Finalproject Group3

Instructional Design
Project Management Portfolio

Patricia David Joy McGinty Dawn Ramin Beverly Vaillancourt
August 22, 2013
Table of Contents
Table of Contents
Project Team ...................................................................................................... 1 Needs Analysis .......................................................................................... 3 Project Charter .......................................................................................... 11 Scope Management Plan ............................................................................. 15 Change Management Plan .......................................................................... 20 Communication Plan ................................................................................. 25 Work Breakdown Structure ....................................................................... 32 Project Schedule ........................................................................................ 33 Instructional Design Document ................................................................. 34 Instructional Design Storyboards .............................................................. 44 User Guide ................................................................................................. 51 Change Request .......................................................................................... 58 Change Log ................................................................................................ 60 Progress Report ......................................................................................... 61 Scope Verification Report ........................................................................... 62 Meeting Agenda and Minutes ....................................................................... 66 Customer Satisfaction Survey ....................................................................... 69
Project Team
Something Spectacular Project Team
Team Members Name Patty David Dawn Ramin Role Project Coordinator SME Responsibilities Develops weekly activities and corresponding deadlines. Takes the lead (not solely responsible) on the development of the instructional design document that is required as one of the project deliverables. Assures communication with team members and Instructor. Oversees project at high level. Collects individual work and prepares draft for group edit. Assures that all documents conform to a common form and style and submits finalized document to the drop box. Helps research, looks at the bigger picture, and asks thought provoking questions like, "What if?
Bev Vaillancourt Joy McGinty
Project Manager Technical Writer
Everyone Team Meetings Collaboration Tool Method for Handling Participation Issues
Business Analyst
ooVoo, Wednesdays, 12:00 PM - 1:00 PM CST Basecamp for Project Management: https://basecamp.com/2312318/projects/3219206-portfolio-project The team will work collectively on each part of the project, with each team member "specializing" in a certain part If at any point a team member decides that her workload is too large, the team will discuss alternatives for work distribution If a team member fails to do her share of the work, the issue will be solved within the group through discussion, evaluation and compromise In the case that a solution cannot be determined within the team, additional assistance will be sought from the Project Sponsor, Paul
Retrieved from http://edge.rit.edu/content/P09343/public/Planning%20Files/Team_Norms_Values_and_Ethics_P0 9343.pdf, July 2013 Team Values & Behaviors Project Name Project Company Name [See graphic on next page] PJ Enterprises Customer-Focused Operator Training
Project Description
Provide Customer Service training that will increase customer satisfaction, sales revenue and operator retention.
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Project Team
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Needs Analysis Strategy

Executive Summary
PJ Enterprises is a mail-order catalog business that has been in operation for the past six years and employs 50 people. The company develops, manufactures and markets high-quality gifts, apparel and home accessories and distributes them through its mail-order catalog and its retail store. The company recorded a net profit for this year of $1M on annual sales of $6M and a 41% increase in sales. They also experienced a 31% increase in catalog customer lists to whom they can market in the coming year. PJ Enterprises faces several key challenges, including sustaining growth commensurate with increased profits, addressing increased demands on technology, training, and employee retention, which will need to be addressed if they are to be successful in reaching their goals.
PJ Enterprises Stated Business Goals

Management has stated that their goals for the upcoming year are: Grow aggressively to maintain or exceed projected targets Maintain profitability Focus on quality and customer service with 10% improvement on customer service scores Focus on quality of work environment, staff development and recognition in order to reach targeted goals of: o $7 million in annual sales o o o o o $13 million in catalog sales $7 million from the retail division $12 million from acquisitions 40% increase in customer lists Net profit of $2 million
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Stakeholders
Stockholders and investors (if they have them) Customers Executive Management Catalog Director, Judie Thompson Merchandising Manager, Sheena Perez Customer Service Supervisors & operators Warehouse supervisors & staff IT Manager and staff related to potential project(s) HR Manager and staff related to potential project(s) Financial Analyst(s) Facilities Manager All other PJ Enterprise associates
Gap Analysis Methodology

We will perform a preliminary scan of business operations and working environment, review key metrics and conduct a detailed needs analysis. The methodology we will use to conduct the needs analysis will be to: Review and analyze all pertinent data and documentation, including call center volume, customer complaint data, and HR statistics and policies In addition to direct observation, we plan to conduct face-to-face interviews with management, select employees and other stakeholders, as well as focus groups. We will develop a survey based on information gleaned from the initial meetings that will be distributed company-wide. We will also create a customer-service follow-up survey to all current customers and conduct preliminary market research to assess the companys potential for maintaining the current rate of growth Document findings in Gap Analysis report and present to management We will then document the gaps that exist between the present reality and the desired future state and present our findings to management.
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Primary Area to Address
The most critical area for improvement lies in customer service operations in the areas of
Product knowledge Quality of service o Phone Etiquette o When & how to refer customer to supervisor Managing calls to increase customer service and call volume o Quick and accurate entry of orders o Thorough but brief responses to customer inquiries o Reach goal of 6 calls/hour Customer service operator and supervisor staffing levels Operator retention and satisfaction Sales techniques (e.g., learn better how to cross/upsell)
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Gap Analysis Summary for Primary Area to Address
Where are we now? Where do we need to be by FY end? Improve customer service scores by 10% Recommendations Customer service problems suggest a need for a higher level of requisite competencies Adopting industry best practices for call center may be appropriate Poor customer experience may be attributed to inadequate technology and/or employee o direction o procedures & processes o HR policies o recruitment, selection, hiring and training o staffing levels o satisfaction
- Customers dissatisfied with service;

2/3 (66%) of all survey respondents had a complaint (30% rise over last year) regarding: Being placed on hold too long Operators lack of product knowledge Operators poor phone etiquette Being asked to call back or put on long hold to talk to supervisor
- 50% of customers surveyed are not

inclined to do business with PJ again due to poor customer service Operators take 3 calls/hour Only have 25 operators and four supervisors for a 24/7 operation High turnover (lose 1 staff per month)
Increase customer inclination to do business with PJ again to 75%
Increase volume to 6 calls/hour Increase staffing levels
Better recruitment, selection, hiring, training and management techniques to reduce turnover by 50%
50% of operators informally interviewed indicated dissatisfaction with their jobs to the point of wanting to leave
Increase employee satisfaction level to 75%
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Secondary Area to Address
The secondary problem our company would address in this project is addressing overall Human Resource issues: Recruiting & hiring Employee satisfaction Performance evaluations/self-evaluations Staffing levels Scheduling Compensation Performance Incentives Training Supervision
Gap Analysis Summary for Secondary Area to Address

Where are we now? High turnover of staff on all levels, particularly with the telephone operators, customer service supervisors, and warehouse staff lose on average 1 staff per month Severely understaffed in customer service, both operators and supervisors Weaknesses in recruiting, selection, hiring, training, and managing new people Recently instituted performance evaluation/ self-evaluation process Inequitable employee performance incentives Where do we need to be by FY end? Reduce turnover by 50% Recommendations Survey employees, improve training, investigate incentives and other ways to increase morale
Increase staffing levels
Research industry standards
In line with human resources best practices Ensure all employees have been evaluated by due date Equitable incentive plan in place Employees compensated for meetings and work schedules accommodate training
Research best practices / industry standards Review HR follow-through plan
Restructure incentive plan
Employees not compensated for meetings, nor given scheduled-in opportunity to attend
Meet with management to study feasibility of new compensation and work adjustment policy
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Implementation strategy
The strategy we will use to conduct the needs analysis will be to Review and analyze all pertinent data and documentation, including call center volume, individual operator and supervisor performance, and customer complaint data; employee satisfaction surveys and performance reviews; and HR statistics. Review current training Interview managers, supervisors and employees both individually and in groups utilizing one-on-one discussion groups and surveys/questionnaires having both open- and close-ended questions Document findings in Gap Analysis report and present to management
Potential Road Blocks to Successfully Achieving Company Goals

