Managing Client and

Service-Learning Projects
n almost every field, from engineering to medicine and physics to environmental

I sciences, some companies earn at least some of their income by working under
contract for corporate or government organizations. Within many companies,
some departments routinely conduct projects at the request of other departments in
LEARNING OBJECTIVES
1. Establish a detailed, mutual
understanding of all impor-
the same organization who are, in essence, their clients.
tant aspects of the project.
To prepare you for the likelihood that you will write for clients in your career,
2. Maintain a productive re-
your instructor may ask you to prepare a communication on behalf of a company,
lationship with your client
agency, or university office. Perhaps you will write a procedure manual, improve a throughout your project.
website, or study the feasibility of a new venture that is being considered. In a varia-
3. Hand off your project in a
tion on this type of assignment, your instructor may ask you to use your talents to way that helps your client
assist a nonprofit such as United Way or a volunteer or community organization use your results effectively.
such as a neighborhood health
clinic. Projects of the latter type
are often called service-learning
projects.
Whatever the details, a client
project can be one of the most
satisfying assignments of your
college years. You get to produce
a communication that has real,
practical results, work with peo-
ple who greatly appreciate your
assistance, and develop valuable
project management skills.

Project Management
and Client
Communication
This chapter's topic is manag-
ing client and service learning
projects. You will quickly see,
however, that managing these
projects primarily involves com- MindTap
municating effectively with your
Find additional resources
client.
Client projects give students an opportunity to research related to this chapter in
In this communication, practical problems and challenges and then develop MindTap.
you have two goals. The first effective solutions.

337

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 338 CHAPTER 19 Managing Client and Service-Learning Projects

is to develop and maintain a close, cooperative, productive partnership with

your client. The success of client projects often depends largely on the quality
of the relationship you build with your client. The second goal is to ensure that
you and your client have a common understanding of what you will provide one
another during the project. Without such an agreement, one or both of you could
be very disappointed at the project's end.
This chapter and your instructor will help you apply to a client project the
reader-centered skills you have already learned in your course, with a special focus
on establishing a common understanding of the project, maintaining a productive
relationship with your client, and handing off your final product to your client
in a helpful way.

Establish a Detailed, Mutual Understanding

of All Important Aspects of the Project
Think ofyour first steps in a client project in the same way you think of the first steps
in creating a reader-centered communication: Learn your client's goals and prefer-
ences, plan ways you can help the client achieve what the client wants, and then test
out your plan by presenting it to your client in a project proposal.

GUIDELINE 1 Determine what your client wants and why

The best way to learn your client's goals and desires is to ask. If possible, arrange a
face -to-face meeting. Bring a list of questions you need to have answered in order
to create a «client-centered" plan. In the meeting, however, let your client speak
first. Then ask any questions from your list that remain unanswered. The Writer's
LEARN MORE Review Guide for Defining Your Communication's Objectives (Figure 3.1, page 52) can
Chapter 3 for advice about provide a helpful starting point for your list. Be sure to include questions on the
defining a ·communication's following topics.
objectives.
• Client's organization. Learn about the organization's products or ser-
vices, as well as its goals and values. In addition, inquire about the events
that led the client to request your assistance. The story of these events
By interviewing your client,
you gain information needed can help you understand what the client wants your communication to
to develop a detailed, effective achieve. It can also reveal a wealth of information about factors you need
project plan.
to consider as you proceed.
• Readers. Determine whom the client sees as
the target audience. Who will use the com-
munication report, instructions, or website
you create?
• Usefulness and persuasive objectives.
Learn what the client wants the commu-
nication to enable the readers to do. How
does the client want it to affect the readers'
attitudes?
Stakehollders. Learn who, besides the tar-
get readers, will be affected by the commu-
nication. This information will help
you understand the ethical dimensions of
the project.

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 Establish a Detailed, Mutual Understanding of All Important Aspects of the Project 339

• Deadline. Determine when the client wants you to complete the

project.
• Preferences and requirements. Find out what characteristics your
client wants the communication to have. Should it be written in a certain
style? If it will be printed, is there a page limit?
• Resources. Learn which members of the client's staff will answer your
questions and when they will be available to you. What hardware, soft-
ware, or other equipment will the client provide?
• Budget. If you will be paid or if production expenses are involved, ask
how much the client has allocated for the project.

