likelihood
of operators and customer
are on the job in a given
day
 Explain project to
customers – apologize for
inconvenience caused
Increased High Human  Address issues of low staff
attrition/low resources morale
morale manager
Delayed Medium Project  Ensure that documents are
printing of manager developed and ready for
documents printing way in advance of
due dates
Increased Low Accounts  Build slight increases in cost
cost manager into the budget
ASSUMPTIONS
In order for the project to be successful, everyone on the project team needs
to understand the assumptions (those things we believe to be true) we’re
operating under. For this project, we have identified six assumption
categories with the following assumptions:
 Budget (estimated cost of the project)
a. We are able to use the overall budget provided for this project in
the way the PM deems fit
b. Any change in budget will be vetted through the change request
process either initiated by the PM or by PJ Enterprises.
 Delivery (final physical form or format of the final “product” delivered)
a. The first of three deliverables at the conclusion of the project will
be a checklist that management can use as a hiring tool, with an
appendix that is an onboarding checklist
b. The second of three deliverables will be a training manual that
will augment the digital delivery (CBT) to employees engaged in
customer service
c. The third of three deliverables at the conclusion of the project
will be CBT (Computer-based training) to train telephone
operators on how to provide top-of-the-line customer service.
This CBT will have at least two RLO modules; one for telephone
service representatives and their front-line management, and a
second RLO module for front-line management only to enable
them to mentor their employees in customer service
 Resources (people, materials, etc.)
a. The PM will have access to all employees at the fist-line
management level for 25% of their time for the first two weeks,
and 10% of their time for the reminder of the project
b. The PM will have access to all phone operators for 50% of their
time for the first two weeks, and 15% of their time for the
reminder of the project
c. The PM will be able to use all PJ Enterprises facilities
(breakrooms, offices, IT equipment, and printing resources)
throughout the duration of this project
d. The PM and her team will be provided their own office with five
workstations with internet connectivity to use for the duration of
this project
 Schedule (the available time to complete certain tasks and the overall
project)
a. PJ Enterprises will abide by the proposed timeline above, and
provide responses to any questions within 24 hours in order to
remain on the proposed schedule
 Scope (the totality of what is to be delivered)
a. The agreed on three deliverables will be the sole responsibility of
the PM and her team to research, create, and disseminate to the
Project Owner upon completion of the project. Any additional
items must be agreed on with a contract modification passed by
PJ Enterprises contracting officer to the contracting officer to
Team International Inc.
i. Team International Inc. has one week to review the
proposed contract modification, and can either accept or
reject the proposed modification
 Technology (access to shared resources, webpages/sites being
available when needed, software, etc.)
a. All IT systems used by PJ Enterprises have the most current
version of MS Office and all associated software systems used by
the PM Team
b. The IT workstations provided to the PM Team will have fiber
access to commercial Internet and corporate intranet, and will be
able to run the most recent versions of MS Office and MS Project
CONSTRAINTS
 Local and national laws or regulations for providing accessible online

training – ADA, Section 508 compliance, and Universal Design for
Learning, UDL principles.
EXTERNAL DEPENDENCIES
 Computer workstations upgrades will be completed and compatible

with the Learning Management System
 Availability of subcontracted graphic designer
BUDGET
Category Cost/Hours Estimate

Needs analysis: operator training $12,800
and hiring/onboarding
Document and Training Design $25,600
Computer Based Training and $26,800
Training Manual Development
Hiring Protocols and Onboarding $23,450
Checklist Development
Overhead $8,865
VENDOR ASSISTANCE REQUIRED
Graphic design services will be contracted through Team International Inc.

and is billed at $150 per hour.
PROJECT TEAM MEMBERS & ROLES
Name Role Responsibilitie Est. Time

s Investment
Andrea Marshall Project Manager Responsible for
the overall
Name Role Responsibilitie Est. Time
s Investment
success of the
project; sets
milestones
Cassandra Kopp Team Leader Works with the
Project Manager
and helps guide
and direct
activities of the
team
Elizabeth Davey Analyst, Steering Research, write
Committee reports, and
ensure the team
stays on target
and not veer
away from
project goals
Ken Fields Analyst, Research, write
Resourcing/Tools reports, and
ensures team
has resources
and tools needed
to complete all
tasks
APPROVALS
Role Signature Date

Project Manager Andrea Marshall
03/31/19
Team Leader Cassandra Kopp

03/31/19
Analyst, Steering Elizabeth Davey

Committee 03/31/19
Analyst,
Resourcing/Tools Kenneth Fields 03/31/19
IMPROVEMENT
PROJECT MANAGEMENT PLAN

SCOPE MANAGEMENT PLAN

IMPROVEMENT
TEAM INTERNATIONAL INC.
DATE: APRIL 2019

TABLE OF CONTENTS
INTRODUCTION.....................................................................................................3
SCOPE MANAGEMENT APPROACH.............................................................................3
ROLES AND RESPONSIBILITIES.................................................................................3
SCOPE DEFINITION................................................................................................5
PROJECT SCOPE STATEMENT...................................................................................5
WORK BREAKDOWN STRUCTURE.............................................................................7
SCOPE VERIFICATION.............................................................................................8
SCOPE CONTROL..................................................................................................8
SPONSOR ACCEPTANCE..........................................................................................9
INTRODUCTION
This project seeks to increase customer satisfaction at PJ Enterprises by

training telephone operators and customer service supervisors regarding the
prompt response to calls, telephone etiquette, and product knowledge. It
also intends to develop hiring and onboarding protocols for the management
team that would assist them in recruiting, selecting, hiring, training, and
managing new employees. The project includes the design and development
of training curriculum that meets Quality Matters standards, specifically a
training manual, and SCORM compliant computer-based training for
telephone operators and customer service supervisors; as well as a hiring
protocol document with an onboarding checklist for the management team.
It is anticipated that computer workstations upgrades will be completed and
compatible with the company’s Learning Management System; and that a
graphic designer will be subcontracted for the development of the training
curriculum.
SCOPE MANAGEMENT APPROACH
For this project, scope management will be the sole responsibility of the
Project Manager. The scope for this project is defined by the Scope
Statement and Work Breakdown Structure (WBS). The Project Manager,
Sponsor and Stakeholders will establish and approve documentation for
measuring project scope which includes deliverable quality checklists and
work performance measurements. Proposed scope changes may be initiated
by the Project Manager, Stakeholders or any member of the project team. All
change requests will be submitted to the Project Manager who will then
evaluate the requested scope change. Upon acceptance of the scope
change request the Project Manager will submit the scope change request to
the Change Control Board and Project Sponsor for acceptance. Upon
approval of scope changes by the Change Control Board and Project Sponsor,
the Project Manager will update all project documents and communicate the
scope change to all stakeholders. Based on feedback and input from the
Project Manager and Stakeholders, the Project Owner is responsible for the
acceptance of the final project deliverables and project scope.
ROLES AND RESPONSIBILITIES
The Project Manager, Sponsor, Owner, Reviewers and team will all play key
roles in managing the scope of this project. As such, the project sponsor,
owner, reviewers, manager, and team members must be aware of their
responsibilities in order to ensure that work performed on the project is
within the established scope throughout the entire duration of the project.
The table below defines the roles and responsibilities for the scope
management of this project.
Name Role Responsibilities
Patrick Jacobs Sponsor - Approve or deny scope change
requests as appropriate
- Evaluate need for scope change
requests
Heather Riley Owner - Evaluate the need for scope
changes and communicate them to
the project manager as necessary
- Accept project deliverables
Judie Reviewer - Approve or deny scope change
Thompson requests as appropriate
requests
Sheena Perez Reviewer - Approve or deny scope change
requests as appropriate
requests
Andrea Project - Measure and verify project scope
Marshall Manager - Facilitate scope change requests
- Facilitate impact assessments of
scope change requests
- Organize and facilitate scheduled
change control meetings
- Communicate outcomes of scope
change requests
- Update project documents upon
approval of all scope changes
Cassandra Team Lead - Measure and verify project scope
Kopp - Validate scope change requests
- Participate in impact assessments
of scope change requests
- Communicate outcomes of scope
change requests to team
- Facilitate team level change review
process
Elizabeth Team Member - Participate in defining change
Davey resolutions
- Evaluate the need for scope
Name Role Responsibilities
Kenneth Team Member - Participate in defining change
Fields resolutions
- Evaluate the need for scope
Table 1.1. Scope Management Roles and Responsibilities
SCOPE DEFINITION
The scope for this project was defined through a comprehensive

