Module 8 Submission Final Product

PJ Enterprises
Customer Service Training
A new training program designed to provide Customer

Service Operators and Supervisors with the tools needed
to be successful in their role at PJ Enterprises.
Prepared by:
Amy Pflug
Judith Littlejohn
Michelle Ritter
Harold Strassner
Mariah Whitcomb
Table of Contents
Gap Analysis Strategy
Project Charter
13
Scope Management Plan
20
Instructional Design Document
37
Facilitator Guide
43
Project Change Form
71
Meeting Agenda
73
Meeting Minutes
74
Purchase Order Form
76
PJ Enterprises
50 Main Street
Gotham, NY 12345
Project Gap Analysis Strategy

Information Needed
The due diligence team has identified four key areas that will serve as a focus of data collection,
review, and analysis. PJ Enterprises has identified improved performance and sales as
organizational goals. Understanding the as is condition of the organization will serve as a
baseline for providing recommendations for ways to bridge the current gap that exists, leading
to the performance improvement objectives. Data will be elicited and documented thematically:
TRAINING
ORGANIZATION
HR/STAFFING
PROCESSES and PROCEDURES
Brief overview of PJ Enterprises.
Catalog division has 50 people: 40 are FT, 4 are customer-service supervisors, and 25 are
operators
Company now publishes four different catalogs (v. 3)
Company has rotated more than 500 products through the catalogs in the 6 years of
operation
Average order is $250-500
In reviewing the company, the areas of focus have been divided into the current state and the
desired state of work.
Area of
focus
Training
Current state
1. Use a half-day PPT training to brief
operators on the products, a 30minute Q&A at end, get product
summaries in the automated entry
system. This training is done 4X a
year before each seasons catalog.
400K training budget for upcoming
year
Who: Training conducted by
Sheena & Judie
What: Prod. Summaries each item
When: Prior to new catalog use
Desired state
New product training has been
requested
The desired states would be:
1. Telephone operators that are
completely familiar with the entire
product line.
2. Telephone operators that are
efficient and courteous.
3. Employees who are familiar with
the companys mission and
business plan.
4. A trainer who is skilled at
delivering training
Duration: 4x yr., 0.5 days long +

Q&A 0.5 hr.
(*Q) (see bottom chart for question)
Organization
HR/staffing
Training should address the

following problems
1. Telephone operators product
knowledge.
2. Telephone etiquette
3. Staff Orientation
4. Train the trainer
1. System is used at 85%
capacity. Can support 20
incoming lines, 40 headsets
2. Designed to answer 90% of
customer questions within 2
minutes
3. 30% increase in customer
complaints compared to last
year
4. Two out of three customers who
take the service survey
complain about the operator;
50% saying they may avoid
buying again in future due to
poor service. Complaints
typically about product
knowledge, telephone manners,
and prompt response to waiting
calls.
1. High staff turnover, especially
operators, customer service
supervisors, and warehouse
staff at approx. 6 per year
2. Survey of more than half the
operators indicated they
considered leaving due to
dissatisfaction
3. Incentives are awarded to
warehouse and service staff for
error-free performance
1. Poor attendance at employee
meetings (have to attend on
own time)
1. Half of operators informally
interviewed
Processes
1. Need to upgrade hardware

and work stations, other
equipment to manage
projected increase in
catalog sales
2. Grow catalog sales from 10
to 13 million
3. Increase customer lists by
40%
4. Stay profitable
5. Improve customer-service
scores 10%
1. Develop a focus on quality

of work environment
2. Develop staff and recognize
them
3. Staff who feels a part of the
companys success.
4. Staff who feels valued
5. A comfortable and safe
work environment
6. Implied. Make recruiting,
selection, hiring, training &
management of new people
less challenging.
1. Implied-Increase employee
training attendance to ___%
1. Implied. Invest more time
in formal interviews for
telephone operators.
1. Buy-in/acceptance of new
and
procedures
1. New HR policies were just rolled

out
2. Upgraded pension plan
3. Operators can access product
reference guides while they are
the call
1. System reports indicate each
operator responds to 3 calls per
hour v. the required number of 6
policies
2. Easier referenced product
guides to speed responses
to customer questions
1. Operator will respond to 6
calls per hour.
After reviewing the desired and current states of practice within PJ Enterprises, there is
additional information that is needed to present the company with a full picture of the options to
improve and the gaps in practice.
Area of
focus
Training
Organization
Information needed
1. What is missing from the current
new product training?
1. As the company has produced

500 products over 6 years and
conducted 24 trainings, the
average of 21 products per
quarterly training may be too
many products for day of
training. How many products
are presented at each training?
2. What is the value placed upon
training for PJ Ent. Do they
believe that a training program
we compose will solve all
problems? Is PJ willing to also
put the personal hours in place?
3. Why are employees not
compensated for training and
meetings?
4. How does management and
staff feel about the current
training situation? Is it
adequate in their opinion?
1. How many callers opt to take
the surveyhow representative
are the dissatisfaction rates (is it
only angry people who do the
survey?)
Team strategy: How will the

information be collected?
1. Survey operators regarding
what info they need while
on the phone
2. Surveys and face to face
interviews conducted by a
third party with
management, trainers and
the trainees.
1. Ask Sheena and Judie to
track the last five trainings.
Also project the increased
product line that is yet to
come.
third party with
the trainees.
1. Ask how survey rate is

tracked
2. Survey the customers - find
out what they think of the
service
2. What is the rate of screened

calls?
3. Why are the complaints
increasing?
HR/Staffing
1. Any exit interview data?
Processes
and
procedures
1. What specifically is challenging

about recruiting, selection,
hiring, training & management?
2. What is the typical turnover rate
for call centers in U.S.? This
could be a static, unchangeable
condition within call centers in
general.
3. Does PJ Ent. need to anticipate
these turnover rates and just set
HR up to serve this great
volume of replacement
employees?
4. Which companies have the best
records for retention and what
are they doing to retain these
call-center employees?
1. What would a focus on quality
of work environment look like?
2. What has to change for the staff
to remainwhat do they see is
lacking or what interferes with
their jobs?
1. What is causing the operators to
conduct 3 calls per hour vs.
expected 6 calls per hour?
1. How does this performance

and the planned updates in
communication equipment
compare to industry
benchmarks?
1. Product references: How are
these laid out? Is the
information on the product easy
to find?
3. Track screened calls by day

of the week, time and
operator.
4. Track complaint surveys in
order of calls and according
to the chief complaint.
1. Contact HR Director to
review data for trends
1. Look at current labor
market in the region
2. Form a team to gather
external data regarding
current industry standards
and procedures and
compare to PJs data. Look
to companies with best
practices for benchmarking
options
1. Conduct staff surveys

2. Face to face interviews
conducted by a third party
with management, trainers
and the trainees.
1. Review reports that show
which screen the telephone
operator is in and how long
they are in these screens.
third party with
the trainees.
1. Form a team to gather
external data regarding
current industry standards
and procedures.
1. Talk with Sheena and Judie
2. Get Time in Screen Reports
or conduct screen analysis.
3. Consult with LiveOps, Mitel
2. Are there common product Q &

As available for the operator.
3. Typically, how long does it take
for the operator to find an
answer?
1. Lean work (Lean performance)
2. Are the current workstations
acceptable for job performance?
3. Are there other equipment
based or environmental aspects
of the work that affect staff
performance
or other business in the

industry.
1. Conduct staff surveys

2. Talk with Sheena and Judie
In further conducting the gap analysis, there are questions that will be important to ask of key
stakeholders.
Group or person
HR Staff
Questions to ask
Customer Service
Supervisors
Imagine its two years from now. PJ just earned an award

for the quality of its work environment: List 3-5
observations mentioned in the award.
Why do you think customer complaints are up 30%?
Is there any exit interview data we can review?
What do you like best about your job? Why?
What do you like least about your job? Why?
Why do you think customers are unhappy with our
service?
Do you feel valued as an employee?
Is the training you receive adequate? Why or why not?
What was the best thing about the training you received?
What did you like least about the training you received?
Is the environment you work in comfortable and safe?
What skills should one have to do this job well?
What skill do you think would allow you to be better at your
job?
How do think you can better serve employees needs?
How are break-times structured for all staff?
List the three most effective aspects of the current new
product training.
List the the three least effective aspects.
If you could do anything, how would you redesign the new
product training?
observations
The company wants to recognize you and your work: List
three ways the company can recognize you that are
meaningful to you.
Call Center Operators

Why are operators responding to 3 calls per hour v. the
required number of 6?
What would it take for PJ to retain you? What do you think
your colleagues would answer?
service?
job?
What modifications would you make to the current
process?
Are the operators receiving adequate training? Why or why
not?
What training would you like the operators to receive that
they arent receiving currently?
Have you ever received supervisor training?
Have you ever received customer service training?
If you attended training was it adequate? Why or why not?
product training.
product training?
What do you need, but cannot access, in the current
product descriptions available when you are on a call?
Do you have access to the PowerPoint slides and notes
from your training to refer to as needed?
The company wants to recognize you and your work: List
three ways the company can recognize you that are
meaningful to you..
Why are operators responding to 3 calls per hour v. the
required number of 6?
Can you identify which parts of the call take the most time?
What would it take for PJ to retain you? What do you think
your colleagues would answer?
Company Senior
Management
service?
Is the training you receive adequate? Why or why not?
job?
Does the current method of cataloging allow for quick and
easy searches of inventory?
Is the technology used to support inventory management
adequate?
Are there any technology issues impacting your
performance?
Does your current workspace allow you to function as you
need to? (Environment, lighting, enough space, visibility of
computer screen.)
How do you feel about the structure of your break time?
When do you feel that you are most productive?
Is your main priority increased business or customer
satisfaction?
Why are incentive awards given to warehouse and
customer service staff but not phone operators?
Is telephone sales the most efficient method to grow your
business?
Have you considered modernizing the business and
allowing customers to order online?
What are your plans for growing your customer list? How
is the list generated?
How important is training to the success of the company?
Do you feel you are allocating an appropriate amount
resources to the company training programs? Why or why
not?
What do you see as the current strengths of your training
program?
Do see any current weaknesses in your training program?
Do you think employees feel valued? Why or why not?
How do you think the company makes employees feel
valued?
Do you give your employees all the tools they need to
provide the best service possible to your customers? Why
or why not?
Do you feel you give your employees a working
environment that is comfortable and safe? Why or why
Sheena and Judie
External Data Needs
not?
Why do you think customer satisfaction is so low?
How do you think customer satisfaction can be improved?
What do you consider an appropriate level of customer
satisfaction? (assuming you can never get 100%)
What technology issues are impacting the companys
performance?
product training.
product training?
Do operators have access to training materials after the
training sessions are complete?
Are all operators present for training?
How are operators hired after training brought up to
speed?
Do you feel you have the skills necessary to conduct
proper training?
Have you ever attended any train the trainer classes?
How important do you think training the operators is to the
success of the company? Why or why not?
Are you the person who should be training the operators?
Why or why not?
Are you given adequate time to develop and deliver the
training to the operators?
How would you modify the current training program?
What do you think is the most effective part of your training
for the operators?
What do you think is the least effective part of your training
for the operators?
Do you ever follow-up with the operators to assess the
effectiveness of your training?
Is there an assessment at the end of the training to
measure the operators mastery of the content?
Are you given adequate facilities to conduct the training?
Why or why not?
Does the current method of cataloging allow for quick and
easy searches of inventory?
Is the technology used to support inventory management
adequate?
Are there any technology issues impacting your
performance?
Are there any technology issues impacting the operators
performance?
Industry benchmarks for call center volume, staff turnover
Benchmark customer satisfaction scores for retail
Industry practices related to unpaid staff meetings