GUIDELINE 2 Develop your own assessment

of the situation
The next step in preparing your proposal is to deepen your understanding of the
communication's goals by seeking your own answers to each of the questions
you asked your client. When describing projects, clients sometimes forget to
mention important facts. Sometimes they don't realize the importance of certain
kinds of information that you know to be critical. As you size up the situation,
focus on gathering information about the readers, their tasks, and their atti-
tudes. Talk with some of them, if possible, or with other people knowledgeable
about them.
Through this process, you may reach some conclusions that diffel' from your
client's. For example, you may reach a different understanding of what the read-
ers want, what will inspire them to change their attitudes in the desired way, and
even who the readers will be. Discuss these differences with your client as soon
as possible.

GUIDELINE 3 Define what you will do for your client

and how you will do it
After you've developed a full understanding of the project, define what you'll do for
your client and explain how you'll produce that result. In the plan, describe in detail
each of the following key elements of the project: the deliverable (the finished com-
munication you will deliver to your client at the end of the project), the resources
you'll need from the client to complete the project, and the schedule you and your
client will follow as you work together.

Your Deliverable
Describe your deliverable in as much detail as you can without prematurely making
decisions that are best made as the project unfolds. Here are three major topics to
include.
• Size. You and your client will both be unhappy with the results of your
project if one of you is expecting the fina l product to be twice the size the
other is expecting. Use numbers when describing size rather than adjec-
tives. Instead of saying that the document will be "short," decide whether
you are going to deliver 10, 20, or 50 pages. Rather than saying the website
you are creating will "provide all the information visitors might desire," say
whether it will have approximately 12 screens or 120.

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340 CHAPTER 19 Managing Client and Service-Learning Projects

• Overall content and major features. Although you should remain

open to new ideas and insights as you work on the project, your proposal
should describe the general nature of the communication you will deliver.
Be careful not to promise more than you can prepare in the time available
and (if you are being paid) for the price you are quoting. Don't agree to cre-
ate features that require you to learn new skills unless you have the time
necessary to do so.
• Technical aspects. If you are creating an online communication, de-
scribe its functionality. Will it be created only for a Windows or MacOS
platform, or for both? If it is a website, which versions of which browsers
will it display in? If the communication will be printed, will it be in black
and white or full color?

Your Client's Contributions

In addition to describing your deliverable, identify what you will need from your
client. In most cases, this will include information as well as access to people who
can answer the questions you encounter along the way. Perhaps you'll also need
access to certain equipment or facilities or the use of certain software. If you are
going to test for usefulness and persuasiveness, you may need your client to provide
you with a certain number of persons from the target audience to serve as test us-
ers. Certainly, you'Ll need responses to outlines, drafts, and other materials you
provide for review.

Your Schedule
A detailed project schedule will serve you in many ways. It will enable you to deter-
mine how many hours, days, and weeks it will take you to complete the project and
will assure your client that you have a workable plan. It will also tell your client when
to expect drafts, progress reports, and other communications from you. And it will
guide your activities, telling you when you need to complete each task in order to
complete your deliverable on time.
First, list all major activities you will perform. Begin with the framework provided
in this book: defining objectives (including learning in detail about the communica-
tion's readers and purpose), researching, drafting, and revising (including testing for
usefulness and persuasiveness, if appropriate). Next, identify the specific tasks you
will need to perform as part of each of these major activities. Will your research in-
clude interviewing subject matter experts as well as reading additional information?
While drafting, will you create charts, drawings, and other graphics from scratch as
well as acquire existing ones?
Once you've identified the activities you'll perform, create a detailed timetable.
Work backwards from the final deadline, allotting a reasonable proportion of the
available time to each activity. Establish milestones, or mini-deadlines, to tell when
each task needs to be accomplished so that adequate time remains for the rest of the
work to be completed. For instance, indicate the date by which research needs to be
done so that you can begin drafting.
In most projects, several tasks can be performed simultaneously. For example,
research can be conducted for one section of a website while another section is be-
ing built. In these cases, identify the sequence of tasks that determines the quickest
time the project can be completed. This is the sequence along which the addition of

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 Establish a Detailed, Mutual Understanding of All Important Aspects of the Project 341

one hour or day to any task postpones completion of the entire project. It is called the
critical path. For large projects, you may find it helpful to use project management
software such as Microsoft Project.
In your schedule, identify the dates when you and your client will communicate In your schedule, include your
with one another. Include the deadlines for each draft and progress report you will client's deadlines as well as
submit. Also, schedule interactions at the points where you need to check your results your own.
with your client. For example, if your work includes audience analysis, set a tin1e to
go over the results to be sure that your client agrees with your analysis. Disagreement
here could lead to very different expectations about what you'll produce. Other times
to check with your client are after you've created a detailed outline of the communica-
tion and when you have completed an early draft that shows how you will implement
your communication strategies.
Finally, indicate when you will need things from your client. Specify not only LEARN MORE For advice
the dates you will submit drafts or other material, but also the dates you need to about schedule charts, see
hear back from the client. There is a great difference between waiting two days or Ch. 13's "Writer's Tutorial:
two weeks for the approval or comments you need before you can proceed to the Schedule Charts" (page 259).
next task.