requirements collection process. A thorough analysis was conducted to
ascertain the organization’s vision and mission, structure, employee
categories and related key performance indicators for each category, the
influential persons within the organization, and the company’s financial
performance in the previous three (3) years. Information was gleaned from
employees, current and potential clients and relevant company documents
through one-on-one interviews, focus groups, surveys, document analysis
and observations. From this information project team narrowed the scope of
the project and developed the project charter.
The project description and deliverables were developed based on the results
of the performance gap analysis and the project charter. Quality Matters
standards will be used as the benchmarks for the design and development of
the training curriculum.
PROJECT SCOPE STATEMENT
This project includes the design and development of training for telephone
operators and customer service supervisors; and hiring and onboarding
protocols for the management team at PJ Enterprises. The deliverables for
this project are:
 A training manual that addresses prompt response to calls, telephone
etiquette, and product knowledge for telephone operators and
customer service supervisors
 Computer-based Training for telephone operators and customer service
supervisors, and
 Hiring Protocol Document with appended Onboarding Checklist that
addresses the Customer Service Department for the management
team
The project will not provide specific hiring protocols for other departments in
the company, neither will it address budget and/or time requirements for
training and materials post project delivery. The implementation of the hiring
protocols will not be addressed in the project but it is expected that it will be
implemented by PJ Enterprises management. Onboarding will be conducted
by PJ Enterprises and will not be managed by Team International Inc. under
the terms of this project. Project acceptance criteria comprise a completed
hiring protocols document with appended onboarding checklist; and training
curriculum – a training manual and computer-based training consisting of
reusable learning objects that are developed using Quality Matters
standards, reviewed and signed off on by the Project Owner.
Assumptions for this project take account of:

 Budget (estimated cost of the project)
a. The overall budget provided for this project will be used in the
way the PM deems fit
b. Any change in budget will be vetted through the change request
process either initiated by the PM or by PJ Enterprises.
 Delivery (final physical form or format of the final “product” delivered)
a. The first of three deliverables at the conclusion of the project will
be a document, with an appended onboarding checklist, that
management can use as a hiring tool for the customer service
department
b. The second of three deliverables will be a training manual that
will augment the digital delivery (CBT) to employees engaged in
customer service
c. The third of three deliverables at the conclusion of the project
will be a CBT (Computer-based training) to train telephone
operators on how to provide top-of-the-line customer service.
This CBT will have at least two RLO modules; one for phone
service representatives and their front-line management, and a
second RLO module for front-line management only to enable
them to mentor their employees in customer service
 Resources (people, materials, etc.)
a. The PM will have access to all employees at the first-line
management level for 25% of their time for the first two weeks,
and 10% of their time for the reminder of the project
b. The PM will have access to all phone operators for 50% of their
time for the first two weeks, and 15% of their time for the
reminder of the project
c. The PM will be able to use all PJ Enterprises facilities
(breakrooms, offices, IT equipment, and printing resources)
throughout the duration of this project
d. The PM and her team will be provided their own office with five
workstations with internet connectivity to use for the duration of
this project
 Schedule (the available time to complete certain tasks and the overall
project)
a. PJ Enterprises will abide by the proposed timeline above, and
provide responses to any questions within 24 hours in order to
remain on the proposed schedule
 Scope (the totality of what is to be delivered)
a. The agreed on three deliverables will be the sole responsibility of
the PM and her team to research, create, and disseminate to the
Project Owner upon completion of the project. Any additional
items must be agreed on with a contract modification passed by
PJ Enterprises contracting officer to the contracting officer to
Team International Inc.
i. Team International Inc. has one week to review the
proposed contract modification, and can either accept or
reject the proposed modification
 Technology (access to shared resources, webpages/sites being
available when needed, software, etc.)
a. All IT systems used by PJ Enterprises have the most current
version of MS Office and all associated software systems used by
the PM Team
The IT workstations provided to the PM Team will have fiber access to
commercial Internet and corporate intranet, and will be able to run all most
recent versions of MS Office and MS Project.
The constraints for the project include local and national laws or regulations
for providing accessible online training with ADA, Section 508 compliance
and Universal Design for Learning, UDL principles.
WORK BREAKDOWN STRUCTURE
In order to effectively manage the work required to complete this project, it

will be subdivided into individual work packages which will range from 40
hours to 80 hours of work. This will allow the Project Manager to more
effectively manage the project’s scope as the project team works on the
tasks necessary for project completion. The project comprises three major
phases – hiring protocol with onboarding checklist, training manual for
telephone operators and customer service supervisors, and computer-based
training for telephone operators and customer service supervisors. Each of
these phases is then subdivided further down to work packages which will
require no more than 80 hours of work and no less than 40 hours of work.
General project management processes are also included in this WBS.
As this project progresses the Project Manager will verify interim project
deliverables against the original scope as defined in the scope statement and
WBS, and verified against the project quality standards and performance
metrics.
Figure 1.1. Work Breakdown Structure
PROJECT SCHEDULE
SCOPE VERIFICATION
As this project progresses the Project Manager will verify interim project
deliverables against the original scope as defined in the scope statement and
WBS, and verified against the project quality standards and performance
metrics. Once the Project Manager verifies that the scope meets the
requirements defined in the project plan, the Project Manager and Owner will
meet for formal acceptance of the deliverable. During this meeting the
Project Manager will present the deliverable to the Project Owner for formal
acceptance. The Project Owner will accept the deliverable by signing a
project deliverable acceptance document. This will ensure that project work
remains within the scope of the project on a consistent basis throughout the
life of the project.
SCOPE CONTROL
The Project Manager and the project team will work together to control of the
scope of the project. The project team will ensure that they perform only the
work described in the WBS and generate the defined deliverables for each
WBS element. The Project Manager will oversee the project team and the
progression of the project to ensure that this scope control process if
followed.
If a change to the project scope is needed the process for recommending

changes to the scope of the project must be carried out. Any project team
member, sponsor or stakeholder can request changes to the project scope.
All change requests must be submitted to the Project Manager in the form of
a project change request document. The Project Manager will then review
the suggested change to the scope of the project. The Project Manager will
either deny the change request if it does not apply to the intent of the
project or convene a change control meeting between the project team and
Sponsor to review the change request further and perform an impact
assessment of the change. If the change request receives initial approval by
the Project Manager and Sponsor, the Project Manager will then formally
submit the change request to the Change Control Board. If the Change
Control Board approves the scope change the Project Sponsor will then
formally accept the change by signing the project change control document.
Upon acceptance of the scope change by the Change Control Board and
Project Sponsor the Project Manager will update all project documents and
communicate the scope change to all project team members and
stakeholders.
SPONSOR ACCEPTANCE
Approved by the Project Sponsor:
Patrick Jacobs Date: 14/04/19

Patrick Jacobs
CEO, PJ Enterprises
COMMUNICATIONS MATRIX
Objective of Frequenc
Communicati y/
Communicatio Medium Audience Owner Deliverable Format
on Type
n Timeline
Kickoff Meeting Introduce the  Face to Once,  Project Sponsor Project  Agenda  Soft copy
Patrick Jacobs
project team and Face Manager  Meeting archived on
Upon  Project Team
the project. Cassandra Kopp Minutes project
receiving Andrea
Review project SharePoint
charter Elizabeth Davey Marshall
objectives and site and
approval Ken Fields
management project web
approach. Andrea Marshall site
 Stakeholders
Heather Riley
Judie Thompson
Sheena Perez
Project Team Review status of  Face to Weekly, Cassandra Kopp

Project  Agenda  Soft copy
Meetings the project with Face Elizabeth Davey Manager  Meeting archived on
Sundays
the team.  Conference Ken Fields Minutes project
at 11am Andrea
Call Andrea Marshall  Project SharePoint
central Marshall
schedule site and
project web
site
Technical Discuss and  Face to As Needed  Project Technical Staff Technical Lead  Agenda  Soft copy
 Project Team
Design develop Face Cassandra Kopp  Meeting archived on
Cassandra
Meetings technical design Minutes project
Elizabeth Davey
Kopp
solutions for the SharePoint
Ken Fields
project. site and
Andrea Marshall
project web
site
Monthly Project Report on the  Face to Last Friday  PMO Project  Slide  Soft copy
Status status of the Face of each updates, archived on
Objective of Frequenc
Communicati y/
Communicatio Medium Audience Owner Deliverable Format
on Type
n Timeline
Meetings project to  Conference month Manager including project
management. Call photos, SharePoint
Andrea
scope site and
Marshall
changes, etc. project web
 Project site
schedule
Project Status Report the  Email Bi-  Project Sponsor Project  Project  Soft copy
Patrick Jacobs
Reports status of the Monthly, Manager Status archived on
 Project Team
project including every Report project
Cassandra Kopp
Andrea
activities, other  Project SharePoint
Andrea Marshall Marshall
progress, costs Friday schedule site and
Elizabeth Davey
and issues. project web
Ken Fields site
 Stakeholders
Heather Riley
Judie Thompson
Sheena Perez
 PMO
CHANGE REQUEST FORM
Change Request Form