Potential Road Block Lack of availability of, or access to, critical staff Lack of funding for initiatives Delays in receiving new product line information (for training purposes) Negativity among the staff Reticence among employees to express their concerns and opinions regarding the work environment Lack of access to company data, reports, or facilities Mitigation Strategy Appeal to project sponsor to schedule time to access employees Put project on hold or look for other funding options Contact Sheena Perez manager Strategize ways to build rapport and trust One-on-one face-to-face communications; anonymous surveys
Contact project sponsor for access or sneak in in the middle of the night Work toward consensus by providing industry standards and best practices; help management with team-building skills Reality Check: Communicate concerns (through data) that customer service and operational issues dont support aggressive growth goals
Lack of management agreement regarding recruitment, hiring practices, and employee rights and responsibilities Lack of flexibility on the part of management to re-think aggressive growth goals in light of the major issues, particularly in customer service and overall employee morale/retention that exist and need to be addressed first
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Gap Analysis Questions
Gap Analysis Question For Management How are employees learning the knowledge, skills, or tasks right now? What are current recruiting, hiring and retention policies, and how are they being executed? Are there any employee incentive programs in place? What do you think contributes to low morale? What do you see as potential roadblocks to improvement in customer service? What is the trend in customer complaints, employee retention and call-to-sales ratios for the past five years? For employees below management level What do you feel are the most important issues facing the company? What suggestions to do you have to improve the work environment? What factors do you think contribute to low morale? What would you do differently if you were the supervisor? Has the training you have received prepared you well for the job you are asked to perform? Purpose Determine best training practices.
Review and revise employee recruiting, hiring and retention policies.
Obtain opinions (clues) as to what might be going on Raise awareness of the obstacles that might lie ahead Data analysis interpretation to better guide company best practices decisions Gauge employee understanding of current company issues, as well as their own personal concerns Assist management with improving the work environment and increasing employee retention levels Assist with development of employee rights and responsibilities best practices for the company Assist with development of training materials.
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Team Members (roles)
Something Spectacular Project Team Team Members Name Patty David Dawn Ramin Bev Vaillancourt Joy McGinty Everyone Role Project Coordinator SME Project Manager Technical Writer Business Analyst Responsibilities Develops weekly activities and corresponding deadlines. Takes the lead (not solely responsible) on the development of the instructional design document that is required as one of the project deliverables. Assures communication with team members and Instructor. Oversees project at high level. Collects individual work and prepares draft for group edit. Assures that all documents conform to a common form and style and submits finalized document to the drop box. Helps research, looks at the bigger picture, and asks thought provoking questions like, "What if?
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Project Charter
Project Charter
1. General Project Information Project Name: PJ Enterprises Customer-Focused Operator Training Project Period Project Sponsor Project Impact Scale Key Stakeholders 8/01/2013-4/30/2014 Paul Coverstone Departmental Enterprise Impacted Bus. Units Project Manager Requesting Business Unit 2. Project Alignment x Strategic Alignment x Developing People Caring for Customers Communications & Community Relations Infrastructure & Asset Management Acquisition & SLMBE Environmental Stewardship Continuous Improvement of Daily Operations Customer Service Beverly Vaillancourt Sales & Marketing Board of Directors Vice President, Customer Service Operations Date Submitted: 7/20/2013
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Project Charter
3. Project / Service Description PJ Enterprises has stated goals of achieving aggressive growth for the coming year. They recognize that the current level of customer service within the call center does not currently meet their quality standards and are, therefore, an obstacle to achieving that growth and profitability. Currently, PJ Enterprises customer surveys reveal that two -thirds of all respondents complained about the telephone operators lack of product knowledge, telephone etiquette, and prompt response. That is a 30% increase in complaints over the prior year. In addition, 50% of respondents indicated they are not inclined to do business with the company again as a result of the poor customer service they received. This project entails the design, development and implementation of a self-paced eLearning training solution for customer service operators and supervisors within PJ Enterprises. The training is designed to improve service at initial point of contact with customers and carry through in all relations with them. It will apply industry best practices in three main areas of customer service soft-skills: (1) telephone etiquette; (2) thorough, yet efficient, processing of orders, inquiries and complaints; and (3) reducing the number and types of inquiries funneled through the chain of command. By providing a computer-based training solution, employees will be able to access the training on demand, so as to better accommodate schedules and to increase accessibility. It can be used immediately for re-training current operators and supervisors, as well as on an ongoing basis to train new hires. Because eLearning allows instant access, it will make the greatest impact toward achieving customer service improvement goals in the least amount of time. Well-trained operators and supervisors who provide a world-class customer experience are more satisfied with their jobs. Because they will be better equipped to take orders and field questions with confidence, customer complaints will be reduced, adding to job satisfaction. By fiscal year end, PJ Enterprises will experience a Project Objectives (Outcomes, in business terms) 10% improvement on customer service scores 25% increase in customer-indicated desire to do business again with PJ Enterprises, resulting in a $3 million increase in catalog sale revenue. This project entails the design, development and implementation of a self-paced eLearning training solution for customer service operators and supervisors within PJ Enterprises. The training is designed to improve service at initial point of contact with customers and carry through in all relations with them. It will apply industry best practices in three main areas of customer service soft-skills: (1) telephone etiquette; (2) thorough, yet efficient, processing of orders, inquiries and complaints; and (3) reducing the numbers and types of inquiries funneled through the chain of command. It will not cover product knowledge training, nor will it replace the current quarterly catalog training on new products.
Project Purpose & Business Justification
Scope and Exclusions
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Project Charter
Key High-Level Deliverables Key Success Factors KSF (Acceptance Criteria) SCORM-compliant Computer-Based Training (CBT) integrated with PJ Enterprises existing technology. Initial supervisor and technical staff training on how to access, administer, maintain and monitor the online training. Deliver project on time, on budget and of superior quality, obtaining buy-in along the way from all key stakeholders.
Access to, or availability of, critical staff/management will be determinant on call volume levels. Continued decline in customer service operator and supervisor morale could make telephone operators reluctant to make the effort to complete self-paced online training. Major Known Risks Soft-skills training without improving current product knowledge training could leave telephone operators frustrated because they cant meet customer needs. Continuation of company policy of not compensating employees for time spent training may continue to impede motivation and performance with regard to training. Constraints Restricted access to, and availability of, operators and supervisors during high call volume seasons (e.g., Christmas, Easter, Halloween, etc.) PJ Enterprises' Information Technology (IT) department will provide Something Spectacular with the information needed to integrate eLearning with PJ's technology. The CBT is to be developed for web-based delivery. Assumptions Operators and supervisor will have adequate computer skills to navigate CBT. PJ Enterprises management and staff will be available and accessible. The project sponsor will be a tenacious proponent of the project, establishing a supportive partnership between PJ Enterprises and Something Spectacular. Project will be fully supported by stakeholders. External Dependencies None
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Project Charter
Initiating Project Milestones Project start date 8/1/2013 Instructional needs analysis will be complete by 9/01/2013
Planning Project plan containing work breakdown schedule complete by 10/01/2013 Design for eLearning complete by 12/01/2013
Executing Development of eLearning CBT complete by 02/01/2014 Beta testing of all training complete by 3/01/2014 Product delivery complete by 4/01/2014
Close complete by 4/30/2014 Rough Order of Magnitude (ROM) Type of Vendor Assistance 4. Approvals Date Project Sponsor Project Owner Other Name Signature $270,000 Turnkey Solution Vendor-Assisted (Fixed Price) Other Supplemental Staffing (Time/Materials) COTS Hardware / Software None / Not Applicable
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Scope Management Plan

Introduction
The Scope Management Plan provides the framework for this project. It documents the scope management approach; roles and responsibilities as they pertain to project scope; scope definition; verification and control measures; scope change control; and the projects work breakdown structure. The PJ Enterprises Customer-Focused Operator Training project entails the design, development and implementation of a self-paced eLearning training solution for customer service operators and supervisors within PJ Enterprises. The training is designed to improve service at initial point of contact with customers and carry through in all relations with them. It will apply industry best practices in three main areas of customer service soft-skills: (1) telephone etiquette; (2) thorough, yet efficient, processing of orders, inquiries and complaints; and (3) reducing the number and types of inquiries funneled through the chain of command. This includes evaluating the computer-based training. No external resources or outsourcing are anticipated for this project.
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 the 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 and will be managed through implementation of the Change Management Plan. All change requests will be submitted to the Project Manager who will then evaluate the impacts of the requested scope change with assistance as needed from the project team and/or the individual who submitted the change request. The Project Manager will submit the scope change request to the Change Control Board for review at their bi-weekly meeting. Upon approval of scope changes by the Change Control Board, the Project Manager will update all project documents and communicate the scope change to all stakeholders.
Roles and Responsibilities

The Project Manager, Sponsor and team will all play key roles in managing the scope of this project. As such, they must all 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.
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Name Paul Coverstone Role Sponsor / CCB Chair Responsibilities Approve all changes to budget/funding allocations Approve all changes to schedule baseline Approve any changes in project scope Accept project deliverables Chair the CCB Receive and log all change requests Conduct preliminary risk, cost, schedule, scope analysis of change prior to CCB Seek clarification from change requestors on any open issues or concerns Make documentation revisions/edits as necessary for all approved changes Participate on CCB
Beverly Vaillancourt
Project Manager
Patricia David
Project Coordinator
Participate in impact assessments of scope change requests Communicate outcomes of scope change requests to team Facilitate team level change review process Participate in defining change resolutions Evaluate the need for scope changes and communicate them to the project manager as necessary Participate in defining change resolutions Evaluate the need for scope changes and communicate them to the project manager as necessary Submit all change requests on Change Request Form Provide all applicable information and detail on change request forms Be prepared to address questions regarding any submitted change requests Provide feedback as necessary on impact of proposed changes
Dawn Ramin
Team Member
Joy McGinty
Team Member
Key Stakeholders
Table 1.1, Scope Management Roles and Responsibilities
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Scope Definition
The scope for this project was defined through a comprehensive requirements collection and gap analysis processes. First, a thorough analysis was performed on PJ Enterprises current telephone etiquette protocols and present level of performance. This was compared to Stated goals of PJ Enterprises management Survey, questionnaire and focus group feedback from PJ customer service operators and supervisors, management, and customers Customer satisfaction survey data for two years prior Best practices in the customer service field The project description and deliverables were developed based on that gap analysis process, as well as input from Something Spectacular subject matter experts, designers and developers. This process provided feedback on the most effective ways to meet PJ Enterprises requirements of providing a training solution from which the company can improve its customer satisfaction scores and employee job satisfaction.
Project Scope Statement

