Learning Experience Services And Support Case Study

To Alina Mullane and the Learning Experience Services and Support leadership team:

The Learning Experience Services and Support (LESS) department learned that select content and technical support staff are not effectively using written communication to respond to clients. Clients include students, academic staff, internal groups (within the department), external support teams (within the university), and vendors (outside of the university). You have identified four main areas of concern: grammar and sentence structure, tone and etiquette, clarity of purpose, and comprehension of all email points, and have tasked me to devise a scalable solution that would serve all offices in the U.S. and U.K., addressing these issues and providing proof that each employee has begun a path of self-directed personal development.

I propose a five-week online course that focuses on the top pain points in the subject area of email communication. The course outcomes will address those four areas of concern; additionally, students will be required to develop a personal

Various groups are responsible for the course development, delivery, and evaluation process, and within LESS is a large team entrusted with assisting students, academic staff, and other clients with content and technical support and maintenance. Several of these team members are those who are, unfortunately, receiving poor performance reviews on email communication.

As an entirely online, distance education university, the support departments play a primary role in the student experience at MAU. If, as the mission statement implies, MAU seeks to both serve students and promote human excellence, the service departments should likewise reflect those values. Are they doing the best they can if they continue to allow the employees to send potentially confusing emails to their