Project: PJ Enterprises Recruitment and Training Date:
Improvement
Change Requestor: Change No:
Change Category (Check all that apply):
□ Schedule □ Cost □ Scope □ Requirements/Deliverables
□ Testing/Quality □ Resources
Does this Change Afect (Check all that apply):
□ CBT, RLO 1 (Operators) □ Training Manual

(Operators)
□ CBT, RLO 2 (Management) □ Training Manual

(Management)
□ Hiring Protocol □ Onboarding Checklist

Describe the Change Being Requested:
Describe the Reason for the Change:
Describe all Alternatives Considered:
Describe any Technical Changes Required to Implement this Change:
34
Describe Risks to be Considered for this Change:
Estimate Resources and Costs Needed to Implement this Change:
Describe the Implications to Quality:
Disposition:
□ Approve □ Reject □ Defer

Justification of Approval, Rejection, or Deferral:
Change Board Approval:

Name Signature Date
Judie Thompson
Sheena Perez
Project Sponsor Approval:
Patrick Jacobs
35
IMPROVEMENT
INSTRUCTIONAL DESIGN DOCUMENT
36
INSTRUCTIONAL DESIGN DOCUMENT
Design Document
Project Name: PJ Enterprises Recruitment and Training

Improvement
Prepared by: Team International Inc.
PURPOSE
The purpose of this project is to increase customer satisfaction by training
telephone operators and customer service supervisors regarding prompt
response to calls, telephone etiquette, and product knowledge.
TARGET AUDIENCE
This training is designed for all telephone operators and customer service
supervisors at PJ Enterprises.
GENERAL LEARNER CHARACTERISTICS

Participants are telephone operators and customer service supervisors with:
 Varying age demographics

 Varying genders
 Varying experiences in the mail-order catalogue business
 Varying years of experience with the company
 Varying experiences in customer service
 Varying experiences with the LMS
 Varying experiences with technological tools
APPLICATION OF LEARNING THEORY
37
According to Passion in Education (2013) Knowles identified six principles of
adult learning:
 Adults are internally motivated and self-directed

 Adults bring life experiences and knowledge to learning experience
 Adults are goal oriented
 Adults are relevancy oriented
 Adults are practical
 Adult learners like to be respected
In order to apply learning theories to this project Team International Inc. will:
 Provide opportunities for learners to control their own learning

 Develop a program that moves from more structure to less structure;
less to more responsibility on the part of the learner; more to less
supervision by the facilitator
 Permit learners to control the pace of their learning – ability to pause,
repeat or control the order of material, or access learning material
anytime, anywhere
 Facilitate learners who are able to set goals, create plans to meet their
goals and monitor their progress; as well as provide support through
scaffolding for learners who may struggle in those areas
 Link new learning to past experiences and prior knowledge of the
learner, incorporating prior knowledge and experience into the design
of the project
 Integrate real world, authentic situations with which learners are
familiar
 Help learners apply new information in the context of a simulation or
role play or in solving a real world problem
 Create opportunities for regular reflection throughout the learning
experience
 Use self-assessments and tools for planning and goal setting to
facilitate self-directed learning
 Provide opportunities for learners to interact with alternative points of
view through projects, activities, and collaborations with others who
have diverse views and experiences
Training format: Training will be conducted using a training manual

and corresponding computer-based training.
38
LEARNING ENVIRONMENT
Organizational: PJ Enterprises fosters a positive learning environment

as exemplified by the provision of the continuous training for its customer
service supervisors and telephone operators.
Physical: For this project Team International Inc. must have access to
the company’s conference room, employee handbook/user manual for
telephone system, computer with projector, sound system connected
to computer, white board, computers for participants, video recording
devices, and printing resources, the call center, and LMS. Trainees will
access training materials from PJ Enterprises remote workstations.
39
Terminal Objective 1: Given varying reasons for customers contacting PJ
Enterprises including placing an order, requesting product information, or
reporting an issue or complaint, telephone operators and customer service
supervisors will be able to demonstrate proper telephone etiquette in order to
efectively and efficiently address the customer need.
Enabling Objectives Absorb Activity Do Activity Connect Activity
Simulation
Telephone operators
and customer service
supervisors will be
able to answer calls Assessment: Assessment: Assessment:
within 3 rings Simulation
Video clip with do’s Role play

Telephone operators and don’ts
Assessment: Assessment: Assessment:
supervisors will be
Reflection
able to answer calls
with a friendly
greeting
Reading or video clip Participants will work Activity:
Telephone operators on the importance of in small groups and
and customer service active listening listen to and
supervisors will be summarize what
able to listen actively partners say
and listen to callers Assessment: Assessment: Assessment:
without interrupting Group work
Terminal Objective 2: When a customer requests information about a product,

telephone operators will be able to satisfactorily demonstrate knowledge of
items in the product catalogue and relay that information in order to achieve an
end of call positive satisfactory rating by the customer.
Power point Describe 5+ items Group or individual
Telephone operators presentation from each section of reflection on meeting
will be able to the catalogue real-life needs
describe items in the
product catalogue Identify items in
catalog
that are new or
40
would require
assistance
Assessment: Assessment: Assessment:

Mastery quiz Feedback
Short tutorial about Locating items and Role Play

Telephone operators locating items answering questions
will be able to locate practice activities.
items in product Assessment: Assessment: Assessment:
reference guides timed mastery quiz Observation
short answer
Video presentation Locating items and Role play
Telephone operators answering questions
will be able to practice activities.
adequately answer Assessment: Assessment: Assessment:
customer queries timed mastery quiz Observation
regarding items in short answer
the product
catalogue
Terminal Objective 3: When presented with a disgruntled customer, telephone
operators and customer service supervisors will be able to identify the issue and
follow escalation protocols in order to achieve an end of call positive satisfactory
rating by the customer.
Chart of customer Listen/read scenarios
Telephone operators issues and and determine if it
and customer service appropriate should escalate and
supervisors will be customer service rep to whom using chart
able to determine actions
customer service Assessment: Assessment: Assessment:
issues that would Scenarios: Yes/no
escalate to a questions and short
customer service answer
manager
41
Role play: In pairs or small groups, practice
Telephone operators proper telephone etiquette when speaking
and customer service to disgruntled customers
supervisors will be
able to address the
needs and concerns
of the customer
using proper
telephone etiquette
Assessment: Assessment:
Group work, Discussion, Observation
Terminal Objective 4: When presented with a customer issue or complaint,

customer service supervisors will be able to identify
the issue and professionally communicate the issue and resolution in order
to achieve an end of call positive satisfactory rating by the customer.
Dialog Gap fill dialog Reflection on a
Customer service customer service
managers will be interaction with
able to use active negative outcomes
listening strategies and how they would
to restate the issue use active listening
or ask clarifying strategies.
questions in order to Assessment: Assessment: Assessment:
confirm the customer Categorization of Gap fill dialog Reflection
complaint terms for clarifying
or restating
information
Dialog Gap fill Reflection on a
Customer service customer service
managers will be interaction with
able to state the negative outcomes
issue and the and how they would
solution to use active listening
customers using strategies.
professional Assessment: Assessment: Assessment:
discourse Identifying profession Gap fill dialog
42
vs unprofessional
discourse
Terminal Objective 5: After completing all training events, telephone operators
and customer service supervisors will be able to identify positive aspects of their
training, and provide facilitators with opportunities for improvement.
Telephone operators
and customer service Discussion
supervisors will
summarize the
training by restating Assessment:
the main points Discussion
Telephone operators
Create actions plans
supervisors will be
able to create action
plans with goals for
applying training Assessment:
topics Action plans
Complete smile
All learners will be
survey
able to complete a
“smile survey” in
their reaction to Assessment:
receiving training. Smile survey
All customer service