The project scope statement provides a detailed description of the project, deliverables, constraints, exclusions, assumptions, and acceptance criteria. Additionally, the scope statement includes what work should not be performed in order to eliminate any implied but unnecessary work which falls outside the of the projects scope. This project entails the design, development and implementation of a self-paced eLearning training solution for customer service operators and supervisors within PJ Enterprises. The training is designed to improve service at initial point of contact with customers and carry through in all relations with them. It will apply industry best practices in three main areas of customer service soft-skills: (1) telephone etiquette; (2) thorough, yet efficient, processing of orders, inquiries and complaints; and (3) reducing the number and types of inquiries funneled through the chain of command with the end goal of achieving improved customer satisfaction survey results and enhancing employee job satisfaction. This includes evaluating the computer-based training. No external resources or outsourcing are anticipated for this project. The deliverables for this project are a complete eLearning solution for customer-focused operator training with the flexibility to modify and expand as necessary in the future. This project will be accepted once the computer-based training has been successfully tested, and has been shown to be compatible with the companys current technology infrastructure. This project does not include ongoing administration and maintenance of
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the training; however, training of key PJ Enterprise personnel on how to do so will be provided. Only Something Spectacular and internal PJ personnel and resources may be used for this project. Additionally, the project is not to exceed 9 months in duration or $270,000 in spending. Assumptions for this project are that support will be provided by the project sponsor and all department managers and that adequate internal resources are available and accessible for the successful completion of this project.
Work Breakdown Structure

In order to effectively manage the work required to complete this project, it will be subdivided into individual work packages. This will allow the Project Manager to more effectively manage the projects scope as the project team works on the tasks necessary for project completion. The project is broken down into six phases: project management, instructional needs analysis, design, development, implementation and testing. Each of these phases is then subdivided further down to work packages (see WBS structure below).
Figure 1.1, Work Breakdown Structure (WBS)

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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. Once the Project Manager verifies that the scope meets the requirements defined in the project plan, the Project Manager and Sponsor will meet for formal acceptance of the deliverable. The Project Sponsor 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, it will be handled through the change management process outlined in the Change Management Plan. Any project team member, sponsor, or stakeholder can request changes to the project scope. All change requests must be submitted to the Project Manager via a Change Request form. The Project Manager will do a preliminary evaluation of the proposed scope change's impact with assistance as needed from the project team and/or the individual who submitted the change request. The Project Manager will submit the scope change request to the Change Control Board for review prior to their bi-weekly meeting. Upon approval of scope changes by the Change Control Board, the Project Manager will update all project documents and communicate the scope change to all stakeholders.
Sponsor Acceptance
Approved by the Project Sponsor: _______________________________________________________ <Project Sponsor> <Project Sponsor Title>
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Date: _________________________
Change Management Plan

Introduction
The implementation of a Change Management Plan (CMP) is a key contributing factor to the success of PJ Enterprises' Customer-Focused Operator Training project. The CMP lays out the systematic process in which changes will be considered, decided upon, and communicated to the project team and stakeholders. Purposes of the CMP include : protect the integrity of the project's scope, ensure the quality of the project's deliverables, keep all of the project's team members and stakeholders informed, and provide documentation of the decisions made during the project
Types of Change
Various types of changes can be requested and considered during the course of the project: Schedule Changes that will impact the approved project schedule Budget Changes that will impact the approved budget Deliverable Changes that will impact the approved deliverable(s) Scope Changes that are necessary and will impact the project's scope; may also impact the schedule and budget.
The appropriate document(s) of the Project Plan will need to be updated once a change is approved.
Change Management Process

I. Participants The Project Sponsor, Project Manager, team members, and stakeholders are eligible to submit a change request for consideration. A. Change Control Board The Change Control Board (CCB) is the approval authority for all proposed changes to the project's approved baseline. The purpose of the CCB is to: review all change requests, determine their impacts on the project scope, budget, schedule, risk, or deliverables, and approve or reject the change requests
Change Control Board (CCB) Name Paul Coverstone Bev Vaillancourt Patty David James Kirk Company PJ Enterprises Something Spectacular Something Spectacular PJ Enterprises Position Project Sponsor Project Manager ID Manager Info Systems Manager CCB Role CCB Chair CCB Co-Chair CCB Member CCB Member
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The CCB will meet every other Wednesday in-person, and/or via phone or video conference to review all change requests. If a change request is deemed critical, an ad-hoc meeting of the CCB will be set up in order to review the request before the next scheduled bi-weekly meeting. If the CCB finds that there is insufficient information to make a determination on the proposed change's impact, the request will be returned to the requestor for additional information or clarification. For a change request to be approved, all CCB members must vote in favor. B. Responsibilities The following are the roles and responsibilities associated with the change management process of this project: Project Sponsor: II. Approve all changes to budget/funding allocations Approve all changes to schedule baseline Approve any changes in project scope Chair the CCB Receive and log all change requests Conduct preliminary risk, cost, schedule, scope analysis of change prior to CCB Seek clarification from change requestors on any open issues or concerns Make documentation revisions/edits as necessary for all approved changes Participate on CCB Submit all change requests on Change Request Form Provide all applicable information and detail on change request forms Be prepared to address questions regarding any submitted change requests Provide feedback as necessary on impact of proposed changes
Project Manager:
Project Team / Stakeholders
Change Management Docs The change management documents are the tools that will facilitate the process of managing the proposed changes to the project. A. Change Request Form The change request form is the primary project management tool that initiates the change management process, and documents the progress of the proposed change's evaluation and final disposition. The person who identifies the need for a change to the project fills out the form and submits it to the Project Manager.
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The following table presents a list of key information to be included on the Change Request Form.
Item Date Requestor's name Requestor contact information Change reference number Priority Change type Description of change Reason for change Alternatives considered Technical changes required Risks to consider Estimate of resources and cost to implement Disposition Justification Approval signatures The CCB's final decision The CCB's reasoning for its decision Description The date the CR was created Name of the person completing the form and who can answer questions regarding the requested change Phone number(s) and email address of requestor Assigned by the Project Manager High, Medium, Low Identifies the type of change: scope, budget, schedule, deliverable Includes description of the change and its impact
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B. Change Log The change log is a document that the project team uses to track the various change requests throughout the life of the project. Information from the change request forms are used to complete the change log. The change log is updated with the entry of new change requests, and with a change to the status of existing requests. The following presents a list of key information to be included on the Change Log.
Item Change reference number Submittal date Change type Change description Requestor name Status Person who submitted the Change Request Form Open Deferred Approved Denied Scope, budget, schedule, or deliverable Description Assigned by the Project Manager and recorded on the Change Request Form
Date of final status update Comments Description of why the change request was deferred or denied. May also include other helpful and pertinent information.
III.
Process Flow Description