GUIDELINE 4 Give your client a written proposal -

and ask for a written agreement
A written proposal is an excellent tool for reaching a common understanding with
your client as well as a valuable guide to your ongoing work together. It can serve
two important purposes.
• To build your client's confidence in your ability to do an excellent The two purposes of a proposal
job. A well-written proposal shows the client that you thoroughly under-
stand the client's goals and the process and product needed to achieve these
goals.
• To ensure that you and your client reach substantial agree-
ment about the project before you begin work on it. A well-
written proposal provides explicit details about the final product you
will deliver to your client, the things your client will provide you, and
the schedule and other arrangements for your work together. Also, the
proposal can provide a framework that helps both of you plan your
time and other commitments. Finally, it can protect you both from the
problems that might arise i.f you had only an oral agreement and later
discovered that you recollected some significant aspect of that agree-
ment differently.
Ask for a written response to the proposal. If the client agrees to the proposal as
you've written it, then a one-sentence memo will do. If not, then your proposal pro-
vides the perfect basis for detailed, specific negotiations. In either event, it provides
you-and your client-with an invaluable measure of protection.
Even though the proposal is primarily a formal agreement designed to protect LEARN MORE Chapter 23
you and your client, remember that i.ts overall goal is to create a cordial, cooperative, provides detailed advice for
mutually satisfying partnership. Be careful to avoid taking on a demanding tone when writing proposals.
describing what your client will give you. Write in a cordial, businesslike manner.
Convey enthusiasm for working with the client on the project.
Figure 19.1 shows a sample client proposal written by students.

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 342 CHAPTER 19 Managing Client and Service-Learning Projects

FIGUHE 19. 1
Client Proposal Written by a
Student Team
October 9, 2017

Dr. G. F. H argis, Curator

Wright Zoology Museum
Crandell University
Iowa City, lA 52240

Dear Dr. Hargis:

The student team opens by continuing - + - - - We are very excited about the opportunity to work with you to develop a website
to build a positive relationship with for the Wright Zoology Museum. As you know, our work on the site vrul serve as a
their client, Dr. Hargis. project for our technical communications course with Professor Dellapiana.

In this letter, we explain our understanding of your objectives for the site and our
The students tell whattheywant Dr. - + - - -proposed strategy for creating it. If you approve of what we say, please send us a
Hargis to do with the letter: determine memo authorizing us to begin work. lfyou want to discuss the project further, please
whether he agrees with what they say. contact Tim at T_Banuer@Crandell.edu.

Background
The students briefly summarize - +-- - - we understand that you wish to increase greatly the nwnber of visits the museum
information they've heard from receives from elementary school classes in grades three through six. You have
Dr. Hargis to demonstrate that they've recently developed new programs for this purpose. As you've also explained, very
understood him accurately. few teachers in the region know that the museum exists because it has been used
primarily as a resource for students here at the university. Also, you have reported
that some teachers who have brought their classes to the museum have been
disappointed because its programs have been designed for older students.

Objectives
The students state their - + - - -Through talking with you, we have established the following objectives for the
understanding of Or. Hargis's website.
objectives.
1. To introduce the museum's programs in a way that encourages teachers to visit.

2. To enable teachers to pick the programs best suited to their classes.

3. To enable teachers to request additional information or arrange a class trip online.

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 Establish a Detailed, Mutual Understanding of All Important Aspects of the Project 343

FIGURE 19.1
Dr. G. F. Hargis October 9, 2017
(Continued)

We also have these additional objectives. ... --------------------+-.