Current industry training policies and practices
Analysis plan
Activity/Method
Purpose or information you hope

to gain
Person responsible
Research
Industry benchmarks and standards

related to call center operations
Business analyst
Identify, request, and

assess
Organizational data:
any exit interview data
existing customer service
data
staff turnover rates
rough cost impacts: cost of a
lost customer, cost of staff
turnover
Business analyst
Consult Company for

Screen Recordings
Processes:
-Time in screen reports
-Also a quote on this tracking
software for long-term use by PJ
Ent.
Project Manager
Consult w/ PJ Ent.
Amount of time that PJ will allow for

Judie and Sheena to work with us.
They are an essential piece of
assisting us with meeting PJs
objectives.
Project Manager
Consult w/ PJ Ent.
Define goals with PJ Ent., place

goals in order of importance with PJ
Ent.
Get this list of priorities in writing.
Project Manager
Consult w/ PJ Ent.
Get percentages on specific

benchmarks
Project Manager
Interviews
I.D. Challenges for HR Department
-Project Manager
HR Director
Sheena and Julie
Why is recruiting, selection, hiring,

training & management of new
people challenging?
-Business Analyst
We hope to gain much needed
- Technical Writer
Develop Surveys
- 3rd party Interviewer - (PM

as liaison)
information in all areas and aspects

of PJ Ent.
- Business Analyst
Potential Roadblocks
We anticipate the following potential roadblocks to gathering data and reviewing the gaps
between current practice and desired practice.
1. Staff unwilling to talk about current experiences, fear of retribution
2. Lack of needed data
3. Sr. mgt. wants new product training. May be hard to convince them that there may be
other needs impacting the customer service results.
4. Sheena and Judie unavailable to review current data or meet with analysis team
5. Budget, hardware/software costs
6. PJ Enterprises possible low value on quality of work environment (incentives, paid
training)
7. Training budget
8. Space limitations on new, additional computers and workcenters
9. Additional server costs
10. It would be a challenge if PJ Enterprises top priority was increased sales and not
focusing on customer satisfaction. Good customer satisfaction will somewhat contribute
to a growing list of customers.
Project Charter
Project Name: New Product Training and Employee Retention Plan for PJ Enterprises
Project Manager: Team 3
Project Sponsor: PJ Enterprises/Paul Coverstone
Project Owner: PJ Senior Executives
Stakeholders and Impacts:
Stakeholder
Project Sponsor:
PJ Enterprises/Paul Coverstone
Project Owner:
PJ Senior Executives
Tie-breaker:
Paul Coverstone
Reviewer:
Paul Coverstone
Subject Matter Experts (if

other than reviewers)
Impact
Executing Stakeholders (Participants): Group/individual
responsible for project execution.
Maximum Impact: The project will have significant
impact on this group and/or individual.
Maximum Accountability: The stakeholder has
significant accountability for the project and/or process.
Strong Influence: The stakeholder has significant
capability for positive/negative influence.
impact on this group and/or individual.
Minimal Impact: The project will have minor impact on
the group and/or individual.
Minimal Accountability: The stakeholder has minimal
accountability for the project and/or process.
Oversight (Advisor): Group/individual responsible for
advising and overseeing project execution.
Minimal Impact: The project will have minor impact on
the group and/or individual.
Weak Influence: The stakeholder has minimal capability
for positive/negative influence.
impact on the group and/or individual.
Sheena Perez
Judie Thompson

Paul Coverstone
Project Team Members
Amy Pflug
Judith Littlejohn
Harold Strassner
Mariah Whitcomb
Michelle Ritter

Moderate Impact: The project will have measureable
Moderate Accountability: The stakeholder has
measureable accountability for the project and/or process.
Moderate Influence: The stakeholder has measureable
Judie Thompson (PJ)

Sheena Perez (PJ)
Employees:
Telephone Operators
Warehouse Staff
Employees:
PJ Customer Service Managers
PJ Customers
Beneficiary Stakeholders: Group/individual receiving a

benefit from the project.
Moderate Accountability: The stakeholder has
measureable accountability for the project and/or process.
Weak Influence: The stakeholder has minimal capability
for positive/negative influence.
Description of Work:
Project Purpose
This project will:
1. Provide training that increases customer service calls per hour, improves the fluidity of
phone support, and increases overall customer satisfaction to meet their goal of quality
service delivery and increase sales.
2. Improve employee retention.
Business Objectives
1. Telephone operators will increase the average calls per hour from 3 to 6.
2. Customer complaints will decrease from 30% to below 15% based on survey data
3. Employee retention will increase by 30% in the 6 months after the retention program
concludes.
Project Deliverables
1.
2.
3.
4.
5.
6.
An Instructional Design Plan

The Training Content
Training Delivery
An Evaluation of Training Report
Status reports: weekly to the project sponsors and owners
Employee retention plan
In Scope
1. Training
a. To include trackable training activities for telephone operators
b. To include comprehensive training on all products
c. To include training on telephone skills and etiquette
d. To include resources available to staff post-training
e. To address fluidity of calls
f. To include analysis of data from customer satisfaction surveys related to
telephone operators
2. Employee Retention
a. To include employee satisfaction surveys for all employees
b. Employee recognition plan aimed at non-management staff
Out of Scope
1. Training
a. Does not include any training topic not listed as within the scope of the above
section.
b. Does not include analysis of data relating to overall experience, shipping or
products.
2. Employee Retention
a. Does not include surveys beyond 90 days of the training launch
b. Does not address questions unrelated to employee retention project

Project Completion Criteria
1.
2.
3.
4.
New training modules delivered to all telephone operators

Customer satisfaction survey data analyzed and reported to management
Training report analysis delivered to management
Employee recognition plan implementation date approved and scheduled
Project Milestones
Milestone
Date
Analyses completed: needs, learners, context, tasks
08/07/2015
Instructional design of training modules completed
08/21//2015
Design of training modules approved
09/10/2015
Training modules developed
10/02/2015
Final training modules approved
10/16/2015
Training implemented/delivered
10/26/2015
Training evaluated
11/15/2015
Review of customer satisfaction surveys
12/01/15
Training analysis report , customer satisfaction survey report,

employee satisfaction survey report submitted
12/30/15
Employee recognition plan approved for implementation
01/30/16
Note: A detailed schedule will be completed once the Design Document is created.
Risks
Risk Area
Likelihood
L M H
Risk
Owner
PJ senior
executives
Larger economy: downturn

impacting sales
Technology failure (hack,

other)
PJ senior
executives
Lack of buy in from staff
PJ senior
executives
Judie or Sheena is promoted

(out of department)
Team 3 &
PJ
Adverse Weather Season

Hurricane during pilot test
period. No event or
participants.
Project Impact Mitigation Plan

Add risk and its link to this project to the
senior executives regular meeting
agenda.
Mitigation- include diverse products.
agenda.
Mitigation- regular back-ups and
security precautions.
agenda.
Mitigation- encourage staff to engage in
project process and demonstrate how
their input is valued.
Low/Moderate impact on project as we
would still have the other manager.
Contractualize Judie/Sheenas hours
with Team 3.
Team 3
Low Project Impact.

Maintain a back-up date and/or a
location more inland.
Lack of
feedback/communication from
PJ Execs and employees
Team 3
Can increase training development cost

for PJ.
Mitigation-All communications to PJ will
be documented and marked as
feedback helpful or unhelpful in
solving a problem or question. This
record will be kept in the Team 3
Internal folders.
Any miscommunications can be clearly
expressed to PJ Enterprises if this
should arise.
IT will not have training room

set-up for launch
PJ
Managers
Low Impact- Alternate dates.
IT not receiving equipment on

time due to backorders
May extend the deadline of project.