Complete
supervisors will be
questionnaire
able to complete a
questionnaire on
Assessment:
initial training
Questionnaire
effectiveness
43
Assessment Summary
Reflection, mastery quiz, group work, observation and discussion were the
assessment tools chosen for this project. The rationale for each selection
follows.
 Reflection: Self-reflection is crucial for metacognition and improving
the way learners learn. It helps them absorb more information more
quickly. Additionally, it can help telephone operators and customer
service supervisors to walk in the callers shoes and therefore be more
empathetic to the customers.
 Mastery quiz: An online quiz will provide immediate feedback to
learners. It alerts learners to what they need to focus on, and how to
improve in the event that they need to retake the test. Since
telephone operators and customer service supervisors need to have
product information at their fingertips, this will be beneficial.
 Discussion: This formative assessment enables learners to reflect on
their own thinking and understanding. It also helps the instructor to
see what learners understand or do not understand. Learners receive
valuable feedback that helps them to make improvements as
necessary. Additionally discussions particularly in the online
environment foster a sense of community among learners.
 Group work: Research indicates that group work positively impacts
learning. It creates an environment where learners “teach” and explain
concepts to each other; there is reinforcement of information that was
provided by the instructor; learners learn from their peers. Group work
promotes collaboration, cooperation and teamwork among learners.
This would auger well for the customer service staff of PJ Enterprises
and it could boost staff morale that could lead to improved service.
 Observation: Observational assessment enables the measurement of
participants’ behavior, skills and abilities in ways that are not possible
using traditional assessments like pencil and paper tests. A goal of the
training is to apply telephone etiquette to customer interactions.
Observation of role playing, scenarios, and actual job performance
assess whether or not the skills have been transferred, and also
provides feedback to participants on how to continuously improve
their skills.
44
Evaluation Plan
Formative: For this project, team members will constantly review, provide
feedback and modify the design. The draft design document will be shared
with other IDs for their comments. Additionally, there will be field testing of
the training manual and development and testing of a prototype for the CBT.
Summative: Summative evaluation will take the form of end of training
surveys for participants.
Confirmative: About 6 months following the training, Team International

Inc. will return to PJ Enterprises and gather data to determine whether the
training has effected the desired results of 10% improvement on customer
service scores, and the extent to which any changes in behavior on the part
the telephone operators and customer service supervisors resulted from the
training received during the PJ Enterprises Recruitment and Training
Improvement project.
45
IMPROVEMENT
FACILITATOR’S GUIDE
46
Expert Product Knowledge Workshops: A
FACILITATOR’S GUIDE
PURPOSE OF THIS FACILITATOR’S GUIDE
This guide supports implementation of the Expert Product Knowledge

Workshops by the PJ Enterprises HR department and training team. It
provides the scope and sequence of training for both face-to-face workshops
and computer-based learning. The timing and frequency for delivery of the
workshops will be determined by PJ Enterprises.
The guide provides facilitators with the instructional activities, support

materials and resources to train participants on telephone etiquette,
escalation protocols, and active listening skills resulting in professional
customer interactions and positive outcomes. It includes three face-to-face
workshops and two independent learning assignments to be completed over
a three-week period. Although implementation of the training is to be
determined by PJ Enterprises it is recommend the training commences on a
Monday with the subsequent training on consecutive Mondays to facilitate on
the job application and access to the CBT modules in the training center.
LEARNING ENVIRONMENT
Training will include face-to-face workshops delivered at PJ Enterprises

Corporate Center and computer-based training that will be available online.
Workstations will be available at PJ Enterprises for onsite staff. Offsite staff
will be provided access to CBT training.
Face-to-face training will include interactive discussions, role playing and
simulations. The space will be in the training center with access to work
stations, classroom tables, and presentation technology including
presentation screen, whiteboard and audio equipment.
47
Workstations for the computer-based training will also be located in the
training room. Workstations will have computer access to the CBT and
simulation software.
TIME REQUIREMENTS
Week 1:
Workshop 1: Telephone Etiquette Training (3-hour training)
Independent Learning: Complete CBT modules Escalating Customer

Issues (approx. Seat time: 1 hour)
Week 2:
Workshop 2: Follow-up to Escalation Training (2.5-hour training)
Independent Learning: Customer Service Supervisors

complete CBT module on Conflict Resolution and Escalation for
Supervisors (approx. 1.5-hour seat time)
Week 3:
Workshop 3:  Feedback and training closure for all participants followed
by a follow-up with only the customer service supervisors. (2-
hour training)
The training guide is organized into workshops (face to face sessions) with
activities and timing listed in a separate column. Each session addresses a
terminal objective and the corresponding enabling objectives. Independent
study expectations between week 1, week 2 and week 3 are included.
Participants will be expected to complete the computer-based training prior
to the subsequent training day. Facilitators should review the CBT materials
and take the online training in order to be prepared for follow-up, questions
or issues.
FACILITATOR EXPECTATIONS
48
Prior to Training
It is recommended that facilitators meet with personnel from
PJ Enterprises several weeks prior to the training in order to:
1. Gather more information about the audience members’ needs and
priorities and past experiences with the content
2. Identify participants who will be completing training on site and those
that will be off site for the independent learning sessions.
3. Assess the room to ensure that it meets the requirements of the
learning activities including:
 Table and seat configuration
 Workstations for every two participants
 Audio/visual technology is available
4. Determine accessibility to training room during independent learning
sessions.
5. Confirm CBT is loaded and working on workstation computers. If it is
not ready, establish a timeline for completion prior to training.
6. Familiarize themselves with the CBT content and the format of the
online course in order to answer logistical questions.
7. Confirm training manual is available to all participants.
During Training
1. Demonstrate expertise of the content and telephone

technology, monitor discussion, role-play and simulation activities
taking notes to provide constructive and relevant feedback to
participants and identify progress indicators for stakeholders.
2. Monitor and note varying needs and progress by participants in order
to cater upcoming training to the needs and skills gaps of the
participants.
3. Address questions or concerns regarding the CBT.
4. Note and report any technology issues.
After Training
1. Provide participants with the end of course survey.

2. Make facilitation notes regarding changes or adaptations of the material
for future trainings.
3. Provide a report to stakeholders noting recommended changes or
adaptations and outcome indicators.
49
4. Report any technical issues to the PJ Enterprises stakeholders.
EXPERT PRODUCT KNOWLEDGE WORKSHOP OBJECTIVES
1. Given varying reasons for a customer contacting PJ Enterprises

including placing an order, requesting product information, or reporting
an issue or complaint, telephone operators and customer service
supervisors will be able to demonstrate proper telephone etiquette in
order to effectively and efficiently address the customer need.
 Telephone operators and customer service supervisors will be able
to answer calls within 3 rings
to answer calls with a friendly greeting
to listen actively and listen to callers without interrupting
2. When a customer requests information about a product, telephone

operators will be able to satisfactorily demonstrate knowledge of items
in the product catalogue and relay that information in order to achieve
an end of call positive satisfactory rating by the customer.
 Telephone operators will be able to locate items in product
reference guides
 Telephone operators will be able to adequately answer customer
queries regarding items in the product catalogue
3. When presented with a disgruntled customer, telephone operators and

customer service supervisors will be able to identify the issue and
follow escalation protocols in order to achieve an end of call positive
satisfactory rating by the customer.
to determine customer service issues that would escalate to a
customer service supervisor
to address the needs and concerns of the customer using proper
telephone etiquette
4. When presented with a customer issue or complaint, customer service

supervisors will be able to identify
50
the issue and professionally communicate the issue and resolution in
order to achieve an end of call positive satisfactory rating by the
customer.
 Customer service supervisors will be able to use active listening
strategies to restate the issue or ask clarifying questions in order to
confirm the customer complaint
 Customer service supervisors will be able to categorize terms for
clarifying or restating information to customers
 Customer service supervisors will be able to state the issue and the
solution to customers using professional discourse
5. After completing all training events, telephone operators and customer