Step Generate change request (Team member, stakeholder) Log change request (Project Manager) Evaluate the change request (Project Manager, Team, Requestor) Submit change request to CCB (Project Manager) Make decision (CCB) Implement change Description Person who has identified a need for a change will complete a Change Request Form and send it to the Project Manager The Project Manager assigns a reference number to the change request and enters the change request into the Change Log. The project manager will conduct a preliminary analysis of the impact to risk, cost, schedule, scope, and deliverable, and seek clarification from team members and the change requestor. The project manager will submit the change request, as well as the preliminary analysis, to the CCB for review. The CCB will discuss the proposed change and decide whether or not it will be approved based on all submitted information. If a change is approved by the CCB, the project manager will update and re-baseline project documentation as necessary.
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Appendix A: Change Request Form
Appendix B: Change Log Template
Resources: CDC Change Management Plan template authored by Daniel Vitek MBA, PMP, 2009 and http://www.projectmanagementdocs.com/.
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Communication Plan
Project Communication Plan for PJ Enterprises Customer-Focused Operator Training
This project entails the design, development and implementation of a self-paced eLearning training solution for customer service operators and supervisors within PJ Enterprises. The training is designed to improve service at initial point of contact with customers and carry through in all relations with them. It will apply industry best practices in three main areas of customer service soft-skills: (1) telephone etiquette; (2) thorough, yet efficient, processing of orders, inquiries and complaints; and (3) funneling customer support issues through the chain of command. The purpose of the project communication plan is to ensure that proper channels are in place to keep all stakeholders apprised of the current status of the project and to provide an avenue for communicating risks, scope changes, quality control issues, etc., to the project team. Something Spectacular recognizes that this is PJ Enterprises project. Adequate updates and timely input throughout the design and development process will ensure the success of the project and keep PJ Enterprises from costly changes due to poor communication.
Communication Objectives
Increasing stakeholder awareness Improving team efficiency and productivity Maintaining management sponsorship and buy-in throughout the process
Communication Channels For this project, the following communication methods will be employed for collaborating with the team and communicating with major stakeholders: Email communication (submission of change requests, risk alerts, periodic updates, and any other official/formal communication) all email will be directed to the Project Manager and forwarded by her to appropriate person. Copies of all subsequent email exchanges will be forwarded to Project Manager. Basecamp project collaboration web tool (with activation of client access to relevant discussions and/or time schedules) most discussions and collaboration on deliverables will take place on Basecamp. Change request forms will also be available online. Face-to-Face or Online Meetings in person at Something Spectacular offices or via ooVoo video conferencing.
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Communication Plan
Communication Guidelines
All messages will be audience-specific Every key message will be communicated formally (not through casual conversation) Messages will be distributed through the appropriate channel The team will communicate what people need to know before they need to know it All critical communications from Something Spectacular must be approved by the Project Manager prior to distribution Project-wide meetings will be held at all important milestones Regular, unbiased reporting will be undertaken The project team will listen and respond to feedback
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Key Messages
The following key messages are critical to the success of the team and will be woven into the communication events listed on the communications schedule below. Project status reportswhether the project is currently operating within the agreed schedule, budget and quality targets. Project issuesthe impact of the issues currently affecting the project and the actions taken to resolve them. Project risksthe high level risks which may affect the project and the actions taken to mitigate, avoid or reduce them. Project deliverablesthe deliverables completed to date and the items which are scheduled for completion within the next reporting period. Project resourcesthe overall level of resourcing in relation to the Resource Plan and any resource constraints currently affecting the project.
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Communication Plan
Communication Feedback Measures As part of the on-going formative evaluation process, a suite of feedback measures to evaluate the level of successful communication (determining whether the right information was distributed to the right people at the right time) will be put in place. If the feedback is positive and all of the criteria are met, then the event will be deemed a success. However, if feedback shows that certain success criteria are not met, an alternative communications event or message distribution plan may need to take place to correct any issues raised. The following measures to gather feedback on communications events will be used: Questionnaires / Feedback forms: At the conclusion of each meeting all attendees will be asked to fill out a short anonymous feedback form. The form will specifically ask if there were any potential areas of misunderstanding, if the communication was effective, and if all their questions were answered. A few specific questions relating to the content of the meeting or communication will be asked to assess whether or not significant messages were received. Telephone surveys: At critical milestones, telephone surveys may be conducted with key stakeholders, using open-ended to questions to assess the quality and effectiveness of communication.
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Communication Success Criteria
The following criteria will be used to judge the success of the communication event, based on feedback from questionnaires: The message reached its intended audience The message was distributed through the planned channel The output reached the intended audience on schedule The distribution was effective The message achieved the desired effect The message addressed the information requirements of the audience The message was received as honest and trustworthy There were no complaints received
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Communication Plan
Communication Events/Schedule
What A. Distribute Project Plan
Who/Target All stakeholders
Purpose Distribute Plan to alert stakeholders of project scope and to gain buy-in.
When/Frequency Before kick-off meeting
Type/Method(s) Document distributed electronically via email and web-based collaboration tool Meeting
B. Project Kick Off
All stakeholders
Communicate plans and stakeholder roles/responsibilities. Encourage communication among stakeholders. Update stakeholders on progress of the project.
At or near project start date
C. Status Reports
All stakeholders and project team members
Monthly
Distribute electronically and distribute via email and web-based collaboration tool. Use Status Report newsletter template. Meeting
D. Team Meetings
Entire project team. Individual meetings for sub-teams, technical team, and functional teams as appropriate.
To review detailed plans (tasks, assignments, and action items).
Weekly for the entire team. Weekly or bi-weekly for sub-teams as appropriate.
E. Sponsor Meetings
Sponsor(s) and Project Manager
Update Sponsor(s) on status and discuss critical issues. Seek approval for changes to project plan. To decide which change requests will and will not be incorporated into the project.
Monthly and also as needed when issues cannot be resolved or changes need to be made to project plan. Every other Wednesday throughout project lifecycle, as needed.
Meeting
F. Change Control Board
Sponsor, Project Manager, Change Control Manager
Meeting
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Communication Plan
G. Audit/Review Project Office, Project Manager, select stakeholders, and possibly Sponsor(s) if necessary. Project Office, Project Manager, key stakeholders, and sponsor(s). All supervisors, training staff, technical staff and department heads Review status reports, issues, and risks. To identify and communicate potential risks and issues that may affect the schedule, budget, or deliverables. Identify improvement plans, lessons learned, what worked and what could have gone better. Review accomplishments. To update external groups to promote communication and create awareness of project interdependencies. To gain input from special groups and keep them abreast of the projects status. Monthly or as needed Meeting/Report Project Office will produce report using their template.
H. Post Project Review
End of Project or end of major phase
Meeting/Report Project Office will produce report. Presentation/Demonstration /Discussion
I. Presentations
At project milestones so as to communicate with other interested parties of changes that will be introduced outside of the project team, or once product has enough to show. As we complete critical phases or make major enhancements. As needed
J. Other
To be determined by the project team
General communications
Lunch n Learns, email lists, announcements, etc.
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Communication Plan
Communication Responsibility List: The following chart outlines who is responsible for what level of communication for the duration of this project. Event letter designations correspond to letters in the event/schedule below. Key: A = Accountable for communication event (as marked in green) R = Receives communications materials, takes part in meetings (as marked in yellow) M = Monitors communications process and provides feedback (as marked in orange). Event A B C D E F G H I A A A R A A R R A M M M R R R A Project Sponsor: Paul C. R A R Project Manager: Bev V. A A A A A Project Team R A R R M A R R Communication Manager M M A Key Stakeholders R R R Change Control Board R R R R
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Communication Plan
Assumptions and Risks Assumptions The following assumptions have been made during the creation of this Communications Plan: Risks The following risks were identified during the creation of this Communications Plan: Key communications resources leave during the project. The requirements for communication change during the project. The list of project stakeholders changes throughout the project. There are adequate resources available to complete the assigned tasks. The timeframes listed in the Communications Schedule are satisfactory. The required budget is available to complete the tasks needed.
1
1 2
Communications Plan template from Method123: http://www.method123.com/communication-process.php Project Communication Plan template, Princeton University: http://web.princeton.edu/sites/ppo/PMCommunicationPlan.doc
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P.J. Enterprises Consumer-Focused Operator Training
1.0 Project Management 1.1.1 Develop Scope Management Plan 1.1 Develop Project Plan 1.1.2 Develop budget
2.0 Instructional Needs Analysis
3.0 eLearning Module Design
4.0 Development
5.0 Implementation
6.0 Testing
2.1 Conduct Instructional Needs / Gap Analysis 2.2 Gather IT Systems Requirements 2.3 Conduct Learner Analysis
3.1 Determine Scope and Sequence 3.2 Develop Learning Objectives
4.1 Write Script
5.1 Install/ Integrate CBT with PJs Inranet
6.1 User Alpha Test
1.1.3 Develop project schedule
4.2 Record audio
1.1.4 Develop Risk Mgmt Plan 1.1.5 Develop Change Control Plan 1.1.6 Develop Communication Plan
5.2 Train PJ Support Staff on Administration and Maintenance of CBT
6.2 Revise
3.3 Select Instructional Strategies
4.3 Develop Screen Layout Templates
6.3 Stakeholder Beta Test
3.4 Create content
4.4 Select Graphics
6.4 Revise
3.5 Design Assessments
4.5 Develop storyboard 4.6.1 Write Summative Assessment 4.6.2 Write Formative Assessments
1.2.1 Report performance 4.6 Develop Assessments
1.2 Monitor and Control Project
1.2.2 Process change requests
1.2.3 Update Project Plans/Docs 4.7.1 Program CBT 1.2.4 Monitor budget 4.7 Develop Prototype 4.7.2 Ensure SCORM Compliance
1.3 Deliver CBT/ Obtain PJs Acceptance 1.4 Close out project
1.4.1 Document lessons learned 1.4.2 Archive Files and Documents
4.8 Develop Administration and Maintenance of CBT Documentation
Project Schedulea
PJ Enterprises Customer-Focused Operator Training
Deliverables Milestones 8/1/13 4/30/14 8/8/13 9/2/14 9/3/13 12/2/13 Duration
August
September
2013 October
November
December
January
February
2014 March
April
W1 W2 W3 W4 W5 W1 W2 W3 W4 W5 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W5 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4
1.0 Project Managment 2.0 Instructional Needs Analysis 3.0 eLearning Module Design
39 w 3w 13 w 1w 2w 2w 7w 7w
3.1 Determine scope and sequence 3.2 Develop Learning Objectives 3.3 Select Instructional Strategies 3.4 Create Content 3.5 Design assessments
4.0 Development 5.0 Implementation 6.0 Testing 11/8/13 2/3/14 2/4/14 3/3/14 3/4/14 4/1/14
9w 4w 4w Approval Date and Comments Lead Start Date Sept. 3 D. Ramin Sept. 3 Sept. 4 Sept. 5 Sept. 10 Sept. 10 J. McGinty Sept. 10 Finish Date Sept. 10 Sept. 4 Sept. 5 Sept. 10 Sept. 24 Sept. 10 Sept. 16 Actual Start Actual Finish
3.0 eLearning Module Design Schedule WBS Reference
3.1 Determine Scope and Sequence 3.1.1 Review Instructional Needs Analysis 3.1.2 Write scope and sequence 3.1.3 Submit to Project Team for approval 3.2 Develop Learning Objectives 3.2.1 Review Scope and Sequence with Project Team 3.2.2 Develop objective components (behavioral/cognitive/psychomotor) 3.2.3 Write objectives 3.2.4 Submit to Project Team for approval 3.3 Select Instructional Strategies 3.3.1 Determine pre-instructional strategies
3.3.2 Determine learning prescriptions (recall, application,integration, attitude)
Sept. 17 Sept. 24 Sept. 16 Sept. 16 D. Ramin Sept. 18 Sept. 24 Sept. 30 Sept. 30 Sept. 30 Oct. 11 J. McGinty Oct. 16 Oct. 23 Nov. 11 Oct. 11 Oct. 11 D. Ramin Oct. 24 Nov. 1 Dec. 2
Sept. 23 Sept. 24 Sept. 30 Sept. 18 Sept. 23 Sept. 27 Sept. 30 Nov. 11 Oct. 10 Oct. 15 Oct. 22 Nov. 8 Nov. 11 Dec. 2 Oct. 24 Oct. 31 Nov. 29 Dec. 2
3.3.3 Align prescriptions with objectives 3.3.4 Submit to Project Team for Approval 3.4 Create Content 3.4.1 Align content with instructional strategies 3.4.2 Determine signals 3.4.3 Write content 3.4.4 Create knowledge strands 3.4.5 Submit to Project Team for approval 3.5 Design Assessments 3.5.1 Align instructional strategies with assessment methods 3.5.2 Determine assessment points 3.5.3 Align assessments with terminal objectives 3.5.4 Submit to Project Team for approval
Document template provided by Google:
https://docs.google.com/previewtemplate?id=0As3tAuweYU9QcHlVM3hrY2tocEkwQ3J
Instructional Design Document