Ensure order fulfillment before placing
order;
Cancel order and reorder from alternate
supplier.
Assumptions
SMEs will be available as resources within the projects timeframe

Staff members will contribute needed information and attend training during their work
hours; they will be compensated for their time.
Technology to deliver new training is readily available
Access to samples of the new products
Telephone operators will be given time to complete training during work hours
Enticements to compel employees to stay with PJE will be identified
Constraints
Time, deadline deliverable 01/30/2016

Budget of $300,000
Limitations to staff availability
External Dependencies
PJ will continue to be able to obtain samples of the new products from vendors
Excessive server errors on LMS platform
Activity performance of telephone operators
Management of employee training data
Ineffective enforcement of training completion
Inaccurate reporting of surveys (customer & employee)
Budget
Category
Cost Estimate
Analysis
$50,000
Design
$50,000
Development
$50,000
Delivery
$50,000
Evaluation
$50,000
Employee Retention Plan
$50,000
Total
Vendor Assistance Required
Software
Online survey tools
LMS
Hardware/Computer Equipment
$300,000
Approvals
Role
Signature
Date
____________________ _________________________________
_
__
____________________
_
____________________ _________________________________
_
__
____________________
_
____________________ _________________________________
_
__
____________________
_
____________________ _________________________________
_
__
____________________
_
SCOPE MANAGEMENT PLAN
Introduction
The Scope Management Plan provides the framework for this project. To manage the scope of
this project and ensure the successful, timely completion of the project, any project
communication related to the projects scope must adhere to this Scope Management Plan.
This plan documents:
The scope management approach

Roles and responsibilities related to project scope
Scope definition
Verification and control measures
Scope change control
The projects work breakdown structure
Items in the appendix include a high-level project schedule and the projects Communications
Matrix.
The project includes two major components:
1. Develop new product training for the telephone operators. If the front-end analysis indicates
that the training should be delivered in a computer-based format, this project will include the
design and development of the CBT modules using a commercially available authoring tool.
No outsourcing is anticipated for this project.
2. An Employee Retention Plan for the company to use to increase employee satisfaction,
improve the quality of work results, and reduce employee turnover.
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 performance, including deliverable quality checklists and
work performance measurements. Based on feedback and input from the Project Manager and
Stakeholders, the Project Sponsor is responsible for the acceptance of the final project
deliverables and project scope.
Proposed changes to the project scope must be submitted to the Project Manager. The Project
Manager will use the Scope Control process described at the end of this document.
Roles and Responsibilities
The Project Manager, Sponsor, and project team will all play key roles in managing the scope of
this project. As such, the Project Sponsor, Manager, and team members must be aware of their
responsibilities in order to ensure that work performed on the project is within the established
scope throughout the entire duration of the project.
The table below defines the roles and responsibilities for the scope management of this project.
Table 1.1: Scope Management Roles and Responsibilities
Name
PJ
Enterprises
Role
Executive
Sponsor
Project
Sponsor
PJ Senior
Executives
Michelle
Ritter
VP
Paul
Coverstone/
Responsibilities
Project
Manager
Has ultimate authority and responsibility for

project/program
Approves changes to scope
Secures additional funds for approved scope
changes
Reports to and receives direction from Executive
Project Sponsor
Makes the business decisions for the
program/project
Participates day-to-day in one or more
programs/projects
Makes user resources available
Approves work products
Approves deliverables
Reports to and receives direction from Project
Sponsor
Participates in and approves project plan and
deliverables
Manages, reviews, and prioritizes the project
work plans with the objective to stay on time and
on budget
Provides status and progress reviews to
Executive Sponsor
May manage and supervise the following
resources:
o Senior technical staff
o Technical project managers
o Team leads
o Team members
Manages project resources
Est. Time
Investment
20 hours
150 hours
500 hours
Name
Role
Responsibilities
Harold
Strassner
Project Team
Lead
Amy Pflug
Project Team
Member
PJE staff
Technology
Support
Collaborates with project managers to resolve

issues within individual projects or within
portfolios
Brings issues to the Project Sponsor as needed
Recommends resource and policy changes to
the Project Sponsor
Identifies required project team members and
constructs project teams
Meets with project managers to regularly review
issues and monitor progress
Motivates and coaches project managers and
team members
Monitors contract compliance
Approves job orders and change orders
Conducts risk management analysis
Meets facility and resource requirements
Reviews and approves deliverables
Assigned full or part time to participate in project
team activities
Responsible for contributing to overall project
objectives and specific team deliverables
Manages specific project plan activities and
contributes to project plan development in
collaboration with Project Manager
Coordinates documentation, testing, and training
efforts related to project plan
If the project adopts an Agile development
approach, the Project Team Lead is responsible
for managing each development sprint and
ensuring that the team properly applies Agile
development principles.
Assigned full or part time to participate in project
team activities
Responsible for contributing to overall project
objectives and specific team deliverables
Escalates policy issues to team lead for referral
to appropriate policy making bodies
This role includes all various resources
necessary to execute the project plan.
This role is comprised of various team members
who perform technology support for the project
Membership includes DBA, App Admin, App
Dev, Business Analyst, and others as needed
Establishes project support technology
standards
Est. Time
Investment
500 hours
200 400
hours
300 hours
Name
Role
Responsibilities
PJE staff
Stakeholders
Sheena
Perez/
Key Users
Judie
Thompson
Judith
Littlejohn/
Mariah
Whitcomb
Instructional
Designers
Assists team members in the use of project

support technology
Maintains project support technology
Ensures that the technical environment is in
place and operational throughout the project
Establishes and maintains target environment
for new applications
Community member affected by or participating
in the project
Provides source information to the team
Provides expert business understanding of the
organization
Represents the users in identifying current or
future procedures
Reviews and confirms major work products for
the project
Participates as required in User Acceptance
Testing Activities
Manage the training and documentation process
Maintain an open door policy to answer
questions from CEs as necessary
Establish and maintain schedules and
deliverable deadlines
Communicate concerns or issues to
management
Schedule ad hoc 1:1s with CEs or 2:1s with CEs
and writers as needed to verify processes
Come prepared to meetings to make the most
efficient use of the Project Teams time
Meet with content experts and the training
specialist on a regular basis
Gather background and supplemental
information as needed
Understand processes and procedures
completely
Ask questions of the content expert and the
training specialist as needed
Hold regular meetings with the training specialist
and CEs to:
o Give status updates
o Address concerns
o Meet project deadlines
Ensure accurate, correct documentation
according to rules, styles, and templates
established by the Training group
Est. Time
Investment
15 hours
75 200
hours
500 hours
Name
Role
Responsibilities
Est. Time
Investment
Attend design reviews and demos

Update course information due to changes in
the business processes
Obtain document feedback and make updates
as needed
Meet with the CE or other primary stakeholder
on a regular basis
Revise course text as necessary
Schedule and perform usability tests with
content experts and the training specialist
Scope Definition
The scope for this project was defined through a comprehensive, systematic process. First, a
thorough needs analysis was performed on the companys current new product training program
and employee satisfaction issues based on existing employee and user feedback. From this
information, the project team developed the project charter and accompanying documents for
the new training and Employee Retention Plan, which are the key deliverables.
The project description and deliverables were developed based on the needs analysis and input
from subject matter experts in instructional design, customer support, sales, and employee
relations. These subject matter experts provided feedback on the most effective ways to meet
the original requirements of providing a new product training program and Employee Retention
Plan from which the company can improve its sales, customer service satisfaction, and
employee retention.
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 will not be performed in order to clarify which tasks fall outside the projects
scope.
This project includes two major components:
Develop new product training for the telephone operators. If the front-end analysis indicates
that the training should be delivered in a computer-based format, this project will include the
design and development of the CBT modules using a commercially available authoring tool.
No outsourcing is anticipated for this project.
An Employee Retention Plan for the company to use to increase employee satisfaction,
improve the quality of work results, and reduce employee turnover.
There are five deliverables included in this project:

1.
2.
3.
4.
5.
The Training Design

The Training Content
Training Delivery
A Training Evaluation Report
An Employee Retention Plan
These deliverables will yield a completed new product training program for the telephone
operators with the flexibility to modify and expand the application as necessary in the future, and
a documented Employee Retention Plan for implementation by PJ Enterprises Human
Resources department.
This project will be deemed complete once all of the deliverables have been accepted by the
Project Sponsor.
Assumptions for this project:
Support will be provided by the Project Sponsor and all department managers.
Adequate internal resources are available for the successful completion of this project.
SMEs will be available as resources within the projects timeframe.
Staff members will contribute needed information and attend training during their work.
hours; they will be compensated for their time.
The authoring software licensed for use by PJE will be available for this project.
The project team will have access to samples of the new products.
Telephone operators will be given time to complete training during work hours.
Constraints and exclusions:
The implementation of the New Employee Retention Plan is outside the scope of this
project.
This project does not include ongoing operations and maintenance of any computerbased training modules that may be developed.
The new product training will not include any topics other than the topics identified in
Deliverable 1: The Training Design.
Only internal personnel may be used for this project.
Additionally, the project is not to exceed 200 days in duration or $300,000 in spending.
Work Breakdown Structure

In order to effectively manage the work required to complete this project, it will be subdivided
into individual work packages/tasks that do not exceed 40 hours of work. This will allow the
Project Manager to more effectively manage the projects scope as the project team works on
the tasks necessary to complete the project.
The work breakdown structure is organized by deliverable. Each deliverable includes several
tasks that require between 4 and 40 hours of work. (See Figure 1.2: WBS)
A WBS Dictionary will be developed to clearly define the work required for each element in the
WBS. Each dictionary entry will describe the required work for the elements, as well as the
deliverables, budget, and resources needed, as shown in the example below.
Figure 1.1 Sample WBS Dictionary Format
Level
WBS Element
Description of Work
Deliverables
Budget Resources
Figure 1.2: Work Breakdown Structure

New Product Training and Employee Retention
Plan
1-2: Training
content
3: Training
delivery
1.1 conduct
front-end
analysis
3.1 create
evaluation
forms
1.2 do task
analysis
3.2 schedule
training
1.3 develop
objectives
3.3 obtain
needed
supplies and
equipment
1.4 create
instructional
and
assessment
strategies
2.1 develop
the content
2.2 create the

assessments
2.3 pilot-test
the content
2.4 revise the

content
3.4 rehearse
or test the
delivery
4: Training
Evaluation
Report
4.1 review
course
evaluations
4.2 review
assessments
of learner
performance
5: Employee
Retention Plan
5.1 develop
surveys
5.2 deliver
surveys
5.3 compile
survey results
4.3 document
conclusions
5.4 analyze
findings
5.5 make
recommendations
6: Project
Management
6.1 obtain
needed
approvals
6.2 report on
project status
6.3 manage
project
6.4 manage
meetings
6.5 monitor
progress
6.6 close the

project
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. During this meeting, the Project
Manager will present the deliverable to the Project Sponsor for formal acceptance. 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 leverage the WBS Dictionary by using it as a statement of work
for each WBS element. The project team will ensure that they perform only the work described
in the WBS dictionary 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 is followed.
If a change to the project scope is needed, the process for recommending changes to the scope
of the project must be carried out. Any project team member or sponsor can request changes
to the project scope. All change requests must be submitted to the Project Manager in the form
of a Project Change Request document (see Appendix A). The Project Manager will then review
the suggested change to the scope of the project. The Project Manager will then either a) deny
the change request if it does not apply to the intent of the project or b) convene a change control
meeting between the project team and Sponsor. In this meeting, the change request is reviewed
and an impact assessment is performed.
If the change request receives initial approval from the Project Manager and Sponsor, the
Project Manager will then formally submit the change request to the Change Control Board. If
the Change Control Board approves the scope change, the Executive Project Sponsor will then
formally accept the change by signing the project change control document.
Upon acceptance of the scope change by the Change Control Board and Executive Project
Sponsor, the Project Manager will enter the change on the Change Management Control Log
(see Appendix B) and assign it a version number. The Project Manager will then update all
project documents and communicate the scope change and schedule changes to all project
team members and stakeholders.
Sponsor Acceptance
Approved by the Project Sponsor:
________________________________________
<Project Sponsor>
<Project Sponsor Title>
Date: __________________
Appendices (Scope Management Plan)