service supervisors will be able to identify positive aspects of their
training, and provide facilitators with opportunities for improvement.
 Telephone operators and customer service supervisors will be
able to summarize the training by restating the main points
 Telephone operators and customer service supervisors will be
able to create action plans with goals for applying training topics
 All learners will be able to complete a “smile survey” on their
reaction to receiving training
 All Customer Service Supervisors will be able to complete a
questionnaire on initial training effectiveness
Materials:
Workshop 1:
 Employee handbook/user’s manual for telephone system (Appendix A)
 Technology: computer with projector, sound system connected to
computer, and white board
 Computers will be provided for each participant; there will be between
10-12 participants in each session
 5 video recording devices
 Pens and paper
 Handouts for 12 people
o Scenarios (Appendix B)
o Performance Rubric (Appendix C)
 CBT references (Appendix I)
51
Workshop 2:
10-12 participants in each session.
 Pens and paper
 Red, blue green cards for Budget Buster Game (Appendix D)
 Customer Issue Chart (Appendix E)
 Escalation Scenarios Handout (Appendix F)
Workshop 3:
 Technology: computer with projector, sound system connected to
computer, and white board
10-12 participants in each session
 Pens and paper
 End of Training Survey Handout (Appendix G)
 Customer Service Supervisor Questionnaire (Appendix H)
Week 1 Instructional Content
Terminal Objective 1: Given varying reasons for customers

contacting PJ Enterprises including placing an order, requesting
product information, or reporting an issue or complaint, telephone
operators and customer service supervisors will be able to
demonstrate proper telephone etiquette in order to efectively and
efficiently address the customer need.
Enabling Objectives:
 Telephone operators and customer service supervisors will be able to
answer calls within 3 rings
answer calls with a friendly greeting
listen actively and listen to callers without interrupting
Terminal Objective 2: When a customer requests information
about a product, telephone operators will be able to satisfactorily
demonstrate knowledge of items in the product catalogue and
relay that information in order to achieve an end of call positive
satisfactory rating by the customer.
52
 Telephone operators will be able to locate items in product reference
guides
 Telephone operators will be able to adequately answer customer queries
regarding items in the product catalogue
Activities and Methods Time

Estimate
Introduction:
1. Video Clip: The Office – a bad sales call 10 minutes

 Connect video to the objective of the overall
training – improve customer service and
efficiency of the sales team across telephone
2. Overview of Training 5 minutes
 Timeline for entire training (PP1)
 Timeline and objectives for today’s training
(PP2) 5 minutes
3. Refer participants to the company catalogue and

corresponding training materials to guide their note 15 minutes
taking during this process.
4. Ask participants to think about calls or situations

that resulted in a success exchange, and how why
the phone calls were successful
 Solicit a few examples from the group, and

ask learners to describe which what process
occurred, and why they think this worked well
 Document the process either through a white

15 minutes
board/visual aid so the learners have some
buy-in to their participation
5. Ask participants to think about calls or situations of

difficulty, and how why the phone calls were hard to
resolve
53
 Solicit a few examples from the group of
learners, and ask them to describe what
occurred
 Document the process either through a white

board/visual aid so the learners have some
buy-in to their participation
 A sticky note activity can be done,

where learners can then see the
common/most occurring issues between
their phone calls
 Next in the process, discuss the options or

tools available to improve each of these
issues in the future
Presentation: 15 minutes
1. Present PJ Enterprises’ expectations and standards

for quality customer service:
When answering, representatives should present a

professional image through their speaking style
through their usage of tone and language. The
standards and their descriptions establish quality
measures related to how well professional learning
informs and develops educator knowledge, skills,
practices, and dispositions to increase learning for
30 minutes
all students.
 Professional image
 Speaking Style
 Tone
54
 Language
 Efficiency
2. Introduce the learners to their CBT
 Present logging into the CBT and locating

modules. Model starting Module 2: Locating
Product Information
 Provide time for completion of the CBT:

Locating Product Information (See Appendix 1
containing CBT slides)
 Allow time for questions on CBT

10 minutes
BREAK
Practice:
1. Role Playing after individual CBT practice 20 minutes
 Provide an opportunity for role playing, using

provided scripted material. This will be a mix
of content, requests, customer
 Scripts will be provided; learners have the

opportunity to take notes
 For instances where more information is

needed, facilitator can use this as a way to
show learners the path (digital) to retrieve this
information
 Allow for each learner to play both sides of

the scenario: Caller vs Representative. The
10 minutes
facilitator may play the role of the Supervisor
should/when the script reaches that level
10 minutes
55
2. Allow time for questions
3. Feedback
 Provide general areas of strengths and areas

to improve as a group
 Model any interactions.
Assessment:
1. Self-assessment: Partners film each other 20 minutes
completing a scenario and fill out a performance
check. 5 minutes
2. Participants identify one strength and one area of
improvement for themselves
Wrap-Up 10 minutes
1. Assign CBT Module 2: Escalating Customer Issues
2. Remind participants of next training day including
time, location, and topic
Total Time for Day 1 3 hours
Participant Independent Study: Telephone Operators and Customer

Service Supervisors
1 Week to complete CBT Module 2: Escalating Customer Issues
Week 2 Instructional Content:
Terminal Objective 3: When presented with a disgruntled

customer, telephone operators and customer service supervisors
will be able to identify the issue and follow escalation protocols in
order to achieve an end of call positive satisfactory rating by the
customer.
56
determine customer service issues that would escalate to a customer
service manager
address the needs and concerns of the customer using proper telephone
etiquette

Estimate
Introduction:
1. Icebreaker
a. Game: Budget Buster 5 minutes
b. The object of the game is to pay the least
amount of money for your purchase.
c. How to Play
i. Each participant selects 1 card from a
bag containing red, blue and green
cards.
ii. From the display of products on the
screen each participant selects an item
(price of the item is revealed only
at the register)
iii. Participants will calculate the cost of the
item at the register, using their card
which is linked to a discount of 5%, 10%
or 15% (match the color to a %
discount but reveal this to
participants only at this stage)
iv. The participant with the biggest
discount/pays the least amount of
money at the register wins the game.
2. Make the link to the objective 5 minutes
a. You use discriminant thinking when you go
shopping. For instance, you have information
on your budget, the purpose/utility of the
items, and cost of items which you use to
make decisions about what you will buy.
Similarly, when you receive calls from
disgruntled customers, you will also have to
discriminate – you must know the nature of
57
the complaint and other contextually relevant
information to be able to determine whether
you can address the issue, or whether it 5 minutes
should be addressed by the customer service
supervisor, or by the customer service
manager. That is whether it is a 5%, 10% or
15% discount issue.
3. Brainstorming: 10 minutes
a. Ask participants to share examples of issues
from disgruntled customers that they think
they should be able to address, and those that
should be addressed by the customer service
supervisors and managers.
4. Contextualize Day 2 training within the ambits of

proper telephone etiquette and PJ Enterprises
quality standards discussed and practiced on Day 1.
a. Ask participants to share their golden nuggets

from Day 1 sessions and CBT training
b. Emphasize the importance of proper

telephone etiquette and quality standards
especially when dealing with disgruntled
customers.
Presentation:
1. Refer participants to the chart of customer issues

and appropriate customer service actions.
35 minutes
a. Types of Customer Issues
i. Order issues
ii. Distribution issues
iii. Customer use issues
ADDRESSED
CUSTOMER ISSUES
BY/ESCALATE TO
Telephone operators
Order issues
58
 Codes
 Product descriptions
 Labels
 Quantities
 Warranties
 Return policy
Distribution issues
 Time of departure or
arrival
 Customer
Customer service
unavailability
supervisors
 Incorrect address
 Damaged packages
 Open packages
 Incorrect quantities
 Time zone issues
Customer usage issues
 Product not fit for

purpose
Merchandising managers
 Inappropriate fit
 Incorrect labelling
 Poor workmanship
 Product malfunction
2. Solicit participants’ views of the categorizations and 10 minutes

whether they could offer further suggestions for
escalating issues.
10 minutes
BREAK
Practice:
1. Participants will read or listen to scenarios and
determine if they should escalate and to whom. 25 minutes
o Follow each scenario with discussion of the
issue and possible solutions for resolving the
issue
59
Examples of Scenarios
o Customer A calls requesting item 746 but the
telephone operator inadvertently records the
order as 764. 746 is a child’s puzzle while 764
is a stuffed toy. The customer reports that her
children are allergic to stuffed toys. To whom
will you direct this concern?
o Customer B calls the center ranting about a
dress that she ordered on Monday for an
event on the following Sunday. She had met
the timelines for four (4) day delivery,
however, her order was delivered on the
Monday of the following week. The customer
is demanding a refund. Where will you direct
this customer?
o Customer C demands to speak to the
customer service manager. She had placed an
order for 36 handcrafted figurines to be used
as centerpieces at her best friend’s wedding
the following day. When she opened the
package, half of them were broken and
another 6 had hairline fractures, which
suggested that they would soon break as well.
Customer C is suggesting that she would sue
PJ Enterprises for false advertising. How
should you deal with this situation?
o Customer D ordered Item 737. A fellow
operator took the call and processed the order
as Item 377. The package was delivered to
the correct address, but on opening the 30 minutes
package the customer recognized that it was
the incorrect item – Item 737 is a sweater,
while Item 377 is a pencil skirt. In addition the
item was apparently damaged during delivery.
How should you respond to this customer?
2. Participants will work in pairs to role play – taking

turns as customer service reps and disgruntled
customers. Customer service reps must address the
concerns of the disgruntled customers and using
60
proper telephone etiquette.
Assessment:
1. Participants will answer yes/no and short answer 15 minutes

questions based on scenarios relating to escalation
of customer issues.
Total Time for Day 2 2.5 hours
Participant Independent Study: Customer Service Supervisors
1 Week to complete CBT Module 3: Active Listening and Resolving Customer