Purpose
Surveys conducted by PJ Enterprises reveal that two-thirds of respondents believe company telephone operators lack adequate product knowledge, proper telephone etiquette, and fail in providing prompt and efficient service. A trend analysis of point of contact service shows a 30% increase in complaints over the prior year PJ Enterprises has stated goals of achieving aggressive growth for the coming year. They recognize that the current level of customer service within the call center does not currently meet their quality standards and are, therefore, an obstacle to achieving that growth and profitability. The CBT training solution outlined within this document is designed to improve service at initial point of contact with customers and carry through in all relations with them. It will apply industry best practices in three main areas of customer service soft-skills: (1) telephone etiquette; (2) thorough, yet efficient, processing of orders, inquiries and complaints; and (3) reducing the number and types of inquiries funneled through the chain of command. The CBT will be self-paced and available on-demand. Mastery of the summative assessments by the learners is required in order to advance through the modules. The goal is enhanced customer services that will yield a 10% improvement in customer service scores and a 25% -increase in customer-return rate at PJ Enterprises in the 2014 fiscal cycle.
Target Audience
PJ Enterprises catalogue division currently employs fifty people, including four customer service supervisors and twenty-five telephone operators. The newly designed customer service training will be mandatory for all current customer service employees and new hires. Employees will be able to access the training on demand, so as to better accommodate schedules and to increase accessibility.
General Learner Characteristics

Supervisors: PJ Enterprise requires that supervisors have a minimum of one-year experience as telephone operators. According to the company policy shared with Something Spectacular, senior managers expect supervisors to demonstrate a strong skill-set in customer relations and exhibit punctuality, customer respect, and a dedication to providing high quality customer service. The gap analysis conducted by Something Spectacular however, indicates customer satisfaction rating of supervisors averages a 3 on a scale of 1 5, with 5 being the highest.
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Telephone operators: According to PJ Enterprises established hiring policies, all telephone operators must have a high school diploma or its equivalent. All are expected to have a mastery of the English language. Telephone operators are tested on basic computer skills and must demonstrate a 90% accuracy rating on PJ Enterprises Computer Basics Skill Test. However, the gap analysis conducted by Something Spectacular revealed that 45% of currently employed telephone operators scored less than 90% accuracy on PJ Enterprises Computer Basics Test. Additionally, it was revealed that due to a lack of adequate training materials and available staff, 75% of new hires were assigned to telephone operator positions after only a 30 minute overview of computer procedures provided by the new hires supervisor. For the purposes of this instructional design, it is assumed that all telephone operators have the following entry skills: (1) a minimum sixth grade literacy level, (2) technology skills to manage on-demand computer training, and (3) socially appropriate skills.
Application of Learner Theory

The current training is designed to address both adult learning theory (andragogy) and behavioral learning theory. According to Knowles Theory of Andragogy1, adults are self-directed learners who prefer to control their learning environments. To be successful learners, adults must view new skills as relevant to current employment and applicable to required job tasks. Choice, within a structured learning environment, is paramount in order for adult learners to feel a sense of control over their learning. Choice also is essential for adult learners to gain a sense of ownership of the educational experience. This series of self-paced, eLearning training modules relevant to the work environment will give PJ Enterprise employees the opportunity to participate in a learning environment that is self-directed, problem-based, and meaningful. Behavioral learning theory2 explains that learning involves a change in behavior and highlights the benefits of positive feedback. The design of the CBT combines formative assessment of each enabling objective with positive reinforcement built into each connect activity. The use of scenarios throughout the training for modeling and application of knowledge gained allows for instructional feedback that is observable to the learner, though highly controlled by navigation built into the CBT. Additional attention is paid to social learning throughout the CBT as learners view both positive and negative consequences for behavior identified in work-based scenarios.
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Training Format
This is a self-directed CBT that allows learners to work at their own pace within a timeframe that meets their scheduling needs. Additionally, the CBT creates a place marker for learners so that they may pick up where they left off should the training be interrupted. Moreover, the CBT is designed so that learners have the opportunity to revisit previously presented objectives before continuing in the CBT. The sequence of instruction is prescriptive: 1) presenting model behavior as determined by the enabling objective 2) developing a verbal model based on an imagined scenario 3) providing mental rehearsal of good interpersonal skills 4) practicing the objective 5) assessing the skill
Learning Environment
Organizational PJ Enterprises is divided into divisions. For the purpose of this CBT, only the Customer Service Section of the catalog division is addressed. The organizational framework for the Customer Service Section includes one customer service manager and four supervisors who are assigned supervisory duties for up to (8) eight telephone operators / supervisor. Telephone operators must report directly to their assigned supervisor with no latitude to address other supervisors on the floor.
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Organization of Learning Environment
Physical Telephone operators work in a fast-paced environment that requires the ability to make quick decisions and the ability to demonstrate efficient and purposeful recall of product information. The room is large enough to accommodate 32 separated telephone operator work stations that include a desk chair, 36 x 30 workspace, flat screen monitor, and keyboard. The room is well-lit and well-ventilated. Each work shift is 6 hours in length with two fifteen-minute breaks and one thirty-minute break.
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Objectives
Terminal Objective #1: Given scenarios, the learner will be able to identify with 100% accuracy the use of four rapport-building strategies. Enabling Objectives 1.1 Given multiple scenarios, the learner will demonstrate the ability to recognize the use of five elements of a positive customer greeting with 100% accuracy. Assessment 10. Present the learner with audio scenarios that have one element of a positive customer greeting missing. Have the learner identify which element is missing. Absorb Activity 2. An avatar demonstrates the use of the five elements of a positive customer greeting with more info pop-ups that identify an element Cheerful tone of voice Good morning (or afternoon) statement and/or Thank you for calling statement Company name Operator's name How can I assist you? question 1.2 Given multiple scenarios, the learner will demonstrate the ability to recognize the use of the personalization strategy with 100% accuracy. 4. Avatar demonstrates the use of personalization (use of the customer's name in the conversation) Do Activity/Connect Activities 3. Provide audio scenario(s) in which the learner must assess the operator's performance of the usage of the five elements of a positive customer greeting. 1. Ask the learner to imagine that they are the customer in an audio scenario in which the operator makes a bad first impression. Ask the learner, How would you feel about the company? and Would you be more or less inclined to do business with the company again after such an experience?
5. Present learner with multiple scenarios depicting the usage of personalization by operators. Learner categorizes the scenarios into 'good' or 'bad' and receives formative feedback as needed.
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Terminal Objective #1: Given scenarios, the learner will be able to identify with 100% accuracy the use of four rapport-building strategies. Enabling Objectives 1.3 Given multiple scenarios, the learner will demonstrate the ability to recognize the use of the courteous vocabulary strategy with 100% accuracy. Assessment Absorb Activity 6. Avatar demonstrates the use of courteous vocabulary (Please, Thank you, and Appreciate) Do Activity\Connect Activities 7. Present learner with multiple scenarios depicting the usage of courteous vocabulary by operators. Learner categorizes the scenarios into 'good' or 'bad' and receives formative feedback as needed.
1.4 Given multiple scenarios, the learner will demonstrate the ability to recognize the use of the reflection strategy with 100 % accuracy.
8. Avatar demonstrates the use of reflection (uses words that the customer has used).
9. Present learner with multiple scenarios depicting the usage of reflection by operators. Learner categorizes the scenarios into good or bad and receives formative feedback as needed.
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Terminal Objective #2: Given scenarios, the learner will demonstrate the ability to recognize the use of active listening skills with 100% accuracy.
Enabling Objectives 2.1 Given scenarios, the learner will demonstrate the ability to recognize the use of patience with 100% accuracy.
Assessment 7. Present learners with audio recordings of customer/operator conversations and ask them to identify the active listening skill that the operator is demonstrating.
Absorb Activity 1. Present audio scenarios in which the customer reacts negatively when a) the operator interrupts them while speaking, or b) the operator gets short with the customer Demonstrating patience can mean the difference between the customer coming back, or never returning (and telling their friends to do the same).
Do Activity
Connect Activity 2. Ask the learner to think about strategies they can use to promote patience. Offer some suggestions, e.g. practice empathy (Put yourself in the customer's shoes)
2.2 Given scenarios, the learner will demonstrate the ability to recognize the use of paraphrasing with 100% accuracy.
3. Present audio scenario in which the operator demonstrates paraphrasing. Benefits of paraphrasing: lets the customer know you're listening provides an opportunity to check that you've understood the customer correctly
4. Present the learners with audio of a customer. Have the learner then pick from a list of choices the paraphrase statement that best summarizes or addresses the customer's concern.
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Terminal Objective #2: Given scenarios, the learner will demonstrate the ability to recognize the use of active listening skills with 100% accuracy. Enabling Objectives 2.3 Given scenarios, the learner will demonstrate the ability to detect acknowledgment of a customer's stated emotion with 100% accuracy. Assessment Absorb Activity 5. Present two audio scenarios in which a customer explicitly states that they are angry. In one of the scenarios, the operator acknowledges the customer's emotion. In the other scenario, the customer's emotion is ignored by the operator. Do Activity 6. Present the learner with audio scenarios in which the customer explicitly states a feeling or emotion (angry, sad, or confused). Have the learner choose from a list of choices the response that would best acknowledge that the operator heard what the customer said. Connect Activity
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Evaluation Plan
The assessment will be used to evaluate the learners and the training product itself. For both purposes, formative, summative and confirmative evaluations will be applied.
Assessment Formative Formative assessments will be conducted in the CBT for each enabling objective. Evaluation Something Spectacular will conduct focus groups and/or oneon-ones with operators and supervisors during the design (and early development) phase. The purpose is to uncover any significant red flags with the design. For example, a negative reaction to the audio scenarios would mean that we'd seriously need to consider a different approach, e.g. video. Something Spectacular will ask learners upon completion of the instruction to fill out a survey (electronically or paper?) indicating their reactions to different aspects of the training (e.g. length of modules, relevance to their job, quality of the audio, readability, etc.)
Summative
A summative assessment will be conducted for each terminal objective.
Confirmative
For each current employee, post-CBT customer service scores observed one month after the training will be compared to pre-CBT customer service scores to look for improvement in performance and to establish a baseline. Six months after training, an employee's current customer service score will be compared to the initial post-CBT customer service score to determine whether or not the employee's level of customer service performance has been at least maintained. The baseline level of performance for new hires will be their initial post-CBT customer service scores. Their data will also be examined six months after training to look for maintenance, or improvement, in their customer service scores.
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Summary Statement
PJ Enterprises has stated goals of achieving aggressive growth for the coming year. They recognize that the current level of customer service within the call center does not currently meet their quality standards and are, therefore, an obstacle to achieving that growth and profitability. The CBT training solution outlined within this document is designed to improve service at initial point of contact with customers and carry through in all relations with them. It will apply industry best practices in three main areas of customer service soft-skills: (1) telephone etiquette; (2) thorough, yet efficient, processing of orders, inquiries and complaints; and (3) reducing the number and types of inquiries funneled through the chain of command. The CBT will be self-paced and available on-demand. Mastery of the summative assessments by the learners is required in order to advance through the modules.
1 See http://www.instructionaldesign.org/theories/andragogy.html (2013) for an explanation of Knowles theory of andragogy. 2 See http://erincunia.com/portfolio/MSportfolio/ide621/ide621f03production/behavior.htm for an explanation of behavioral learning theory. 3 See http://www.britannica.com/EBchecked/topic/551304/social-learning for a short explanation of social learning.
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Project name: PJ Enterprises Operator Training
Screen ID: Module 1 Menu
Screen 1 of 7
Date: 8/2/13
Graphics and Timing Info Use Articulate Storyline Business Circles template All circles no text until hover On circle click advance to specified slide Navigation Information On circle click advance to specified slide On return, include check mark on circle for each visited category Player navigation: none (user must click circle) Audio Information No audio General Information
Content here
Navigation Information
Document Fonts: Articulate Arial TimesNewRoman