Appendix A: Project Change Request Form
Project Change Request Form

Adapted from econsultancy.com
CHANGE REQUEST <001> <v0.1>

PROJECT: <PROJECT NAME>
PREPARED BY: <NAME>
DATE: <DD/MM/YYY>
Person(s) Requesting Change:
Change Number:
Type of Change Requested:

Project Scope Change
Project Budget
Change
Project Schedule
Change
Client request
Additional item
request
Other (specify)
Detailed Description of Change:
Reason for Requested Change:
Effect on Project Cost:

Projected Cost Addition of Approximately
Estimated Cost Reduction of Approximately
Effect on Project Schedule

Planned Project Completion Date:
New Project Completion Date:
Additional Comments:
Change Control Board Members (CCB):
Approval
Chief of Change
Control Board
Date
Approval
Project Manager
Date
Approval
Executive Project
Sponsor
Date
Appendix B: Change Management Control Log

Versio
n
#
1.0
CCR
Change #
(if
applicable)
Implemented
By
Revisio
n
Date
Approved
By
Approva
l
Date
Reason
Appendix C: Schedule Management Approach

Project schedules will be created using a Gantt chart starting with the deliverables identified in
the projects Work Breakdown Structure (WBS). Activities will be sequenced to determine the
order of work and to assign relationships between project activities. Activity duration estimating
will be used to calculate the number of work periods required to complete the work. Resource
estimating will be used to assign resources to the work in order to complete schedule
development.
The following items will be designated as milestones for the project schedule:
Completion of scope statement and WBS/WBS Dictionary

Baselined project schedule
Approval of final project budget
Project kick-off
Approval of roles and responsibilities
Design Document developed
Training developed
Training delivered
Employee retention plan developed
Acceptance of final deliverables
The roles and responsibilities for schedule development are as follows:
The Project Manager will be responsible for facilitating work package definition,
sequencing, and estimating duration and resources with the project team. A member of
team, as designated by the Project Manager, will also create the project schedule. The
schedule will be validated with the project team, stakeholders, and the Project Sponsor.
The Project Manager will obtain schedule approval from the Project Sponsor and
baseline the schedule.
The project team is responsible for participating in work package definition, sequencing,
and duration and resource estimating. The project team will also review and validate the
proposed schedule and perform assigned activities once the schedule is approved.
The Project Sponsor will participate in reviews of the proposed schedule and approve
the final schedule before it is baselined.
The project stakeholders will participate in reviews of the proposed schedule and assist
in its validation.
Schedule Control
The project schedule will be reviewed and updated as necessary on a weekly basis with actual
start, actual finish, and completion percentages, which will be provided by task owners.
The Project Manager is responsible for holding weekly schedule updates/reviews; determining
impacts of schedule variances; submitting schedule change requests; and reporting schedule
status in accordance with the projects communications plan.
The project team is responsible for participating in weekly schedule updates/reviews;
communicating any changes to actual start/finish dates to the Project Manager; and
participating in schedule variance resolution activities as needed.
The Project Sponsor will maintain awareness of the project schedule status and review/approve
any schedule change requests submitted by the Project Manager.
Schedule Changes and Thresholds
If any member of the project team determines that a change to the schedule is necessary, the
Project Manager and team will meet to review and evaluate the change. The Project Manager
and project team must determine which tasks will be impacted, variance as a result of the
potential change, and any alternatives or variance resolution activities they may employ to see
how they would affect the scope, schedule, and resources. If, after this evaluation is complete,
the Project Manager determines that any change will exceed the established boundary
conditions, then a schedule change request must be submitted.
Submittal of a schedule change request to the Project Sponsor for approval is required if either
of the two following conditions is true:
The proposed change is estimated to reduce the duration of an individual work package
by 15% or more, or increase the duration of an individual work package by 15% or more.
The change is estimated to reduce the duration of the overall baseline schedule by 15%
or more, or increase the duration of the overall baseline schedule by 15% or more.
Any schedule change requests that do not meet these thresholds may be submitted to the
Project Manager for approval.
Once the schedule change request has been reviewed and approved, the Project Manager is
responsible for adjusting the schedule and communicating all changes and impacts to the
project team, Project Sponsor, and stakeholders. The Project Manager must also ensure that
all change requests are archived in the project records repository.
Impact of Scope Changes on the Schedule
Any changes in the project scope, which have been approved by the Project Sponsor, will
require the project team to evaluate the effect of the scope change on the current schedule. If
the Project Manager determines that the scope change will significantly affect the current project
schedule, he/she may request that the schedule be re-baselined in consideration of any
changes which need to be made as part of the new project scope. The Project Sponsor must
review and approve this request before the schedule can be re-baselined.
Network Diagram
Appendix D: Baseline Project Schedule and Gantt Chart

Baseline Schedule
Task Name
Start
End
Duration
(days)
1.0 Design Document

Developed
7/27
8/14
15
2.0 Training Developed
8/17
9/19
25
3.0 Training Delivered
9/21
10/2
10
4.0 Training Evaluated
10/5
10/16
10
5.0 Employee Retention Plan
9/21
10/30
30
Project Management
7/20
11/6
80
Gantt Chart for PJ Enterprises

Design Document Developed
Training Developed
Training Delivered
Training Evaluated
Employee Retention Plan
Project Management
Appendix E: The Communication Matrix

The Project Manager will take a proactive role in ensuring effective communications on this project. The communications
requirements are documented in the Communications Matrix below. The Communications Matrix will be used as the guide for what
information to communicate, who is to do the communicating, when to communicate it, and to whom to communicate.
Communication
Type
Objective of
Communication
Medium
Frequency
Audience
Owner
Deliverable
Format
Kickoff Meeting
Introduce the project

team and the
project. Review
project objectives
and management
approach.
Face to
Face
Once
Project
Sponsor
Project Team
Stakeholders
Project
Manager
Agenda
Meeting
Minutes
Soft copy archived

on project
SharePoint site and
project web site
Project Team
Meetings
Review status of the

project with the
team.
Face to
Face
Conferenc
e Call
Weekly
Project Team
Project
Manager
Soft copy archived

on project
SharePoint site and
project web site
Technical Design
Meetings
Discuss and develop

technical design
solutions for the
project.
Face to
Face
As Needed
Project
Technical
Staff
Technical
Lead
Agenda
Meeting
Minutes
Project
schedule
Agenda
Meeting
Minutes
Monthly Project
Status Meetings
Report on the status

of the project to
management.
Monthly
PMO
Project
Manager
Project Status
Reports
Report the status of

the project including
activities, progress,
costs and issues.
Face to
Face
Conferenc
e Call
Email
Monthly
Project
Sponsor
Project Team
Stakeholders
PMO
Project
Manager
Slide
updates
Project
schedule
Project
Status
Report
Project
schedule
Soft copy archived

on project
SharePoint site and
project web site
Soft copy archived
on project
SharePoint site and
project web site
Soft copy archived

on project
SharePoint site and
project web site
Instructional Design Document
Project Name:
New Product/Customer Service Training and Employee Retention Plan.
Brief Project Description:
This eLearning/asynchronous/WBT training will provide instruction to telephone operators to
improve customer service call handling in terms of hourly call rates and product knowledge
which will increase the overall fluidity of customer service calls, PJ sales, and employee
retention.
Instructional Need
PJ Enterprises has aggressive growth targets. It also maintains that quality, customer service,
and staff development are key company values. Due to rising customer service complaints and
increased employee turnover and dissatisfaction there is a need for customer service etiquette
training to provide call center operators with transitive communication skills that can be
adapted to various scenarios. There is also a need for Quick Access Product Guide training for
the call center staff so they are better equipped to answer customers questions regarding all
products.
To support the companys goals training will be developed that will teach the call center staff
how to:
Quickly locate items in the Quick Access Product Guide.

Describe new products accurately to customers, including formulating and asking
appropriate questions to determine customers needs.
Answer customer calls using appropriate telephone etiquette.
Target Audience:
Current Telephone Operators
New Telephone Operators in Training
Customer Service Supervisors
Learner Characteristics:
Gender: 75% Female 25% Male
Age: 18-55
Average of Ages: 27
Native Speaking Languages:
English 60%
Spanish 15%
Chinese-5%
Russian-3%
Other 17%
Education:
100% of operators with a HSD or GED
Software and Hardware:
Knowledge of how to use a:
1.
Phone- identify caller on screen, place on hold, transfer
2.
Mouse Navigation
3.
Screen Glossaries
4.
Quick screens
5.
Tutorials
6.
Printers
7.
Email-Read, Compose, Search and Send
8.
Calendar Spaces- Read and compose events
Digital Literacy:
Familiarity with PJEs LMS
Learner Attitude:
Current training is seen as not mandatory and is poorly attended.
100% (fic) of employees would attend training if compensated and if training times were
proximal to their shift.
Telephone operators are frustrated with their jobs; 40% (fic) of the operators do not see
themselves employed at PJ Enterprises beyond ninety days. Thirtyfive percent of these
would stay with the company with a weekly complaint rate of less than 3% (fic) and meeting
95-100% of call quotas. Some operators have indicated that they want to go home feeling
accomplished: that they met their customers needs and that a company values them based
on their dedication, knowledge, skills and efforts.
May be skeptical based on the companys past practice.
May feel undervalued because in the past they have not been compensated for staff meetings
or training opportunities.
Learning Environment
This information was obtained by the project team conducting three visits to the site.
Onsite Facilities
Learners have access to the computers needed to complete the planned e-learning
modules
PJ Enterprises has a Learning Management System in place that will house the
training components
PJ Enterprises IT staff will be able to integrate the quick access guides into the
workstation computers for on the job use.
Constraints and Recommendations
The call center requires 24/7 coverage: recommend using online, asynchronous
learning modules to train all operators efficiently.
Initial training kick-off should be held synchronously with employees compensated for
attending. This all-hands meeting will emphasize the importance of the training to the
company.
Training Format
The training format for the Quick Access Product Guide training consists of an online
Reusable Learning Object that is self-paced with integrated quizzing functionality. This RLO
will be SCORM compliant and integrated into an existing Learning Management System to
allow for tracking and maintenance of training records.
The customer service etiquette component will be designed as Face-to-Face training. It will
consist of lectures, videos demonstrating both proper and improper etiquette, discussions,
and role-playing.
1.
Terminal Objective:
Given an improved electronic Quick Access Product Guide (QAPG), telephone

operators will be able to retrieve product data and answer questions about a products
measurements, color, materials, and functionality in less than one minute.
Enabling
Objectives
Absorb Activity
Do Activity
Connect Activity
Pre-absorb: Introduce learners to the benefits of familiarity with the Quick Access Product
Guide. Short video with operator frustrated, going through training and happily doing her job
while talking to a customer.
For assessment questions, there will be graphics, sound and animation with an audience of
customers on a telephone cheering on the learner. This graphic of the audience will be a strip
across the bottom of the screen.
Connect audience with the character they will be helping (role play).
Enabling
Objectives
Absorb Activity
Do Activity
Connect Activity
1. Find a specific
product in Quick
Access Product
Guide upon
customer request.
Review instructional
video explaining the
function and contents
of the Quick Access
Product Guide.
Locate items in the