Issues
Week 3 Instructional Content:
Terminal Objective 5: After completing all training events,

telephone operators and customer service supervisors will be able
to identify positive aspects of their training, and provide
facilitators with opportunities for improvement.
summarize the training by restating the main points
create action plans with goals for applying training topics
 All learners will be able to complete a “smile survey” on their
reaction to receiving training
 All Customer Service Supervisors will be able to complete a
questionnaire on initial training effectiveness

Estimate
Introduction: 5 minutes
 Icebreaker
o Option 1: Rocky IV, Rocky training montage
(“Hearts on Fire”, wood chopping, speed bag,
lifting stones, running to the top of the
mountain while avoiding the KGB agents)
o Option 2: Share a moment from the past
61
three weeks where the training has impacted
the way you see your position’s importance in
the company
Presentation: 5 minutes
 Introduction to Guided Discussion
o Elicit from the learners what similarities there

are between Rocky’s experience and theirs
manning the phone lines.
o Discuss what they’ve learned and how
effective they think their training has been.
Practice: Facilitate guided discussion 40 minutes
 Have learners summarize the training by restating

the main points for each day of training
o Week 1 – Must understand the PJ Enterprises
business model
 Know the Catalog
 Understand importance of Customer
Service
o Week 2 – Review Customer Services action for
all three types of Customer Issues
 Order Issues
 Distribution Issues
 Customer Use Issues
 Review the learning objectives and highlight how
they were met on each day of training
o Week 1 – Must understand the PJ Enterprises
business model
 Learners were provided two copies of
Catalog – one for home, and one on
desk
 Role-play and scenario discussions on
how to behave and act professionally to
keep the PJ Enterprises brand in a
positive light for customers
o Week 2 – Review Customer Services action for
all three types of Customer Issues
 Conducted multiple role-play sessions
on how to deal with a multitude of
customer complaints, and when to
62
escalate to management
 Ask several students which scenario
they found to be the most beneficial,
and why
 Have participants create action plans and have
goals for applying the training topics
o All participants should understand their own
comfort level in dealing with upset customers,
and as they become more comfortable with
the techniques taught should plan on bringing
less and less customers to management
teams to handle.
Assessment: Distribute the “smile survey” end-of-training 10 minutes
survey for all learning participants, using the Kirkpatrick
Method Level 1 for training effectiveness (did learners
react favorably to the training). This initial survey should
consist of four selectable options to see how favorable
learners viewed their training overall.
Below the four smile options to determine overall

satisfaction with the course, ensure the Smile Survey form
also has these five questions that should be answered on
a 1-5 scale, with 1 being Strongly Disagree, and five being
Strongly Agree:
1. I was satisfied with the course overall

2. This course enhanced my knowledge of the subject
matter.
3. This course was relevant to what I might be expected
to do to prevent/respond to upset customers.
4. This course provided content that is relevant to my
daily job.
5. I would recommend this course to others.
BREAK/DISMISSAL: After all participants have completed 10 minutes

the Smile Survey, thank the phone operators for their
63
time and feedback, and dismiss them while asking for the
Customer Service Supervisors to stay behind.
Reflection: Individually, customer service supervisors 15 minutes

reflect on an interaction with negative outcomes. They
write the reflection into a scenario.
Small Group Discussion: In groups of 3-4, participants 30 minutes

read the participant written scenarios and discuss how to
use active listening strategies to improve the customer
interaction.
Provide Customer Services Supervisors with a five- 15 minutes

question questionnaire to be used to determine initial
training effectiveness, in alignment with the Kirkpatrick
Model Level 2 (to gauge to what extent participants
improved knowledge, skills, and changed attitudes as a
result of training).
 Since training began, have you noticed

operators answering the phone with more
cheer?

operators conducting themselves with more
confidence when assisting customers?

operators improved attitudes towards PJ
Enterprises policies? Towards fellow staff
members?

operators have been elevating customers to
you less often?
20 minutes
operators becoming more thoughtful and
introspective as they ask for help/guidance in
dealing with customers?
64
After they complete their questionnaire, start a 20-minute
guided discussion so they can compare and contrast their
experiences, and take notes. Afterwards, thank the
Customer Service Supervisors for their time and feedback
and dismiss them.
Total Time for Day 3 2.5 hours
Training Wrap Up Checklist

 Collect all excess training materials
 Collect all Smile Surveys
 Collect all Customer Service Supervisor Questionnaires
 Ensure all dry erase boards, tables, and counters are clean
 Provide company representatives with any extra training manuals if
they desire, and verify that contact details are left behind for future
questions/comments/requested follow-on training opportunities
Appendix:
A. Employee handbook/user’s manual for telephone system
B. Telephone Etiquette Scenarios
C. Performance Rubric
D. Red, blue green cards for Budget Buster Game
E. Customer Issue Chart
F. Escalation Scenarios Handout
G. End of Training Survey Handout
H. Customer Service Supervisor Questionnaire
I. CBT transcript and Slides
65
IMPROVEMENT
EXECUTION PHASE DOCUMENTATION

CHANGE REQUEST
MEETING AGENDA
PROGRESS REPORT
SCOPE VERIFICATION
66
Change Request Form
Project: PJ Enterprises Recruitment and Training Date: 4/28/19

Improvement
Change Requestor: Heather Riley Change No:
Change Category (Check all that apply):
□ Schedule □ Cost  Scope □ Requirements/Deliverables
□ Testing/Quality □ Resources
Does this Change Afect (Check all that apply):
□ CBT, RLO 1 (Operators) □ Training Manual (Operators)
 CBT, RLO 2 (Management) □ Training Manual (Management)
□ Hiring Protocol □ Onboarding Checklist
Describe the Reason for the Change:
Senior staff, including Judie Thompson and Sheena Perez, have identified the need for
dedicated trainers in order to manage the expansion of the sales department. Due to
the scope of the expansion, they have expressed concerns of keeping training
responsibility under the merchandizing manager as previously defined. In addition,
promoting within the sales team increases employee retention through promotion
opportunities. It also improves the training by utilizing the knowledge and experience of
those who have first-hand experience with the needs of PJ Enterprise.
In light of staff changes, we have decided to promote 2 customer service supervisors

to senior supervisor positions. Since training on product information, telephone
etiquette, and active listening may be a new skill for them, adding an initial training
by Team International Inc. will provide both an opportunity for the senior customer
service supervisors to observe the training techniques and also implement sections
of the training with support and feedback.
67
Describe the Change Being Requested:
The original scope includes the 3 week training as a deliverable in the form of a
facilitator guide and CBT modules with the responsibility of implementation falling to PJ
Enterprise. We are requesting to increase the scope to include training for the PJ
Enterprises training team. This would include Team International Inc. facilitating the 3
week Expert Product Knowledge Workshops, shadowing and team teaching activities by
the PJ Enterprise trainer(s), and feedback sessions.
The amended scope will include:
 1 Team International Inc. training facilitator for 15 hours of training