By adding two objectives that
1. To provide a site tJ1at you or your graduate students can easily manage and update. Or. Hargis had not mentioned but that
2. To help you develop a plan for publicizing the site. will benefit the museum, the students
demonstrate their knowledge of web
design and emphasize that their goal is
Final Product.,.-----------------------------~~ to help the museum.
We propose to achieve these objectives by creating a site that has the following features.
1. An attractive home page that provides easy navigation to the information teachers
- The students begin their description of
most want.
what they will deliverto Or. Hargis by
2. Detailed information about each of your programs. describing their proposed site's major
features. Each feature addresses one
3. Lesson plans teachers can use to prepare their students for a visit. ...----------t-1 or more of the major goals Or. Hargis
4. Information about arranging visits and the downloadable forms and email links has for the site.
that will enable teachers to make their arrangements online.
5. Photographs, drawings, and other images that make the museum and its programs - The students provide specific details to
seem attractive. prevent the client from expecting more
than the students will be able to do.
We will build the site in Dream weaver for use on the museum's server. The site will
include approximately 60 pages and about 45 images.

P rocess fo r Develop ing the W ebsite

While creating the site, we will focus on five types of activities.
Research. We will study the museum's new programs, interview teachers from ...- - - - + -The students describe their process
your target audience, and visit websites for sma!J scientific museums that offer in ways that establish confidence in
similar programs for elementary schools. We will learn what types of information their ability to successfully complete
teachers will want from the site and what type of presentation they would find the project.
usable and persuasivej We will report our research results to you in a memo, I The students highlight the times they
Iasking you to add your own comments and insight. will submit their ideas and results to
the client for review and approval.
Planning. We will develop three alternative screen designs for the home page
and three designs for the other pages in the site. After you select the elements
you like from the alternatives, we will combine them into a fu1al design.IWe will I
Ialso develop a site map, which we will submit for your approval.
Building. We will build the site on developmental server space arranged by
Professor Dellapiana.

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 344 CHAPTER 19 Managing Client and Service-Learning Projects

FIGURE 19. 1
Dr. G. F. Hargis 3 October 9, 2017
(Continued)
By describing the user testing they wil I User testing. When planning the site, we will ask selected teachers to respond to
perform, the students assure Dr. Hargis paper copies of our alternative designs. Besides asking how well each design appeals
that the site they propose will succeed to the teachers, we will ask them what they would expect to see if they clicked on
in achieving the museum's objectives the links we plan to include. Through these and similar questions, we will learn how
to increase the site's appeal and usability. After we've built the site, we will ask users
to test it online. We will send the user test results to you, along with a list of our
proposed revisions for your approval.
Technical testing. We will test the site's performance when displayed on a variety
of computers using a variety of web browsers.

The schedule identifies key interim Schedule

deadlines for the student team and The following schedule is our plan to ensure timely and accurate completion of the
the client project. Significant deadlli1es for you are in bold.

Activity Date of Completion

Conduct research October 16
Deliver report October20
- Receive your response October 23
Create and test site map October23
Create and test screen designs October23
Submit alternatives October27
The students use bold type to Receive your decisions October 30
help Dr. Hargis spot the deadlines
for steps the museum will perform Build site October 30-November 26
Show the site to you November 29
- Receive your comments November31
Revise site in light of your comments December 1- December 2
Conduct user test online December 5
Submit user test report December 11
- Receive your response December 13
Test site on several platforms and browsers December 11
Submit a report to you December 13
- Receive your response December 15
Revise the site December 15- 21
Deliver the final site December22

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 Establish a Detailed, Mutual Understanding of All Important Aspects of the Project 345

FIGURE 19.1
Dr. G. F. Hargis 4 October9, 201 7
(Continued)

Qualifications ....- - - - - - - - - - - - - - - - - - - - - - - - - - - - -+ -,
We possess the skills needed to create an effective website for the museum. Sheila, a The students cite specific knowledge
and skills they have that are required
computer science major, has created several websites using Adobe Dreamweaver, a
to create a website that will achieve
professional-level design program. Knowledge Tim gained in his marketing minor Dr. Hargis' objectives.
will help us design a website that will entice teachers to bring their classes to the
museum. Using information management skills learned during an internship at the
Houston Environmental Office, Vijah will organize our research efforts.

Museum's Contributions- - - - - - - - - - - - -- - - - - - - - - - - - -t-- The students detail the things the client
To meet all of your deadlines, we will need your assistance. First, we will need you must contribute.
to provide program descriptions and materials, as well as photographs and other
images for the site. To help us meet the deadlines above, we will need in three days
the responses to the questions we ask you. We will also need to use your digital
camera to take pictures needed by the site.

Conclusion - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + -The students conclude with

We are eager to begin working with you on the Wright Museum's website. Please let enthusiasm. By saying that they "are
eager to begin working with" the client,
us know as soon as is convenient whether the arrangements we described in this
they reinforce the pointthattheywant
letter are acceptable to you. to be partners with the client.