Quick Access
Product Guide
Participate in online
scavenger hunt.
Assessment:
Assessment:
Assessment:
Each learner will

answer 3-4 questions
about the use of the
Quick Access Product
Guide.
Learners will locate

a given list of items
in the Quick Access
Product Guide.
2. Describe new
products
accurately to
customers,
including
formulating and
asking appropriate
questions to
determine
customers needs
Introduce idea of
question categories
and give examples.
Guided Practice:
Learners is given
three scenarios to
practice with.
Each learner will find

items in the Quick
Access Product
Guide based on given
criteria and within
given time
restrictions.
Activity:
Case Study/Role
Play.
Assessment:
Assessment:
Assessment:
Learner completes a
matching quiz where
they match a question
with a question
category.
Learner finds the

correct products and
provides the correct
information to the
customer.
The learner is given

various product
descriptions
(scenarios); the
learner is put into the
role play situation
where they assist the
operator (a
character) in finding
the product. It is not
always so clear...
-Beimal Humidifier
-Jenny Lind Crib
-Tiffany Lamp they
assist the operator (a

character) in finding
the product from a
list on a Quick
Access Product
Guide screen.
2. Terminal Objective: In the 3-month period following the completion of customer
service etiquette training complaints about customer service will decrease by 10
percent.
Enabling
Objectives
1. Describe proper
phone etiquette.
2. Describe best
practices for
managing unhappy
or difficult
customers.
Absorb Activity
Do Activity
Connect Activity
Lecture that defines

proper and improper
etiquette and why
practicing proper
etiquette is important
to customer service
and corporate culture.
Watch videos
portraying both
proper and improper
telephone etiquette.
Role Play with each

participant acting in
different proper and
improper technique
scenarios.
Assessment:
Assessment:
Assessment:
Class discusses the

importance of proper
phone etiquette to
both customer service
Identify the
behaviors in each
video and explain
why the behaviors
are proper or
improper.
Complete a 5
question survey
answering questions
regarding proper
phone etiquette and
the students role
play experience.
Watch a video
demonstration of best
practices for
managing unhappy or
difficult customers.
Watch 3 videos
depicting unhappy
customers.
Role Play
Assessment:
Identify the best
practices
Assessment:
Assessment:
Ask the learners to

identify what the
operator did and/or
didnt do well.
Two learners are

paired up and given
scenarios to act out.
Assessment Summary
Approach for learning assessments:
Realistic and practice-based assessments to meet the specific business goals related to
customer service.
Evaluation Plan
Evaluation Plan (our QA for the training):
Formative: Create a short user questionnaire. Select several managers and operators to use
draft content and complete the user questionnaires. This user testing will also encourage staff
to buy into the training by providing them an early role in shaping its contents.
Summative: Collect and analyze the data related to the terminal objectives after one (or
more?) months
Confirmative: After six months, collect and analyze the data related to the terminal objectives
A Facilitators Guide
to
Customer Service Training
Amy Pflug
Harold Strassner
Judith Littlejohn
Mariah Whitcomb
Michelle Ritter
PJ Enterprises Customer Service Training Workshop
Facilitator Guide
Contents
Training Section A
Customer Service Etiquette
Purpose ....2
Learning Environment 2
Time Requirements 2
Facilitator Expectations ...........................................................3
Action Items .3
Materials ..4
Instructional Content
Phone Etiquette .4
Training Section B
Web Based Training on Quick Access Product Guide
Administrative Duties ........8
Conditions ...8
Design .....8
Testing Criterion ....8
Storyboard ....9-24
.
Reference 25
Addendum: Sample Quick Access Product Guide Content ....26
Training Section A
Customer Service Etiquette Training Workshop:
A FACILITATORS GUIDE
Purpose of this Facilitators Guide:
PJ Enterprises seeks to improve customer service.
The purpose of the guide is to provide step-by-step instructions for the implementation of a
workshop designed to train customer service associates on the basics of customer service
and the proper use of the call centers telephone system. This workshop is the prerequisite to
the computer-based Quick Access Product Guide (QAPG) training.
This guide offers step-by-step instructions to successfully complete live training sessions,
including objectives, activities and methods, exercises, handouts, a list of materials and
equipment, learning assessment activities, and recommended preparation for each session.
By following this guide, facilitators will successfully train the customer service associates, and
enable PJ Enterprises to achieve the companys goal of increasing customer satisfaction by at
least 10% from the date of the first training session
Learning Environment:
The customer service etiquette training workshop is designed to be delivered to groups of 1012 customer service associates and supervisors through a face to face workshop. The
etiquette training can be completed during normal business hours utilizing the time that is now
designated for customer service training for all associates of PJ Enterprises. Customer
service associates will be divided into small cohorts of 8-10 and 2 supervisors will be added to
each of these cohorts to provide a mixed group for discussion purposes. In addition, the goal
is to create a sense of community within the associate team.
A facilitator from Human Resources will be assigned to each cohort to present the videobased materials, provide questions to prompt discussion, and to offer additional feedback as
needed. The facilitator will be provided with a list of the associates within their cohort, a large
screen for projection of the videos, a laptop with all of the workshop materials pre-loaded, the
associated handouts, a dry erase board, markers, and telephone/computer setup for the
purposes of role play activities.
The space will be a medium sized conference room with the tables set up in a horseshoe
pattern to encourage discussion between the entire cohort.
Time Requirements:
Time estimates for each session are listed in a separate column. The training has been
divided into two 90 minute lectures, a 30 minute Role Play, a 30 minute Assessment and
Wrap up, and two 15 minutes breaks. Total session time (including breaks) is included at the
end of the enabling objective training.
Facilitator Expectations:
Customer service is a core value at PJ Enterprises. Without happy customers, our company
cannot survive. This new training program is an important initiative aimed at improving our
customer service and securing our growth.
You, the facilitator, play a crucial role in the success of this initiative. Please review the
following guidelines to prepare yourself.
Prior to Training:
Action items:
1. Please meet with the training development team several weeks before the training
program. The purpose of this meeting is to:
a) Obtain information about the learners, including their training needs and their
prior experience with customer service training.
b) Confirm your understanding of the training objectives and where this training fits
within the companys business objectives.
2. Examine some of the new product samples that will be discussed in the training.
3. Shadow a customer service operator for one hour to see how calls are handled in the
call center.
During Training:
1. Arrive early and prepare the room.
2. Use the room. Walk around to keep the session lively.
3. Demonstrate your understanding of the training contents.
4. Ask the learners to share their experience and expertise.
5. Redirect any disruptive complaining to a more productive problem-solving approach.
6. Encourage quiet learners to share their thoughts: Mia, you look like you have an idea to
share.
After Training:
Action items:
1. Document any questions you were not able to answer and give them to the training
development team.
2. Distribute and collect the program evaluation form.
3. Complete an evaluation form from your perspective as the trainer.
4. Gather the training materials and return them to the training development team.
5. Schedule the after-action review with the training development team.
Instructional Strategies:
Objective 1: Instructional Strategy
Face-to-face
Lecture
Video Demonstration
Role Play
Objective 1: Material
Handout of best phone etiquette practices.

Handout of poor phone etiquette practices.
Links to videos demonstrating best phone etiquette practices.
Links to videos demonstrating poor phone etiquette practices.
Role play scenarios (divided into equal number of good and poor practices)
Five Scenario assessment questions
INSTRUCTIONAL CONTENT:
Terminal Objective: In the 3-month period following the completion of customer service
etiquette training complaints about customer service will decrease by 10 percent.
Enabling Objective: Describe proper phone etiquette.
Activities and Methods
Introduction:
1. Introductions
2. Discuss the importance of proper phone etiquette to both customer service
Business need - One of the basics in a business is learning proper
business telephone etiquette. Telephone calls are part of everyday
work. It is a necessary tool, and it is the first point of contact with
customers. The initial call may make or break a business
transaction.
Basic Customer Service - Learning business telephone etiquette is
essential to basic customer service. Companies earn repeat
business by treating all customers with respect. Customers who
have a good experience with a call center representative are the
best form of advertising for the business.
First Impression - Most internal and external business transactions
start with a telephone call. A smooth conversation often gives
customers and colleagues a positive impression of the business.
3. Hand out checklist of best phone etiquette practices and discuss the
following Dos:
When answering a business phone it is important to pick it up within
three rings.. Advise employees that the second or third ring is the ideal
time to pick up the telephone.
The phone should be answered with a positive greeting such as
Hello, Good Morning, or Good Afternoon, etc. Following the
greeting the person who answers the phone should give his or her
Time
Estimate
90 Minutes
name and the name of the business or organization that is being

contacted.
Put on a smile before placing or answering a phone call. When a
person smiles it affects the sound of his or her voice, giving it a more
pleasant and friendly tone.
For sound clarity, the telephone should be held a distance of two
fingers from the mouth.
Speak in a clear tone using a voice that is neither too loud nor too low.
Words should be enunciated and said slow enough that people are
able to understand what is being said to them.
If someone must be put on hold, ask for permission first and give him,
or her, the option to leave a voicemail message. When taking them off
of hold thank the caller to show that their time is respected.
When a caller is speaking, listen to what he or she has to say without
interruptions.
When placing a call a person should always state his or her name
before asking for the person that the call is for.
Always return phone calls if a return call has been promised. If a time
frame was given the caller must make every attempt to return the
phone call as quickly as possible within that frame.
If it is necessary to transfer a call, inform the person on the other end
before doing so. It is also important to explain the need for the transfer.
Before transferring a call, confirm that the person to whom the call is
being transferred is available. This persons name should be given to
the party who is being transferred
4. Watch Video that demonstrates proper phone techniques.