implementation and 12 hours of train the trainer meetings including training
on teaching strategies, planning for team teaching activities with trainees, and
feedback sessions
 20 hours to plan and design train the trainer activities
 4 hours of follow-up observations and meetings after the hand-off of training
responsibilities to PJ Enterprise in order to support initial implementation by PJ
Enterprise trainers (senior customer service supervisors)
Describe all Alternatives Considered:
We considered hiring a trainer to work as part of the HR department but felt it important
that training is supported by the experience of our sales team. We originally planned on
Judie Thompson and Sheena Perez to continue training as part of their responsibilities.
However, with the demands of the expansion and adding a more rigorous training plan,
the leadership team decided not to assign them the facilitation of the Expert Product
Knowledge Workshops. On review of expansion plans with senior leadership, it was
decided to invest in building talent from within the organization.
Describe any Technical Changes Required to Implement this Change:
 Creation of the Senior Customer Service Supervisor including a job descriptions

and reimbursement scheme approved by the CEO and the HR department.
 Addition of a training plan developed and implemented by Team International Inc.
Describe Risks to be Considered for this Change:
68
 Timing of adding the senior customer service supervisor role and hiring of that
position may cause a delay that impacts the peak season of sales resulting in
continued poor customer service reports and lagging sales. Ultimately, this could
impact sales projections.
 A change in job descriptions and job titles may cause morale issues among staff
not promoted.
Estimate Resources and Costs Needed to Implement this Change:
$5,000 approximated cost
Hourly
rate Hours Cost
Team International Inc. $1,20
training facilitator $80 15 0
Planning of train the $1,60
trainer $80 20 0
Train the trainer
sessions $80 12 $960
Follow-up post
handoff $80 4 $320
Overhead and Administration
Costs $920
$5,0
Total 00
Describe the Implications to Quality:
We aim to provide quality training for current and new hires. Keeping training
responsibilities within the functional team and under the oversight of the department
manager will ensure that the future training needs are better managed, best practices
applied more consistent and repeatable, and in alignment with the needs of the
company.
In addition, by providing opportunities to advance and learn new skills, we aim to

improve our retention rates of staff and increase morale by offering career advancement
69
opportunities.
Disposition:
 Approve □ Reject □ Defer
Justification of Approval, Rejection, or Deferral:
The proposal is approved based on the need for a current implementation plan of
operator and customer service representative training. Team International Inc. is
approved to move forward with the planning phase of the train the trainer.
Implementation of the first 3 week training session is on hold until HR and Patrick Jacobs
have finalized the Senior Customer Service Supervisor job description and at least one of
the two positions has been filled. This step is projected to add 1 month to the timeline
and delay the hand-over of the project by Team International Inc. by 2 months.
Change Board Approval:
Name Signature Date
Judie Thompson Judie Thompson 5/10/19
Sheena Perez
Sheena Perez 5/10/19
Project Sponsor Approval:
Patrick Jacobs Patrick Jacobs 5/10/19
70
Meeting Agenda
Location: Team International Inc. Headquarters,
Offsite call in 718-819-1710 Password 368-5463
Date: May 12, 2019
Time: 10:00 a.m. Central time
Agenda details: Discussion regarding change request for additional training

by Team International Inc. to support promotion of customer service
supervisors to senior supervisor positions
I. Call in
a. Attendees role call with department/division
i. Team International Inc.: Cassandra Kopp, Ken Fields, Elizabeth
Davey, Andrea Marshall
ii. PJ Enterprises: Judie Thompson, Sheena Perez, customer service
supervisors
b. Motion to begin meeting
II. Clarification of General Expectations of Training

a. Format
b. Content
c. Deliverables
d. Non Disclosure Agreement?
III. Discussion of Scope Change-Augmentation to Timeline

1. Hours/Time estimated from Team International Inc. Development
team and training team
-Prep time necessary to be shadowed
2. Hours/Time estimated from PJ Enterprises and its involved staff
-3 weeks of observation of Team International Inc. by PJ
Enterprises assigned staff
71
3. Start and end dates of these trainings, and new schedule to be
distributed once dates are confirmed and agreed upon
IV. Discussion of Scope Change-Budget

a. Budget
i. Add this into the current project, or make it independent of the
project?
ii. Team International Inc.’s estimated invoice
1. $5000 as proposed in the project status report
V. Wrap Up and Closure

a. Duties of those on the call and response deadline to distribute
information
b. What was agreed upon?
c. What’s next?
VI. Motion to close the meeting
72
TEAM INTERNATIONAL INC. - Project Status Report
PROJECT PJ Enterprises Recruitment and
STATUS KEY
NAME Training Improvement
RISKS / PROJECT RISKS /
Andrea Marshall
ROADBLOCKS MANAGER ROADBLOCKS
PROJECT POTENTIAL
TI-001
POTENTIAL CODE RISKS
DATE OF
RISKS STATUS 12-May-19 ON TRACK
ENTRY
PERIOD
ON TRACK COVERED 6 May - 12 May 2019
PROJECT STATUS THIS PERIOD

This week the client decided on a
significant change to staffing that caused
additional unplanned work to be
OVERALL
PROJECT
POTENTIAL NOTES
requested. The Scope Change Request has
STATUS RISKS already been staffed for signatures, and
was signed by the Change Board (Judie
Thompson and Sheena Perez) on 10 May
2019.
PROJECT COMPONENTS
OWNER /
COMPONENT STATUS NOTES
TEAM
73
Client has made all agreed-upon funding
available, and has a reserve of 15 percent
if we need it. Because of the scope creep
BUDGET ON TRACK this week, we expect the client to approve
an additional $5000 to cover the increased
cost.
The client has requested Team
International Inc. add in an additional
SCHEDULE
RISKS / three-weeks of billable work to facilitate
ROADBLOCKS the first training evolution to allow recently
promoted employees to shadow us and
observe how we present training.
If the recently promoted employees
needs more time to become comfortable
QUALITY
POTENTIAL as course facilitators, or are unable to
RISKS master the course content, it could
negatively affect the perceived quality of
our deliverable.
Client requested to increase the scope
to include training for the PJ Enterprises
training team. This would include Team
SCOPE
RISKS / International Inc. facilitating the 3 week
ROADBLOCKS Expert Product Knowledge Workshops,
shadowing and team teaching activities by
the PJ Enterprise trainer(s), and feedback
sessions.
74
Primary risk - the additional inclusion
of a three-week period to help train
recently promoted employees may extend,
RISKS
POTENTIAL based on employees' abilities to absorb
RISKS the material. Secondary risk - employees
not selected for promotion may be less
engaged during the training evolution due
to decreased morale.
Client has been fully transparent with
their personnel changes and staffing
ROADBLOC
KS ON TRACK efforts. We enjoy a solid relationship with
the client and staff, and are supported by
the organization.
OTHER
OTHER
75
SCOPE VERIFICATION and ACCEPTANCE
PJ Enterprises Recruitment and Training
Project Name Improvement Date 04/22/19
Deliverable(s) Hiring Protocol with Onboarding Checklist
Inspection The Hiring Protocol Document with appended Onboarding Checklist that
Results addresses the customer service for the management team was completed on
time and within budget. The areas of review were agreed upon in advance by the
project team; and the Hiring Protocol document verified against the original
scope as defined in the scope statement and WBS, and against quality standards
and performance metrics. The Hiring Protocol with Onboarding Checklist was
benchmarked against the Society for Human Resource Management
(SHRM) Hiring Policy and Procedures (Appendix 1), and New Employee
Onboarding Guide (Appendix 2). All measures were met with concurrence from
all members of the scope verification team. The Hiring Protocol with Onboarding
Checklist was signed off by each member of the project team as complete and
accurate.
The above inspection fully met the deliverable(s) specified in this project’s Scope
Statement.
Executive
Heather Riley
Approval(s) Heather Riley
Stakeholder Andrea Marshall Andrea Marshall
Approval(s)
76
Stakeholder Cassandra Kopp

Cassandra Kopp
Approval(s)
Stakeholder Elizabeth Davey

Approval(s) Elizabeth Davey
Stakeholder
Approval(s) Kenneth Fields Kenneth Fields
SCOPE VERIFICATION and ACCEPTANCE

Deliverable(s) 1. Training Manual
2. Computer-based Training
Inspection The training manual that addresses prompt responses to calls, telephone
Results etiquette, and product knowledge for telephone operators and customer service
supervisors, together with computer-based training for telephone operators and
customer service supervisors were completed on time and within budget. The
areas of review were agreed upon in advance by the project team; and the
training manual and computer-based training verified against the original scope
as defined in the scope statement and WBS, and against quality standards and
77
performance metrics. More specifically, Quality Matters Standard 2 - 12 step
checklist (Appendix 3) was used as the basis for verifying the quality of the
training design. All Standard 2 measures were met, with concurrence from all
members of the scope verification team. Each member of the project team
signed off the training manual and computer-based training as complete and
accurate.
The above inspection fully met the deliverable(s) specified in this project’s Scope
Statement.
Executive
Heather Riley
Approval(s) Heather Riley
Stakeholder Andrea Marshall
Andrea Marshall
Approval(s)
Stakeholder Cassandra Kopp

Cassandra Kopp
Approval(s)
Stakeholder Elizabeth Davey

Approval(s) Elizabeth Davey
Stakeholder
Kenneth Fields
Approval(s) Kenneth Fields
78
79
APPENDICES
Appendix 1: SHRM Hiring Policy and Procedures
Hiring Policy and Procedures
Objective
[Company Name] believes that hiring qualified individuals to fill positions

contributes to the overall success of the company. Each employee is hired to
make significant contributions to [Company Name]. In hiring the most
qualified candidates for positions, the following process should be followed.
Hiring Process and Procedures
Personnel requisitions
Personnel requisitions must be completed to fill [Company Name] positions.