Transcript of audio: Description:
No audio Module 1 menu slide / Terminal Objective #1, Enabling Objective 1.1 [Note: This slide is preceded by introductory slides about navigation and an overview of the complete training. Navigation info is also included in the player. HELP button]
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Screen ID: 1-1
Screen 2 of 7
Date: 8/2/13
Graphics and Timing Info Use storyline figures: Female 3 (stressed, sitting at computer with headset) and female 13 (thinking, sitting at phone) Circle hover state: light brown with descriptor play audio
Content here
Navigation Information Clicking on circle starts audio1.mp3. When audio finishes, automatically advance to next slide. Back to Menu button returns to slide 1 (menu) Exit Module button exits course (prompt: Are you sure?) Player navigation: none Audio Information audio1.mp3
Transcript of audio: audio1.mp3 transcript (not yet determined). Audio will portray scenario in which the operator makes a bad first impression. Description:
Bad Example Scenario
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Screen ID: 1-2
Screen 3 of 7
Date: 8/2/13
Graphics and Timing Info Use storyline figure: Female 13 (thinking, sitting at phone) Circle hover state: light brown / descriptor: Replay Scenario
Content here
Navigation Information Navigation Information
Clicking on circle starts audio1.mp3. Back to Menu button returns to slide 1 (menu) Exit Module button exits course (prompt: Are you sure?) Player navigation: NEXT (advances to next slide) and PREVIOUS (returns to previous slide)
Audio Information audio1.mp3
Transcript of audio: audio1.mp3 transcript (not yet determined). Audio will portray scenario in which the operator makes a bad first impression.
Description:
Connect questions scenario 1
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Screen ID: 1-3
Screen 4 of 7
Date: 8/2/13
Graphics and Timing Info Use storyline figure: Female 8 (talking, pointer 2) List enters one point at a time after 7 seconds (3 or 4 seconds apart). Buttons appear after 2 minutes. Circle hover state: light brown / descriptor: Play Example Navigation Information Navigation Information Back to Menu button returns to slide 1 (menu) Exit Module button exits course (prompt: Are you sure?) Info circles pop up additional information about item number on user click. Player navigation: NEXT and PREVIOUS
Content here
Audio Information
audio2.mp3 Transcript of audio: audio2.mp3 transcript (not yet determined). Audio will portray scenario where operator uses all 5 elements of a positive Description:
customer greeting. List of 5 elements
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Screen ID: 1-4
Screen 5 of 7
Date: 8/2/13
Graphics and Timing Info

Use storyline figure: Female 3 (talking, sitting at computer with headset) Circle hover states: lighter shade / descriptors: Scenario 1, Scenario 2, etc. Visit state of each circle includes green check mark
Content here
Each circle starts an audio file of a scenario. When audio stops, quiz questions pop up. Once selection is made, feedback is given with option to continue. Clicking continue returns to this slide (with visited state of circles completed). Automatic return to slide 1 (menu) when all circles visited. Back to Menu button returns to slide 1 (menu) Exit Module button exits course (prompt: Are you sure?) Player navigation: NEXT (back to slide 1) and PREVIOUS
Audio Information audio3.mp3, audio4.mp3, audio5.mp3, audio6.mp3, audio7.mp3 Transcript of audio: audio files 3-7 transcripts (not yet determined). Some audio scenarios will be missing an element (or 2 or 3), which will be
Description:
revealed in feedback. Scenario ratings
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Screen ID: 2-1
Screen 6 of 7
Date: 8/2/13
Graphics and Timing Info Use storyline figure: Female 8 (talking, one hand hip one hand out Circle hover state: lighter color / descriptor: Play Example Navigation Information Click on circle starts audio. Back to Menu button returns to slide 1 (menu) Exit Module button exits course (prompt: Are you sure?) Player navigation: NEXT and PREVIOUS
Content here
Audio Information audio8.mp3
Transcript of audio: Audio8.mp3 transcript (not yet determined). This audio will demonstrate the proper way to use personalization.
Description:
Personalization intro / Terminal Objective 1, Enabling Objective 1.2
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Screen ID: 2-2
Screen 7 of 7
Date: 8/2/13
Graphics and Timing Info Use storyline figure: Female 3 (happy, sitting at computer with headset) and female 13 (stressed, sitting at computer with headset) Circle hover state: lighter color / descriptor: Example 1, Example 2, etc.
Content here
Click on circle starts audio. Drag & Drop hide circle after drop on target. Pop up feedback after each drop with x to close. Submit button submits drag and drop interaction (no scoring). Continue button on results slide returns user to slide 1 (menu) Player navigation: NONE
Audio Information audio9.mp3, audio10.mp3, audio11.mp3, audio12.mp3, audio13.mp3 Transcript of audio: Audio files 9-13 transcripts (not yet determined). Audio scenarios will demonstrate good and poor examples of using
Description:
personalization (overuse, too chatty, just right, inappropriate placement, etc.) Drag and Drop
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USER GUIDE
PJ ENTERPRISES CUSTOMER-FOCUSED OPERATOR TRAINING
Customer-Focused Operator Training
Table of Contents
What You Need to Know Before You Start ...................................................................................... 1 Getting Started ................................................................................................................................ 3 System requirements ................................................................................................................ 3 Web Address (URL) ................................................................................................................... 3 Login .......................................................................................................................................... 3 Home Page ...................................................................................................................................... 4 How to Navigate .............................................................................................................................. 5 Certificate of Completion ................................................................................................................ 5 Questions? ...................................................................................................................................... 6
The purpose of this training is to provide you with improved customer service skills. Following this training, you will be ready to work in the high volume, fast paced environment of PJ Enterprises' call center. You are the voice of PJ Enterprises. We value your commitment to our company's foundation of high quality customer service that will keep our customers coming back, again and again. Thank you for your commitment of time and effort to optimize your customer service skills.
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What You Need to Know Before You Start