5. After watching the video, discuss how phone etiquette best practices were
used successfully used in the video.
Break
15 minutes

6. Hand out checklist of poor phone etiquette practices and discuss the
following Donts:
If a person is answering the telephone, he or she should never answer
on the first ring. Callers do not expect this and will be taken off guard.
Dont answer the phone when eating, chewing, or drinking. If a person
has anything in his or her mouth it should be swallowed or removed
before picking up the phone to either answer or place a call.
If you must leave the phone, never leave the line open. Instead place
the person on hold and check back with him or her frequently
preferably every 45 seconds.
Never say the words, I dont know when talking with someone on the
phone. The ideal response to a question where there is not a definite
answer is to say Ill check on that for you.
When talking to a client or a customer never say anything that can be
taken as rudeness. The person who answers the phone should always
talk to the caller in the way that he or she would like someone to speak
to them.
A person should never use slang when speaking to a caller. Swear
words should also never be used, and may be illegal under certain
circumstances, according to Federal law.
It is never acceptable to argue with a caller.
Do not transfer a call without informing the person on the phone and
asking permission to do so.
When ending a phone call, do not hang up the phone without a
positive closure such as Thank you for calling, or Have a Good Day.
90 Minutes
7. Video presentation Watch four videos each portraying improper

telephone techniques.
8. After each video:
Identify and discuss each of the improper techniques demonstrated in
the video and how each behavior could be corrected using the proper
techniques.
Identify and discuss each of the improper techniques demonstrated in
the video and how each behavior could affect the corporate culture
and customer satisfaction.
Break
Application:
9. Role Play
There will be an equal number of scenarios with good and poor
phone etiquette practices.
Participants will divide into groups of two.
Each participant will be given an operator role and scenario and a
customer role and scenario.
Participants will choose which role each will perform for their first
scenario
Upon completion of the first scenario participants will change
partners and act out their second role and scenario.
15 Minutes
30 Minutes
Upon completion of the exercise all participants will discuss their

experience as both an operator and a customer and identify the
good and poor practices they experienced in their scenarios.
Each participant must describe how they felt when they were
treated poorly and how they felt when they were treated
professionally.
Assessment:
10. Participants will complete a 5 scenario electronic survey answering
questions regarding proper phone etiquette. A score of 5 out of 5 is
required to successfully complete the training.
30 minutes
11. Wrap up
Reiterate the importance of good phone etiquette
Final Questions
Total time for Objective 1 (including breaks)
4 1/2
Hours

Training Section B
Web Based Training on Quick Access Product Guide:
ADMINISTRATOR/FACILITATOR GUIDE
Administrator Duties
The administrator of this Web Based Training (WBT) program should ensure:
The learning environment will be secure and quiet.

All hardware is in the condition of acceptable use. Periodically, all servers and internet
connections should be tested on facilitating computers by visiting the T3.com website
for a Quicktest. This will assure the latest versions of required software and add-ons
such as Java, Shockwave as well as any firewall interference.
All supervisors and training managers have successfully completed the Quick Access
Product Guide (QAPG) WBT: this experience assists the training manager in
understanding the benefits embedded in the WBT, the trainees experience and the
trainees experience with the content.
Conditions
The preferred conditions are to hold the WBT as a session in a controlled environment to
regulate proctoring. The number of employees that can participate at any one time is only
limited to the number of computer stations provided by the client.
Design
The learning for the QAPG is designed to offer the learner first-hand use of the actual
computer skills associated with product information retrieval. QAPG Training is beneficial to
onboarding as well as existing employees. Field tests have concluded the completion of this
WBT is 45-75 minutes depending upon the response rate of the learners.
This training will provide the learner with: 1) experience locating product information, and 2)
how to find a product described by a customer (based on a particular description or expressed
need within a product). Each learning objective mentioned above will contain 10 practice
questions each. Finally, a confirmative assessment merges all activities within the module.
Testing Criterion
A learner must score 70% or higher on any assessment. If a learner does not reflect this
score, reinforcement exercises are automatically activated for the learner with a screen
notification to him/her. If a learner scores under 70% on the additional practice on either
learning objective within the WBT, this session of training continues for the learner but is NOT
recorded in the LMS. A flagged communication from the LMS is sent to the assigned
administrator. This allows alternate arrangements involving the client and learner such as oneon-one learning. Additional practice is provided as an add-on to this WBT for any learner at
any time no matter their scores -intermittent or final. This add-on is free and does not include
recorded results on the current LMS service contract.
This training is delivered through web based computer training. All training results whether
complete or incomplete are provided by iLMS, a learning management system company. All
data is accessible to the clients assigned administrator(s). The WBT and iLMS are accessible
24/7 with technical support during regular business hours.
RLO Storyboard for PJ Enterprises QAPG Training
Project Name:
PJ Enterprises
QAPG
Screen Info:
T1: PJ Company
Screen
Screen (#)
005
Date:
August 5, 2015
Graphics Information:
[G17] PJ Enterprises logo
G17- Logo screen
Audio Information:
(A1) Welcome to Quick
Access Product Guide
Training for PJ Enterprises
Navigation Buttons: B1: << Continue >>

Save & Exit >> Bottom of screen
B2: << Repeat >>
B3: << Start Over >>
B4: <<
Project Name:
PJ Enterprises QAPG
Screen Info:
T1: Title Screen
Screen (#)
010
[Text 1] Introduction to the Quick Access Product Guide Training

QAPG
10
Date:
August 5, 2015
G1 - Title Screen
graphic:
Title is centered on
screen with graphic
below
Audio Information:
(A1) Welcome to Quick
Access Product Guide
Training for PJ
Enterprises
[G1] PJ Catalog image

G1Purchase Compilation:
http://tse1.mm.bing.net/th?&id=JN.y2TzWTjNAdAS9PFJNdd/AQ&w=300&h=300&c=0&pid=1.9&rs=0&p=0&r=0
http://tse1.mm.bing.net/th?&id=JN.dz/iQf7AQOUUh5EQ0HxCuw&w=300&h=300&c=0&pid=1.9&rs=0&p=0&r=0
http://tse1.mm.bing.net/th?&id=JN.c1HCVUSx/R2gBuepR0SU9A&w=300&h=300&c=0&pid=1.9&rs=0&p=0&r=0
http://tse1.mm.bing.net/th?&id=JN.pUaQ%2bYBbRHIq3kfRnjm/yw&w=302&h=300&c=0&pid=1.9&rs=0&p=0&r=0
http://tse1.mm.bing.net/th?&id=JN.bcT/5gvA7z5zBfkI2KZx6Q&w=300&h=300&c=0&pid=1.9&rs=0&p=0&r=0

B2: << Repeat >>
B4: <<
Project Name:
PJ Enterprises
QAPG
Screen Info:
H1: Introduction
H2: Goal
Screen (#)
020
[Text 2] Goal: Utilize the improved electronic Quick Access

Product Guide to retrieve product data and answer customers
questions about product measurements, color, materials, and
functionality in less than one minute.
[G1] PJ Enterprises logo and catalog image
[G2] Happy employee with headset
[G3] Happy customer with package
11
Date:
August 5, 2015
H1 top center
H2 below H1
G1 from previous screen fades into
G2 and G3
G2 left below H2
G3 right below H2
Audio Information:
G2
(A2)The goal of this course is to

ensure all operators can utilize the
improved electronic Quick Access
Product Guide to retrieve product
data and answer customers
questions about product
measurements, color, materials,
and functionality in less than one
minute.
G3
G2 must be purchased: http://www.istockphoto.com/photo/that-s-a-smile-for-sales-48731096?st=46f0a67

G3 must be purchased: http://www.thinkstockphotos.com/image/stock-photo-happy-woman-unpacking-online-purchase-athome/533504959

B2: << Repeat >>
B4: <<
Project Name:
PJ Enterprises
QAPG
Screen Title:
H1: Introduction
H2: Course
Overview
Screen (#)
030
[Text 3] Overview:
Quick Access Product Guide Tour & Tutorial
Interactive Practice Sessions
QAPG Scavenger Hunt
Roleplay Scenarios
Review
Assessment
Certificate of Completion
12
Date:
August 5, 2015
H1 top center
H2 below H1
Bullet points fly in under H2 as narrator
reads them
G2 left below H2 15% transparent
G3 right below H2 15% transparent
Audio Information:
G2
G3
(A3) Narrator reads bullet points
G2 must be purchased http://www.istockphoto.com/photo/that-s-a-smile-for-sales-48731096?st=46f0a67

G3 must be purchased: http://www.thinkstockphotos.com/image/stock-photo-happy-woman-unpacking-online-purchase-at-home/533504959
Quick Access Product Guide Tour & Tutorial (Screen 040) - absorb
Interactive Practice Sessions (Screen 050) - knowledge check / formative / do
QAPG Scavenger Hunt (Screen 080) - knowledge check / formative / do
Roleplay Scenarios (Screen 110) - knowledge check / formative / connect
Review (Screen 140) - absorb
Assessment (Screen 150) - summative
Certificate of Completion (Screen 160) - wrap-up
Navigation Buttons: B1: << Continue >> B2: << Repeat >> B3: << Start Over >>
& Exit >> Bottom of screen
B4: << Save
Project Name:
PJ Enterprises
QAPG
Screen Title:
H1: Quick Access Product
Guide Tour & Tutorial
Screen
(#)
040
13
Date:
August 5, 2015
H1 top center
[Text 4] Quick Access Product Guide Tour & Tutorial
G4 centered under H1
[G4] Video image
Audio Information:
G4
(A4) Click on the image of the

video to play it.
Embed Tour Video in G4 set to open in same window, full screen, with captions.
G4: http://findicons.com/icon/234332/player_play?id=234577
B4: <<
Project Name:
PJ Enterprises
QAPG
Screen Title:
H1:
Interactive
Practice
[G5] QAPG Image
Screen (#)
050
14
Date:
August 5, 2015
H1 top center
Audio Information:
(A5) Next, practice locating
information in the Quick Access
Product Guide
G5 must be purchased: http://www.blumberg.com/images/2008/september/5018.jpg
B4: << Save
Project Name:
PJ
Enterprises
QAPG
Screen Title:
H2:
Interactive
Practice
Screen (#)
060
[Text 6] Locate descriptions for the following items:

Tiffany Lamp #H6
Mantel Clock #D4
Festive Holiday Bowl Set #F3
Date:
August 5, 2015
H2 top center
[Text 6] below H2
[G5] QAPG Image
G5 centered below [Text 6]

G6, G7, G8 in order below G5
Audio Information:
(A6) Use the Quick Access Product Guide
to find information about the products
shown here.
[G6] Lamp [G7] Clock [G8] Festive Holiday Bowls

G6 must be purchased: http://www.istockphoto.com/photo/stained-tiffany-glass-table-lamp12131310?st=8b1f176
G7 must be purchased: http://www.istockphoto.com/photo/old-clock-16881340?st=07f6c88
G8: http://findicons.com/icon/33397/recycle_bin_empty?id=33417
Navigation Buttons: B1: << Continue >> B2: << Repeat >> B3: << Start Over >> B4: << Save
15
Project Name:
PJ Enterprises QAPG
Screen Title:
H2: Interactive Practice
Screen (#)
070
[Text 7] Feedback:
Correct: Excellent! (S1)
Incorrect: Please try your search again.
16
Date:
August 5, 2015
H2 top center
[Text 7] below H2
[G5] QAPG Image
G6, G7, G8 in order below

G5
Audio Information:
[G6] Lamp
[G7] Clock
[G8] Festive Holiday Bowls
(S1) Sound: Cheer for

Correct
G6 must be purchased: http://www.istockphoto.com/photo/stained-tiffany-glass-table-lamp12131310?st=8b1f176

G7 must be purchased: http://www.istockphoto.com/photo/old-clock-16881340?st=07f6c88
G8: http://findicons.com/icon/33397/recycle_bin_empty?id=33417
Navigation Buttons: B1: << Continue >> B2: << Repeat >> B3: << Start Over >> B4: << Save
Project Name:
PJ
Enterprises
QAPG
Screen Title:
H1: Scavenger
Hunt
Screen
(#)
080
17
Date:
August 5, 2015
H1 top center
G19 centered below H2 (G19 is image G5 with
direction arrow and green hotspot circle)
Audio Information:
(A7) Use the Quick Access Product Guide to find
products that match the descriptions.
[G19] QAPG Image
The scavenger hunt will utilize the hotspot feature. When a learner clicks on a correct area that
correlates with the question, they are given credit for that question within the LMS.

B2: << Repeat >>
B4: << Save
Project Name:
PJ Enterprises
QAPG
Screen Title:
H2: Scavenger
Hunt
Screen (#)
090
[Text 9] Find items that match the following

descriptions:
A toaster that can toast bagels or sliced bread
A wine decanter
A welcome mat for a new home
18
Date:
August 5, 2015
H2 top center
G5 centered below H2
G9 below G5
[G5] QAPG
[G9] Question Mark
Audio Information:
(A8) Help customers find items they need
by matching specifications to products.
G9: http://findicons.com/icon/94116/system_help?id=96614
Navigation Buttons: B1: << Continue >> B2: << Repeat >>
B4: <<
Project Name:
PJ Enterprises QAPG
Screen Title:
H2: Scavenger Hunt
Screen (#)
100
[Text 7] Feedback:
[G5] QAPG Image
19
Date:
August 5, 2015
H2 top center
[Text 7] below H2
G10, G11, G12 in order below
G5
[G10] Toaster
[G11] Decanter
[G12] Welcome Mat

Audio Information:
(S1) Sound: Cheer for Correct
G10: http://findicons.com/icon/135107/retro_toaster?id=135107
G11 must be purchased: http://www.istockphoto.com/photo/crystal-decanter-empty8147271?st=07dff81
G12 must be purchased: http://www.istockphoto.com/photo/welcome-4178220?st=381aa6a
Navigation Buttons: B1: << Continue >> B2: << Repeat >> B3: << Start Over >> B4: << Save &
Exit >> Bottom of screen
Project Name:
PJ Enterprises
QAPG
Screen Title:
H1: Roleplay
Scenarios
Screen
(#)
110
20
Date:
August 5, 2015
H1 top center
[G20] QAPG Image
G20 QAPG with product, door mat, centered

under H1
G2 below or overlapping G5
Audio Information:
(A9) Now lets put it all together by helping a
customer order the products they need.
G2 must be purchased http://www.istockphoto.com/photo/that-s-a-smile-for-sales48731096?st=46f0a67

B2: << Repeat >>
B4: <<
Project Name:
PJ Enterprises
QAPG
Screen Title:
H2: Roleplay
Scenarios
Screen
(#)
120
21
Date:
August 5, 2015
[G13] Caller/Click to listen icon

H2 top center
G2
G13
G2 and G13 side-by-side below H2
Audio Information:
(A10) Listen to the callers question and
choose the best response.
(S2) Sound: Caller asking a question.
G2 must be purchased: http://www.istockphoto.com/photo/that-s-a-smile-for-sales48731096?st=46f0a67

[G13] must be purchased: http://www.istockphoto.com/photo/telephone-call-1368230?st=2482577
B2: << Repeat >>
B4: <<
Project Name:
PJ Enterprises QAPG
Screen Title:
H2: Roleplay
Scenarios
Screen (#)
130
[Text 7] Feedback:
[G3] Happy customers opening packages
22
Date:
August 5, 2015
H2 top center
[Text 7] below H2
G2 and G3 side-by-side below
[Text 7]
Audio Information:
G2
G3
(S1) Sound: Cheer for Correct

G3 must be purchased: http://www.thinkstockphotos.com/image/stock-photo-happy-woman-unpacking-onlinepurchase-at-home/533504959

B2: << Repeat >>
B4: <<
Project
Screen Title:
H1: Review
Name:
PJ
Enterprises
QAPG
Screen (#)
140
[Text 10] Quick Access Product Guide

Search by product name
Search by catalog number
Search by description
23
Date:
August 5, 2015
H1 top center
G2 below or overlapping G5; fade to 25%
transparency as text appears.
G14 right of text
[G5] QAPG Image

Bullet points fly in as narrator reads
them.
Audio Information:
(A11) Great! Now lets review what weve
learned so far. [Narrator reads bullet
points]
[G14 QAPG]
B2: << Repeat >>
B4: <<
Project
Screen Title: Screen (#)
H1:
150
Name:
PJ
Assessment
Enterprises
QAPG
Date:
August 5, 2015
[Text 12] Click Begin Assessment
24
H1 top center
G14 centered below H1
[Text 12] below G15
Audio Information:
[G15] Begin Assessment Icon
(A12) When youre ready, click Begin

Assessment to test your knowledge of the
Quick Access Product Guide.
G15 = Word Art

G15 links to embedded assessment created in Respondus
Score of 70% or higher = go to Screen 150
Score < 70% = go to Screen 040

B2: << Repeat >>
B4: << Save
Project Name:
PJ Enterprises QAPG
Screen Title:
H1: Certificate of
Completion
Screen (#)
160
[Text 13] Congratulations! You have completed your PJ Enterprises

Quick Product Access Guide Training.
25
Date:
August 5, 2015
H1 top center
[G3] Happy customers opening packages
[G16] Award ribbon or certificate image
[Text 13] below H1

G2 and G3 side-by-side
below [Text 13]
G16 bottom of page
G2
G3
G15
Audio Information:
(S1) Sound: Cheer for
Correct

G3 must be purchased: http://www.thinkstockphotos.com/image/stock-photo-happy-woman-unpacking-onlinepurchase-at-home/533504959
G15: http://findicons.com/icon/176008/certificate?id=176008
Navigation Buttons:
B4: << Save & Exit >> Bottom of screen

Reference:
http://www.sisnet.ssku.k12.ca.us/~happhigh/rop/toolkit/tele.pdf
https://www.shoretel.com/phone-etiquette-business-calls
26

Addendum: Sample QAPG Content:
Item Number: F3
Item Name: Festive Holiday Bowls
Product Category: Kitchen, dining, food prep, serving, housewares
Catalog Image:
Catalog text -Festive Holiday BowlsEnjoy entertaining company with this set of porcelain, festive bowls. Anything you decide
to whip up for your guest will look delicious. Set of 3 bowls (1- 48 oz., 1- 36 oz., 1- 24 oz.)
Quantity: Set of 3 per package/box/item #
Materials: Porcelain
Finish: Clear Glaze
Dcor:
Large: presents (green, red, white)
Medium: stripes (green, red, white)
Small: striped wedges (red, white)
Size(s):
1-48 oz., 9 tall, 10 wide, largest circumference 26
Functions:
Microwave-safe...Yes
Dishwasher-safe.No
Oven-safe... No
Manufacturer Country: Made 100% in the USA
Materials Country: May contain glazes from Italy, all other materials from the USA
Guarantees: None
Returns: Within 30 days of receipt. Customer will incur return shipping fees. A $5.00
restocking fee applies. Customer will be refunded the balance to the original
payment method.
Accessories:
1-Festive Holiday Spoons, Item # G6 sold separately
Shipping Dimensions: 14Hx13Wx10L
Shipping Packaging & Materials: bubble wrap, foam sheeting, cardboard dividers and
supports
Shipping Damage: Damage and/or breakage to items must be reported to PJs within 5
business days of delivery. PJ Enterprises will cover the cost of return
shipping. Contact a customer service representative to receive an
Exchange Work Order number and a return shipping label. In order to
receive replacement, all items must be contained in return package. If all
contents of a product or item are not present upon arrival, the customer
will be notified by email. The customer will forfeit the cost of the item and
any return shipping costs will be also be deferred to the customer.
27
PJ Enterprises
PROJECT CHANGE REQUEST FORM
CHANGE REQUEST: V1
PROJECT: Customer Service Training
DATE: 08/11/2015
Person(s) Requesting Change: HR Head, Tom Jones
Change Number: V001

Type of Change Requested: Additional Training-Timesheet Training
Project Scope Change
Project Budget
Change
Project Schedule
Change
Increase of
$30,000.00
An increase of :
From Training focused on:

Customer Service
To training on:
Customer Service &

Personnel Records:
Time Keeping
Procedure
Client request
Client (PJ Ent.) is requesting to

keep this Timesheet Training
to a minimum of one module
under ten minutes in usage.
Additional item
request
14 days of overall
project
100 hours
development and
implementation
time
40+ hours
usability testing
and evaluation
Other (specify)
One additional
learning module
Detailed Description of Change:

PJ Enterprises has adopted a new electronic system for timesheets. There is a request from
PJ Enterprises to Team 3 to develop training that would teach employees how to log in, access
their private file, how to enter hours in each field and how to submit their timesheet on the last
day of the pay period.
Benefits-The requested training would be a benefit for all stakeholders in terms of long-term
monetary gains and personnel time. The consequence of not having this training would incur a
need for one-on-one or in-person timesheet training. This would take several hours over a
number of days without a module being developed. This training would increase employee
accessibility to this knowledge.
Drawbacks-The impact of this change will seriously affect the project time completion by 14
days and budget by plus $30,000. Team 3 desires to get original training plan launched ASAP
for the upcoming sales and new holiday products.
Reason for Requested Change:
The software procurement and the final planning for the timesheet training was not finalized
within PJ Enterprises before the development of the original training project. See original
charter.
Effect on Project Cost: Budget cost increase of $30,000 bringing total budget to $330,000.
Projected Cost Addition of Approximately
$30,000.00
Estimated Cost Reduction of Approximately
-N/A
Effect on Project Schedule: Add additional 2 weeks; Total project from original charter 170
days to 184 days
Planned Project Completion Date:
01/30/2016
New Project Completion Date: 02/14/2016

Additional Comments: PJ Enterprises will maintain both the old timesheet and the new
timesheet system for a minimum of two weeks or until HR Management feels the new system
has been proven in accuracy and validity.
Change Control Board Members (CCB): Paul Coverstone, Michelle Ritter, Judith Littlejohn,
Harold Strassner, Amy Pflug, Mariah Whitcomb
Approval
Chief of Change
Control Board
Date
Approval
Project Manager
Date
Approval
(Other e.g.
Client/Project
Sponsor)
Date
PJ Enterprises
PROJECT CHANGE CONTROL MEETING AGENDA
Project Name:
New Product Training and Employee

Retention Plan for PJ Enterprises
Date:
Aug 12 2015
Facilitator(s):
Michelle Ritter
Time:
9 AM
Meeting Type:
Change control meeting
Location:
PJ Enterprises Corporate
Headquarters
Invitees:
Paul Coverstone, Harold Strassner, Judith Littlejohn, Amy Pflug, Mariah

Whitcomb, Sheena Perez, Judie Thompson
MEETING OBJECTIVES
The purpose of this meeting is to review the change management plan and determine if the
request of the Human Resource Director to develop a Timesheet Training Module should be
added to the scope of the project.
Michelle Ritter - Change Request Review
15 minutes
A general review of the purpose and necessity of change request followed by a brief
summary from each of the team members on the impact of approval of the change request to
major areas of the project plan.
Amy Pflug - Budget and Cost
15 minutes
Judith Littlejohn Timeline/Schedule
15 minutes
Sheena Perez Personnel
15 minutes
Harold Strassner - Training Development
15 minutes
Mariah Whitcomb - Risk Assessment
15 minutes
Michelle Ritter - External Dependencies
15 minutes
Michelle Ritter Change Request Management Recommendation
30 minutes
Team members discuss the impact of the change request on the project. If execution of the
change request is feasible and related to the current project it can be approved. If the change
request is not feasible and/or not related to the current project the request for change is denied.
Wrap up List all decisions and action items determined during the meeting.
PJ Enterprises
PROJECT CHANGE CONTROL MEETING MINUTES August 12, 2015
Project Name:
New Product Training and Employee

Retention Plan for PJ Enterprises
Date:
Aug 12 2015
Facilitator(s):
Michelle Ritter
Time:
9:00 AM
Meeting Type:
Change Control Meeting
Location:
PJ Enterprises Corporate
Headquarters
Invitees:
Paul Coverstone, Harold Strassner, Judith Littlejohn, Amy Pflug, Mariah

Whitcomb, Sheena Perez, Judie Thompson
Meeting Objective:
The purpose of this meeting is to review the change management plan and determine if the
request of the Human Resource Director to develop a Timesheet Training Module should be
added to the scope of the project.
Change Request Review - Michelle Ritter:
Michelle Ritter called the meeting to order. The change request was read and the necessity
of the change request was discussed. Everyone was in agreement that the change request
should at least be considered. The main areas of impact to the project were identified and
each member responsible for the area will provide further input and assessment of the
impact of the change request to the project.
Budget and Cost - Amy Pflug:
Maximum budget = $300,000.

Timesheet Training Module cost would add a significant financial burden
Additional expense of Timesheet training not recommended by budget manager at this
time without an adequate funding source identified.
Timeline/Schedule - Judith Littlejohn:
Current timeline wraps up project in five months.

Additional training would add at least 100 hours to develop and implement
Usability testing and evaluation would add an additional 40+ hours
Personnel - Sheena Perez:
HR is unable to commit a staff member to act as subject matter expert (SME) at this time
All employees require time sheet training, not just Operators/Customer Service
personnel
Training Development - Harold Strassner:
Timesheet training does not align with Customer Service training outcomes
Timesheet training is out of scope
Risk Assessment - Mariah Whitcomb:
Extending the project jeopardizes Customer Service training completion in time for peak
holiday sales
External Dependencies - Michelle Ritter:
Continued usage of new time sheet

If included in the Reusable Learning Object (RLO), time sheet and catalog would be codependent
Cooperation as well as a team member from HR required for success
Change Request Management Recommendation - Michelle Ritter:

Team members discussed the impact of the change request on the project. The lack of funds,
time, personnel, and alignment with project scope led to an agreement to recommend denial of
the change request.
Wrap up Michelle Ritter:

The Change Request form and these meeting minutes will be sent to the following with a formal
recommendation by this committee to deny the change request:
Chief of Change Control Board Paul Coverstone

Project Manager Michelle Ritter
Executive Project Sponsor PJ Enterprises Executive VP
Meeting concluded at 10:57 am.
Respectfully submitted August 13, 2015,

Judith Littlejohn.
PJ Enterprises
PROJECT PURCHASE ORDER
Memorandum
DATE:
August 21, 2015
FROM:
PJ Enterprises Training Development Team
TO:
Human Resources Director, PJ Enterprises
RE:
Potential solution for requested timesheet training
There is an affordable training option available for timesheet training. You recently asked the
training team to add a module focused on timesheet completion to the Customer Service and
New Product Training program currently under development. In your request, you described the
training requirements and established a clear need for additional timesheet training to reduce
user errors.
The teams project manager initiated a project change request, which was declined at the formal
change control meeting. As you know, it was decided that the subject matter is outside the
scope of the existing project and its addition would negatively impact the projects tight budget
and timeline.
After the change control meeting, the training team contacted the timesheet vendor and
discovered that the vendor offers access to customized online training modules for a modest
fee. We reviewed the vendors module against your stated requirements, and we believe it
addresses all of the issues you identified. More importantly, purchasing access to the vendors
customized module is significantly cheaper than the cost associated with designing and
developing an in-house training module.
To learn more about the vendors sample module please visit the following URL:
www.timely2youmockaddress.org
If you would like to pursue this training option, a draft Purchase Order is attached for your
convenience.
Attachment: Draft Purchase Order
PURCHASE ORDER
PJ ENTERPRISES
50 Main Street
\Gotham, NY 12345
1.888.555.1212
TO:
PROVIDE TO:
P.O. NUMBER:
Timely2You Corp.
Human Resources Director
2015-346
100 Timely2You Place
PJ Enterprises
Austin, TX 78610
50 Main Street
DATE: August 21,

2015
Gotham, NY 12345
b.smith@timely2you.org
1.888.555.1212
UNIT
PRICE
QTY
UNIT
DESCRIPTION
Customized timesheet completion training

module license
$8000.00
SUBTOTAL
1.
Please send two copies of your invoice.
2.
Enter this order in accordance with the

prices, terms, delivery method, and
specifications listed above.
3.
Please notify us immediately if you are

unable to ship as specified.
4.
Send all correspondence to:

Human Resources Director
TOTAL
$ 8000.00
$ 8000.00
SHIPPING AND
HANDLING
0.00
OTHER
0.00
TOTAL
$ 8000.00
PJ Enterprises
50 Main Street
Gotham, NY 12345
hr@mockpjaddress.com
Authorized by
Date

Module 8 Submission Final Product

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 8 Submission Final Product

Uploaded by

Copyright:

Available Formats

PJ Enterprises

Customer Service Training

A new training program designed to provide Customer

Scope Management Plan

Instructional Design Document

Project Change Form

Purchase Order Form

Project Gap Analysis Strategy

Brief overview of PJ Enterprises.

Duration: 4x yr., 0.5 days long +

Training should address the

1. Need to upgrade hardware

1. Develop a focus on quality

1. New HR policies were just rolled

1. As the company has produced

Team strategy: How will the

1. Ask how survey rate is

2. What is the rate of screened

1. Any exit interview data?

1. What specifically is challenging

1. How does this performance

3. Track screened calls by day

1. Conduct staff surveys

2. Are there common product Q &

or other business in the

1. Conduct staff surveys

Imagine its two years from now. PJ just earned an award

Call Center Operators

Why do you think customer complaints are up 30%?

Sheena and Judie

External Data Needs

Industry practices related to unpaid staff meetings

Purpose or information you hope

Industry benchmarks and standards

Identify, request, and

Consult Company for

Amount of time that PJ will allow for

Define goals with PJ Ent., place

Get percentages on specific

I.D. Challenges for HR Department

Why is recruiting, selection, hiring,

We hope to gain much needed

- 3rd party Interviewer - (PM

information in all areas and aspects

Subject Matter Experts (if

significant accountability for the project and/or process.

Executing Stakeholders (Participants): Group/individual

Judie Thompson (PJ)

Beneficiary Stakeholders: Group/individual receiving a

An Instructional Design Plan

b. Does not address questions unrelated to employee retention project

New training modules delivered to all telephone operators

Analyses completed: needs, learners, context, tasks

Instructional design of training modules completed

Design of training modules approved

Training modules developed

Final training modules approved

Review of customer satisfaction surveys

Training analysis report , customer satisfaction survey report,

Employee recognition plan approved for implementation

Larger economy: downturn

Technology failure (hack,