Requisitions must be initiated by the department supervisor/manager,
approved by the division vice president and then forwarded to the human
resource (HR) department.
Personnel requisitions should indicate the following:
 Position title.
 Position hours/shifts.
 Exempt or non-exempt status of the position.
 Reason for the opening.
 Essential job functions and qualifications (or a current job description

may be attached).
 Any special recruitment advertising instructions.
Intake meetings
HR will arrange a meeting with the hiring manager to conduct an intake

meeting prior to posting a job opening to learn more about the position, the
requirements and the profile of the ideal candidate. The recruiting strategy
80
will be set during this meeting and expectations established with all the key
stakeholders.
Job postings
HR will create job postings that briefly describe the job opening and
communicate [Company Name’s] brand. All job openings will be posted
concurrently on [Company Name’s] intranet and externally with sources
appropriate for the position being filled. Jobs will remain posted until the
position is filled.
The HR department will be responsible for tracking all applicants and

retaining applications and resumes as required.
Internal applicants
Current employees with a satisfactory employment status may apply for

internal job openings. The consents of the employee’s manager and the HR
department may be necessary for employees with less than one year of
service with [Company Name].
All applicants for a posted vacancy will be considered based on their

qualifications and ability to perform the job successfully. Internal candidates
who are not selected will be notified by the HR department.
Interview process
The HR department and the hiring manager will screen applications and
resumes prior to scheduling interviews. Initial interviews are generally
conducted by the HR department and the hiring manager using behavior-
based interview questions and a structured interview process. Candidate
evaluation forms will be completed after each interview and retained with
the application.
The HR department will notify applicants who are not selected for positions
at [Company Name].
Reference checks
HR will conduct professional reference checks and employment verification

on the top candidates based on the results of the candidate evaluation forms
completed by the interviewers. A minimum of three professional references
are required from each candidate.
81
Job offers
After a decision has been made to hire a candidate, an offer will be made
contingent on the satisfactory completion of required background checks and
testing. Background checks will vary depending on the position and may
include criminal history, credit history, driving record, drug testing or any
other relevant information for the job.
Internal applicants must complete required background checks or tests not

previously completed.
Once the HR department receives satisfactory results from all required

background checks and tests, candidates will be provided with a final job
offer. If a candidate fails to accept an offer of employment within 7 calendar
days, the offer may be rescinded by the company.
https://www.shrm.org/resourcesandtools/tools-and-
samples/policies/pages/cms_001677.aspx?
_ga=2.182492006.1755500073.1557660137-82906439.1557660137
Appendix 2: SHRM New Employee Onboarding Guide
https://www.shrm.org/about-
shrm/Documents/NewEmployeeOnboardingGuide.pdf
Appendix 3: Quality Matters Standard 2 - 12 step checklist
82
12 Step Checklist for Meeting Quality Matters Standard 2
Learning Objectives (Competencies)
2.1 The course learning objectives, or course/program competencies,

describe outcomes that are measurable.
2.2 The module/unit learning objectives or competencies describe outcomes
that are measurable and consistent with the course-level objectives or
competencies.
2.3 All learning objectives or competencies are stated clearly and written
from the learner’s perspective.
2.4 The relationship between learning objectives or competencies and
course activities is clearly stated.
2.5 The learning objectives or competencies are suited to the level of the course.
Write your course level objectives by beginning with the

 Step One end in mind. (Consider skills and abilities you want student
to obtain by the end of your course.) (2.1)
Draft specific learning objectives for each module or unit that

 Step Two
align to course level objectives. (2.2)
Limit your list of objectives for each module or unit. 3-5

 Step Three
objectives should be adequate. (2.2)
 Step Four Write objectives in student friendly voice. (2.3)
All verbs used in learning objectives should be observable.

 Step Five
(Bloom's verbs). (2.2)
 Step Six Clearly state learning objectives. (2.3)
The relationship between learning objectives and activities is

 Step Seven
obvious to the student.(2.4)
 Step Eight All verbs used in learning objectives are measureable. (2.2)
Review wording of learning objective to ensure students

 Step Nine
receive all information on how to meet the objective. (2.4)
83
Clearly communicate and describe the intended learning
 Step Ten
objective. (2.2, 2.3, 2.4)
Reread to check clarity of learning objective to assure

 Step Eleven
expectations are evident to student. (2.5)
Verify learning objective is appropriately designed and add to

 Step Twelve
your course. (2.5)
http://www.wlac.edu/online/forms/QM-Getting-Started-2015.pdf
84

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Educ 768 Final Project Team International

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UNIVERSITY OF WISCONSIN – STOUT

EDUC 768 PROJECT MANAGEMENT FOR

TEAM 1: TEAM INTERNATIONAL INC.

MAY 17, 2019

PJ ENTERPRISES RECRUITMENT AND TRAINING IMPROVEMENT

PROJECT GAP ANALYSIS STRATEGY

1. From the business objectives and issues identified in company

Different pieces of information could be obtained from each employee

Information could be gathered through:

Questions to Ask: CEO

 Where do you see PJ Enterprises in 5 years?

 Why the new HR policies?

Questions to Ask: Accounts Manager, Merchandizing Manager and

 Explain the retail process from selection to shipment to customers

Questions to Ask: Assistant Merchandizing Manager, Customer

 What is your role here at PJ Enterprises?

Questions to Ask: Telephone Operators

 What is your role here at PJ Enterprises?

Questions to Ask: Warehouse Staf

 What is your role here at PJ Enterprises?

 How could your experience with PJ Enterprises be improved?

Questions to Ask: Potential Clients

Roadblocks & Dependencies

 Employees unwilling to participate in interviews or focus groups

Project Sponsor – Patrick Jacobs

Project Owner – Heather Riley

Reviewers – Judie Thompson and Sheena Perez

Project Team Members - Cassandra Kopp, Elizabeth

Functional Manager – Heather Riley

The Operator Project develops hiring and onboarding protocols for

 Meet or exceed projected targets for sales

 Hiring Protocol with appended Onboarding Checklist

 Hiring protocols and onboarding checklist for the customer service

 Will not provide specific hiring protocols for other departments

PROJECT COMPLETION CRITERIA

 A completed hiring protocols and onboarding document reviewed and

Note: A detailed schedule will be completed once the Design Document is

 Local and national laws or regulations for providing accessible online

 Computer workstations upgrades will be completed and compatible

Category Cost/Hours Estimate

VENDOR ASSISTANCE REQUIRED

Graphic design services will be contracted through Team International Inc.

PROJECT TEAM MEMBERS & ROLES

Name Role Responsibilitie Est. Time

Role Signature Date

Team Leader Cassandra Kopp

Analyst, Steering Elizabeth Davey

PROJECT MANAGEMENT PLAN

PJ ENTERPRISES RECRUITMENT AND TRAINING

TEAM INTERNATIONAL INC.

DATE: APRIL 2019

This project seeks to increase customer satisfaction at PJ Enterprises by

SCOPE MANAGEMENT APPROACH

Table 1.1. Scope Management Roles and Responsibilities

The scope for this project was defined through a comprehensive

PROJECT SCOPE STATEMENT

Assumptions for this project take account of:

In order to effectively manage the work required to complete this project, it

If a change to the project scope is needed the process for recommending

Approved by the Project Sponsor:

Patrick Jacobs Date: 14/04/19

Project Team Review status of  Face to Weekly, Cassandra Kopp

Change Request Form