What will I gain from the training?
In this training module, you will learn how to: Quickly and efficiently process orders and handle customer inquiries Route calls to supervisors for additional support Employ telephone etiquette techniques that will leave our customers knowing they are respected and valued.
When done well, customer survey scores will reflect the customers satisfaction, leading to incentive pay rewards for you in recognition for your efforts.
What do I need to do?

There are six modules. Unless your supervisor tells you otherwise, the modules may be taken in any order so long as you complete all six. Each module will take approximately 25-30 minutes to complete. If at any time you exit a module without completing it, you will be given the option of resuming training where you left off or restarting the module from the beginning the next time you login.
What if I have questions?

This User Guide is designed to help you get started navigating through the PJ Enterprises Customer-Focused Operator Training. If you have questions after you have reviewed this material, please feel free to contact your Customer Service Manager, Marcia Brady at x5126 or at bradym@pje.com.
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Getting Started
System requirements
Browser: Internet Explorer 7.0 or above Mozilla Firefox 3 or above
Connection speed: broadband/high-speed internet
Web Address (URL)

PJ Enterprises Customer-Focused Operator Training can be accessed at https://www.Customer-FocusedOpTraining/index.com. Click on the link or copy and paste it into your browsers address bar. It will take you to the login screen:
Login
Enter your username and password and click OK. Use the same username and password that you use to login to your call center terminal. For example, Username: smithb4328@pje.com Password: ***********
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Home Page
Once you login to the training, you will see this welcome screen. Click on Module 1 to begin training.
Click here
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How to Navigate
By clicking on the HELP button, you will receive additional information and resources to assist you with the training.
By hovering over a module name in the menu bar, a drop-down menu will appear revealing the sessions within that module. Click to select.
By clicking on the EXIT button, you will leave the training module and return to the main Welcome page. If you leave a module before completing it, the next time you log into the training you will be asked if you would like to resume where you left off. Click yes to resume; click no to restart from the beginning.
Click to listen to an audio example.
By clicking on the Back to Menu button, you will return to the main menu for the module you are in. By clicking on the Exit Module button, you will leave the module and return to the training home page. By clicking on the <PREV button, you will return to previous screen. The Next> button will advance you to next screen.
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By clicking on the TRANSCRIPT button, you can view or print a transcript of the audio recording(s) within the lesson.
Certificate of Completion
Upon successful completion of each module, a Certificate of Completion will display on the screen. Click on the print icon to print.
Your successful completion of this training has been recorded and your supervisor notified. Congratulations!
Questions?
If you have questions after you have reviewed this material, please feel free to contact your Customer Service Manager, Marcia Brady at x5126 or at bradym@pje.com.
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Change Request
Change Request
Project: PJ Enterprises Customer-focused Operator Training Change Requestor: Paul Coverstone Email: coverstonep@pje.com Phone: (608) 555-6789 Change Category (Check all that apply): Date: 10/20/2013 Change No: CR4
x Schedule Testing/Quality
x Budget x Scope Other, specify ____________________
x Deliverables
Describe the Change Being Requested: The etiquette portion of the customer-focused operator CBT training currently covers rapport-building and active listening skills. PJ Enterprises would like to add one topic to the etiquette portion of the training about projecting a service-driven attitude. Describe the Reason for the Change: One of our customer service supervisors forwarded a brochure to me about an upcoming conference on call center best practices. I noticed that there is a workshop offered at the conference about projecting a service-driven attitude, which isn't addressed in our operator CBT training. After looking into the matter further, I think it is important to include the service-driven attitude topic in the etiquette portion of the training. Describe all Alternatives Considered: n/a
Describe any Technical Changes Required to Implement this Change: n/a
Describe Risks to be Considered for this Change: This request will most likely have a negative impact on the budget and time line of this project. Depending on the size of the impact, PJ Enterprises may need to do a cost/benefit analysis in order to decide whether or not we could proceed with the request. Estimate Resources and Costs Needed to Implement this Change: Estimate to be obtained from Something Spectacular. Describe the Implications to Quality: n/a
Disposition:
Approve
Reject
Defer
Justification of Approval, Rejection, or Deferral:
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Change Request
Change Board Approval Name Paul Coverstone Bev Vaillancourt Patty David James Kirk Signature Date
This free Change Request Template is brought to you by www.ProjectManagementDocs.com
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Change Log
Change Log
Project: PJ Enterprises Customer-Focused Operator Training Change No. CR1 Change Type Deliverable Description of Change Suspendisse facilisis, ipsum id blandit pulvinar. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Requestor June Cleaver Marcia Brady Date Submitted 9/3/2013 Date Approved 9/13/2013 Date: 10/21/2013 Status Approved Comments Maecenas purus sem consequat eu quam.
CR2
Scope/ Budget
9/22/2013
10/1/2013
Rejected
Integer viverra, augue a posuere tempus. Felis dolor vehicula risus. Suspendisse porta dictum ligula, a scelerisque. Proin velit orci, gravida. Vestibulum tempus tempor nunc at aliquet.
CR3
Time line
At sollicitudin leo urna ut nisi. Vivamus at mattis mauris. Add a topic about servicedriven attitude to the etiquette portion of the CBT training.
James Kirk
10/13/2013
Open
CR4
Scope/ Design
Paul Coverstone
10/20/2013
Open
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Progress Report
Progress Report
Project: PJ Enterprises Customer-Focused Operator Training Date: 10/21/2013
Overall Project Outlook for Reporting Period:
Phase: Design Milestone

3.1 Determine Scope and Sequence 3.2 Develop Learning Objectives 3.3 Select Instructional Strategies 3.4 Create Content 3.5 Design Assessments
Start Date
09/03/2013 09/10/2013 09/16/2013 09/30/2013 10/11/2013
Due Date
09/10/2013 09/24/2013 09/30/2013 11/11/2013 12/02/2013
Status
Complete Complete Complete In Progress In Progress
% Complete
100% 100% 100% 80% 65%
On Schedule & On Budget
Work Accomplished Since Last Reporting Period: Completed writing the learning objectives; aligned instructional strategies with assessment methods; aligned assessments with terminal objectives; and began writing content and assessments. Work Planned for Next Reporting Period: Continue writing content and assessments.
Decisions Required: Approve/Reject change request to add an additional objective on how to projecting a service-driven attitude.
Scope Verification Report