Sincerely,

z-;;,C- JJ~ She-ila ~tc-v&ook U<-r~8~"te

Ti.Jn Banner Sheila Esterbook Vijah Si.J1ge
T_Banner@Crandell.edu E_Esterbook@Crandell.ed u V_Singe@Crandell.edu

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346 CHAPTER 19 Managing Client and Service-Learning Projects

Maintain a Productive Relationship with Your Client

throughout Your Project
Your client's satisfaction with your work will depend not only on the quality of your
final product but also the quality of the relationship you maintain with them. The
following guidelines explain the two most important strategies for effective client
communication as your work on the project advances.

GUIDELINE 1 Communicate candidly with your client

during the project
How often should you communicate with your client while working on a project?
Too many contacts can annoy. Too few can frustrate the client and even lead to mis-
understandings. Certainly, you should communicate at the times specified in the
project schedule, such as times when you committed to providing a progress report
or something else for your client to review.
In addition, contact your client promptly when you require some information,
need to make a basic decision about how to proceed, or encounter a problem the client
should know about. The two most common problems involve a project's schedule
and its scope. Schedule problems usually arise because you are taking longer than
anticipated to complete some part of the project or because your client is taking
longer than you expected to provide needed information or feedback on a draft or
other material. Scope problems can arise when either you or the client begins to
enlarge the project beyond what you both agreed to in your proposal. Sometimes
the size of a project increases in small increments, a situation called scope creep. In
other situations, an entirely new task is contemplated. The key to completing your
project successfully is to bring all problems, major decisions, and significant changes
in scope to your client's attention so that the two of you can determine together how
best to address them.
Whenever you communicate with your client, whether at a prearranged time or
because a need has arisen, follow these practices.

Communicating with Your Client

• Be candid. Don't hide or minim ize problems. Clients need to know about difficulties
so they ca n w ork w ith you to solve them and make cont ingency plans, if necessa ry.
• Be specific. The more precisely you describe the progress you've made, the informa-
tion you need, the problems you've encountered, or the strategy you are recommending,
the bette r you are preparing your client to help you complete the project successful ly.
Similarly, when submitting materials for review, let your client know the specific is-
sues you'd like comments on-overall strategy? phrasing? color choice?-while also
inviti ng comments on any topic.
• Communicate constructively. Even if you are discussing a problem ca used by your
client, rem ember that your goa l is to prepare a commun ication that your client ap-
proves. Yo u st and the best chance of achiev ing thi s goal if you always maintain a posi-
tive relationship.
• Res pect your client's time. Collect quest ions so you can ask many of them at once
or incorpo rate them in a regularly scheduled progress report. Find out w hether your
client prefers email, paper mail, or another form of communication.

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 Conclusion 347

GUIDELINE 2 Advocate and educate, but defer

to your client
As you share your strategies, outlines, drafts, and other materials with your client,
you may discover that you and your client disagree about some large or small
aspect of the communication you are preparing. These differences may concern
content, writing style, page design- any aspect of the communication whatsoever.
If this happens, explain to your client the reader-centered reasons for the choices If you disagree with your client,
you think best. Using your knowledge of what makes a communication useful and explain why.
persuasive, educate your client and advocate for your positions.
In the end, however, remember that the communication you are preparing is not Remember that the client is
your communication but the client's. As communication specialist Tony Marsico always the client.
(1997) says, "The client may not always be right, but the client is always the client."
The only exception is a situation where you believe it would be unethical to proceed.
If your client is not persuaded by your ethical arguments, your best option is to talk
with your instructor about resigning from the project.
When educating and advocating, take a strategic approach. Distinguish large
matters-those that have the greatest impact on the communication's effectiveness-
from small ones. Then focus first on the large issues, postponing discussion of small
ones or letting them go entirely. Also, know when to quit. As long as your client
is listening, help the client make good decisions. But once the client's decision has
been made and you have no new perspectives to offer, stop. If you continue, you
will only irritate and harm your relationship with him or her.

Hand off Your Project in a Way Your Client

LEARN MORE For advice
Will Find Helpful about writing transmittal Jette rs,
When you have completed your deliverable, you are not necessarily finished see "How to Write a Reader-
with the project. In the workplace, alrnost all client project s are accompanied by Centered Transmittal Letter"
a transmittal letter or oral presentation that reviews the assignment, describes (page 212).
important features of the deliverable, and closes in a cordial fashion. In some
cases, you can best serve your client by preparing a separate document
to provide additional information, advice, and assistance. For example,
if you have created a website, you may be able to include instructions for
updating the content, recommendations for drawing people to the site,
and information about sources for future assistance with it. You may a lso
have generated ideas about additional ways the site could be improved in
a future project. By carefully planning how you wi ll hand off your pmj-
ect, you provide added assistance and gain added praise for your work.

Conclusion
When working for a client, you must be a manager as well as a communica-
tor. This chapter's guidelines have focused on the most important strategies
for managing both the project and your relations with your client: Reach a "'
E
written agreement about the project before you begin, work carefully with ....,"'
your client throughout the process, and hand offyour deliverable in a helpful At the end of client projects,
way. Figure 19.2 provides a Writer's Guide for Managing Client and Service- students often meet with their
clients to summarize their
Learning Projects. results, present their findings,
and answer questions.

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348 CHAPTER 19 Manag ing Client and Service-Lea rning Proje cts

FIGURE 19.2
Writer's Guide for Mana ging Client a nd S e rvice-Learning Project s

Writer's Guide
MANAGING CLIENT AND SERVICE-LEARNING PROJECTS

DETERMINING WHAT'S NEEDED

1. learn about your client's organizati on.
2. Learn the client's perception of the readers, communication objectives, and stakeholders.
3. Learn the client's deadline, requirements for the communication, and budget.
4. Learn what information and other resources the client will provide to you.
5. Develop your own assessment of the situation.

CREATING A PROJECT PLAN

1. Determine the size, overall content, major features, and technical aspects of your
deliverable.
2. Create a project schedule that includes project milestones, dates for meeting w ith or submitting mate-
rial to your client, and dates for your c lient's responses.
3. Include your client's contributions.

WRITING A PROPOSAL
1. Be as specific as possi ble to protect your client and yourself.
2. Ask for a written agreement from your client.

CONDUCTING THE PROJECT

1. Monitor your progress continuously by comparing it against your project schedul e.
2. Talk with your client about changes to your original agreement.
3. Communicate with your client in ways that are candid, specific, and respectful of your client's time.
4. Advocate for your positions, but ultimately defer to your client when necessary.
5. Hand off your project with a transmittal letter and he lpful information and advice.

USE WHAT YOU'VE LEARNED

EXERCISE YOUR EXPERTISE m ission and goals and its structure. Based on what you learn,
speculate about the style and features you believe the client
l. If your instructor has assigned a client or service-
would want used in the communication you will prepare.
learning project, list the specific questions you will need
Identify other information you believe will enable you to
to ask your client in order to learn about the organization,
plan successful strategies for establishing a successful part-
the communication, and the communication's objec-
nershipwith this organization. Ifyou can't find information
tives. Report the results in a memo to your instructor.
about this specific organization, study ones that are similar
2. Draft a project schedule for your project. to it. Report the results in a memo to your instructor.

EXPLORE ONLINE COLLABORATE WITH YOUR CLASSMATES

If your instructor has assigned a client or service-learning If you are part of a team that is working on a client or
project, use the Internet to learn about the organization's service-learning project, decide how you will assign

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 Use What You've Learned

responsibilities within your team. Consult Chapter 17's so that they will be able to finish the course. However,
guidelines for creating communications with a team as the agency will not have the new website it had counted
well as this chapter's advice for establishing productive on launching. For each of the following circumstances,
relations with clients. Report your results in a memo to discuss the ethical obligations Celia and Stephen would
your instructor. have to complete the project during the upcoming vaca-
tion or during next semester, when they will both have
APPLY YOUR ETHICS a full load of courses.
As a service-learning project for their course, Celia and • If they were unable to complete the project this term
Stephen have been working together for the last six weeks because they promised features they didn't know
to create a new website for a social services agency in how to implement.
their community. At the beginning of the project, they • If Celia and Stephen's inability to complete the proj-
used a thorough proposal to develop mutually agreeable ect resulted because the agency director thought they
commitments with the director of the agency. They have had promised to do a larger site than they thought
worked very hard, and they have had good cooperation they had agreed to provide.
from the agency, which has devoted many hours to work- • If the delay was caused by the director's wanting
ing with them. However, the project has turned out to very substantial revisions when Celia and Stephen
be larger than they anticipated, so they have been unable submitted drafts of the site map and sample sections
to complete the project by the end of the term. Their to the director for review.
instructor understands the circumstances and will allow • Ifthe delay was caused by the director's illness, which
the work they have completed to serve as their project delayed the agency's response to drafts.

copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-300