Project: PJ Enterprises Customer-focused Operator Training Change Requestor: Paul Coverstone Email: coverstonep@pje.com Phone: (608) 555-6789 Scope Verification: Formal acceptance occurred on August 9, 2013 Proposed Deliverable: Add projecting a service-oriented attitude topic to the etiquette portion of the CBT Impact on WBS: CBT Design (3.0) and Development (4.0) Project Summary Project Charter Focus: Scope The design, development, and implementation of self-paced eLearning training. Purpose: To improve customer service at point of contact and to carry though customer service best practices from the start of the telephone contact to its successful conclusion. eLearning Skills Target: Customer soft-skills areas: telephone etiquette; efficient processing of orders; handling inquiries and complaints; and improved customer satisfaction. Deliverables: a complete SCORM-compliant CBT integrated into PJ Enterprises existing technology initial training (administer, maintain, and monitor CBT) of supervisor and technical staff for customer-focused operator training Contract: $270,000 WBS Budget Allocation (Phases 3.0 and 4.0): $157,435 Date: 10/23/2013 Change No: CR4
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Scope of Change Request PJ Enterprises has determined that added training in projecting a service-driven attitude will augment its goals of enhanced customer service satisfaction and enhanced employee job satisfaction. The companys intent is to have the flexibility to modify and expand the CBT as necessary. PJ Enterprises is requesting additional content added to the etiquette-training module of the CBT. The additional content will address projecting a service-driven attitude. Objectives, storyboard, script, and formative assessment will need to be designed and developed. A change in the previously recorded audio for the etiquette module of the CBT will need to be ordered from our audio recording vendor, TipTop Productions. Change Benefit Addition of this deliverable now instead of at a later date addresses the companys goals to improve point of contact customer service in a timely and cost-effective manner. The change request fits into the identified primary area of quality service as determined by the Needs Analysis conducted by SS. PJ Enterprises believes the component identified by the change request will augment point of contact customer service, with a potential positive impact on confirmative, post training assessments.
Non-approval Implications Non-approval of the change request will not negatively impact the WBS or budget, or change the scope of the project. However, the following negative impacts are anticipated should this change request not be approved: Since PJ Enterprises has identified a lack of projecting a service-driven attitude as needed training since completion of the gap analysis, addressing it as a project beyond the scope of the current project would add unanticipated costs for PJ Enterprises limited training budget. Not including the additional training potentially creates a void in the training and may limit desired outcomes. Change Request Cost Estimate Fiscal Impact: negligible since the proposed change fits within the current WBS schedule and will expend no additional company resources Fiscal Analysis of existing contracts: No additional contracts will need to be negotiated or re-negotiated. TipTop Productions has agreed to produce a new recording to accommodate the added script for the etiquette module at no additional cost.
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Related Documentation Referenced: Project Charter: page 2 [Project Outcomes; Scope and Exclusions] Needs Analysis Strategy: page 3 [Primary Area to Address] Scope Management Plan: pages 4 6 Project Schedule [project 3.0 time frame] Instructional Design Document (8/3/2013): page 10 Analysis of Change Request Status: The project is on schedule, currently near midpoint of the third phase (3.0) of the WBS: eLearning Module Design. Determination: The project team has determined that the proposed change request can be accommodated within the current WBS. Project Impact: This change request poses negligible impact on the projects schedule and budget. It can be accommodated within SSs current arra y of project charters without a negative impact on those contractual agreements. Client History PJ Enterprises has been a loyal, long-time client of Something Spectacular. Project Manager Recommendation Approve change request with no additional charge to PJ Enterprises
Contingencies: TipTop Productions - Initialed contract noting change order (responsible individual: Project Manager)
Change Control Board Determination Change Request Approved?
x Yes
No
Reasoning: The change request fits within the parameters of the project charter and will have negligible fiscal impact on the project. The project team believes the change request can be accommodated without a negative impact on the project schedule. TipTop Productions has agreed to a new script recording at no additional cost to the contract dated 9/15/2013.
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Signatures Name Paul Coverstone Bev Vaillancourt Project Role Sponsor Project Manager Signature Date
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AGENDA
Change Control Board Meeting
Wednesday, October 23, 2013, 7:00 p.m. (EDT) Video Conference Call via ooVoo
Control Board Members: Paul Coverstone, Project Sponsor Bev Vaillancourt, Project Manager Patty David, ID Manager James Kirk, Information Systems Manager
Call to Order Distribution of the Minutes from October 9 Meeting Acceptance of the Minutes Progress Report Old Business New Business: Change Request from PJ Enterprises Review of Change Request Form Presentation of Scope Verification Discussion Approval or Disapproval of Request Tentative Annotation to Planning Document Action Items Adjournment
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MINUTES
Change Control Board Meeting
Wednesday, October 23, 2013, 7:00 p.m. (EDT) Video Conference Call via ooVoo
The following members were present: Paul Coverstone, Bev Vaillancourt, Patty David, and James Kirk The meeting was called to order at 7:02 p.m. (EDT) The minutes of the October 9 meeting were distributed and accepted without revision. The progress report, read by Project Manager Bev Vaillancourt, verified that Something Spectacular is on schedule and on budget. Commendations were offered by the entire board for Bevs monitoring and controlling of the project. Old business There was no old business to discuss. New business On October 20, 2013, PJ Enterprises submitted a change request, asking to add an objective to the phone etiquette portion of the training. The two current objectives deal with rapport-building strategies and active listening skills. PJ Enterprises would like to see content added for how to project a service-driven attitude. Project Manager Bev Vaillancourt briefly discussed her analysis of the change request and presented a scope verification document. She concluded that this change request does indeed fall within the scope of the project currently mid-way through the design phase. The table was opened for discussion and ID Manager Patty David shared insights from her meeting with Something Spectaculars ID staff, which also included the project manager. She noted that Senior Instructional Designer Dawn Ramin, who took the lead on developing the objectives, assessments and instructional strategies for the PJ Enterprises project, initially thought the additional information requested by PJ Enterprises was already addressed in
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other modules of the training. A service-driven attitude is reflected in both rapport-building strategies and listening skills. Instructional Designer Joy McGinty reminded us of the benefits of spaced repetition and the positive effects it could have in later retrieval of information learned. After some brainstorming, the team decided there really is additional information that could be included in the new module which would make the final instructional piece even better. It was estimated that ten hours would need to be added to the project schedule during the third phase (3.0) to incorporate the additional objective. Project Sponsor Paul Coverstone, on behalf of PJ Enterprises, expressed his appreciation for Something Spectaculars flexibility and accommodation. Paul Coverstone made a motion to accept the proposed change to the project. It was seconded by James Kirk. Motion was adopted unanimously. Patty David requested the following annotation be made to the scope section of the project plan: October 23, 2013 At the request of PJ Enterprises and the approval of the Change Control Board, the scope of the project was expanded to include How to Project a ServiceDriven Attitude. She recommended that Instructional Designer and Technical Writer Joy McGinty be given latitude in writing the annotation as she sees fit and inserting it into the document. The motion was seconded by James Kirk and passed unanimously. Action Items Inform PJ Enterprises of Meeting Results: Bev Vaillancourt will respond in writing to PJ Enterprises change request (through Project Sponsor Paul Coverstone), officially notifying the company that the request has been approved. Inform ID Team of Meeting Results: Patty David will inform the ID team of the change request approval. Revision to Project Plan: Joy McGinty will ensure an annotation is added to the initial project plan to reflect the decision of the CCB. Begin Design on New Module: Dawn Ramin will meet with the design team to give direction, create enabling objectives and brainstorm instructional strategies as soon as possible in order to keep the project on schedule.
The meeting was adjourned at 8:05 p.m.
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PJ Enterprises Client Satisfaction Survey Six Month Follow-up

Product Satisfaction Very satisfied Overall, how satisfied were you with the product / service? Satisfied Neutral Unsatisfied Very unsatisfied N/A
Recommend to Others and Future Use Definitely Would you recommend our product / service to colleagues or contacts within your industry? Would you use our product / service in the future? Probably Not sure Probably not Definitely not
Length of Use Less than a month How long have you used our product / service? 1-6 months 7-11 months 1-3 years Over 3 years Never used
Frequency of Use Once a week How often do you use our product / service? More than once a week 2 to 3 times a month Once a month Less than once a month
What aspect of the product / service were you most satisfied by? Quality Price Purchase experience Installation or first use experience Usage experience Customer service Repeat purchase experience Thinking of similar products / services offered by other companies, how would you compare the attributes of the product / service offered by our company? Much better Ease of use Customer Support Price Quality Performance Somewhat better About the same Somewhat worse Much worse Don't know
What do you like about our product / service?
What do you dislike about our product / service?

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Instructional Design

Project Management Portfolio

August 22, 2013

Bev Vaillancourt Joy McGinty

Project Manager Technical Writer

Needs Analysis Strategy

PJ Enterprises Stated Business Goals

Needs Analysis Strategy

Gap Analysis Methodology

Needs Analysis Strategy

Needs Analysis Strategy

- Customers dissatisfied with service;

- 50% of customers surveyed are not

Increase customer inclination to do business with PJ again to 75%

Increase volume to 6 calls/hour Increase staffing levels

Increase employee satisfaction level to 75%

Needs Analysis Strategy

Gap Analysis Summary for Secondary Area to Address

Increase staffing levels

Research industry standards

Research best practices / industry standards Review HR follow-through plan

Restructure incentive plan

Needs Analysis Strategy

Potential Road Blocks to Successfully Achieving Company Goals

Needs Analysis Strategy

Review and revise employee recruiting, hiring and retention policies.

Needs Analysis Strategy

Project Purpose & Business Justification

Scope and Exclusions

Scope Management Plan

Scope Management Approach

Roles and Responsibilities

Scope Management Plan

Table 1.1, Scope Management Roles and Responsibilities

Scope Management Plan

Project Scope Statement

Scope Management Plan

Work Breakdown Structure

Figure 1.1, Work Breakdown Structure (WBS)

Scope Management Plan

Change Management Plan

Change Management Process

Change Management Plan

Project Team / Stakeholders

Change Management Plan

Change Management Plan

Process Flow Description

Change Management Plan

Appendix B: Change Log Template

Communication Success Criteria

What A. Distribute Project Plan

Who/Target All stakeholders

When/Frequency Before kick-off meeting

B. Project Kick Off

At or near project start date

All stakeholders and project team members

To review detailed plans (tasks, assignments, and action items).

Sponsor(s) and Project Manager

F. Change Control Board

Sponsor, Project Manager, Change Control Manager

H. Post Project Review

End of Project or end of major phase

Meeting/Report Project Office will produce report. Presentation/Demonstration /Discussion