| Course | BUS 496 Adv. Experiential Learning for Business |
|---|---|
| Module | Module 2 |
| Paper type | undergraduate project proposal for an applied client engagement |
| Length | About 1,000 words, 6 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | BS Business Administration |
| Updated | October 2026 |
Free sample paper for BUS 496 Module 2
Project Proposal: Improving Quote-to-Booking Conversion
[Student Name]
Southern New Hampshire University
BUS 496: Adv. Experiential Learning for Business
Module Two Assignment
[Instructor Name]
[Date]
The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.
Project Proposal: Improving Quote-to-Booking Conversion
Background
The company operates twenty-two motorcoaches from a garage in Lancaster County and serves school groups, wedding parties, sports teams, churches and corporate clients across Pennsylvania and neighboring states. About 40 percent of its bookings begin as requests through the quote form on its website. In 2025 the form received about 1,940 requests through November, but only about 271, or 14 percent, became bookings. The owner believes the company is losing business it should win but does not know where or why. The office manager handles quotes alongside dispatch and billing, which the owner suspects may be part of the problem.
The Question and Objectives
The question is: why do only about 14 percent of online quote requests become bookings, and what changes would raise that rate? The project has three objectives. First, to measure conversion by customer type, by how quickly the company responds and by how complete the request was. Second, to learn from customers who did not book why they chose not to. Third, to recommend changes the company can make within its current staff, budget and systems, with an estimate of their effect.
Scope
In scope are online quote requests from January through November 2025, the company's quote and booking records, the email and phone logs connected to those requests, and follow-up calls to about sixty customers who requested quotes but did not book. Out of scope are a review of pricing strategy, a redesign of the website, phone-in quote requests and repeat customers who book without using the form. Block (2011) notes that consultants protect both themselves and their clients by agreeing the boundaries of the work at the start; these exclusions keep the project to a size that can be completed in twelve weeks.
Methods and Data
The office manager will export quote requests from the website's form system and match them to bookings in the dispatch software, using the customer's email and trip date. The student will clean the combined file, calculate response times from email timestamps and classify requests by customer type and by whether they included the trip date, group size and pickup location. A short script will guide follow-up calls to lost customers, asking whether they booked elsewhere and why. The analysis will compare conversion across groups and identify the factors most associated with booking.
Deliverables and Timeline
Deliverables and dates
| Week | Deliverable or milestone |
|---|---|
| 2 | Signed proposal |
| 4 | Data received and cleaned |
| 6 | Status memo with early findings |
| 8 | Follow-up calls completed |
| 9 | Data analysis report |
| 11 | Draft final report reviewed with the owner |
| 12 | Final report and thirty-minute presentation |
The timeline follows the planning practice of breaking work into deliverables with dates and allowing a week of slack before the final deadline (Project Management Institute, 2021).
Why This Question Matters
The question is worth the company's time because quote requests are its cheapest source of new customers. Each booking averages about $2,850, and the company's records suggest that customers who book once through the website return in later years about a third of the time. If conversion rose from 14 percent to 20 percent on the same number of requests, the company would gain about 115 bookings a year, roughly $330,000 in revenue, without spending more on advertising. Even half that improvement would justify the hours the owner and office manager will give the project. The owner has also said that the answer matters for a staffing decision: he is considering whether to hire a dedicated sales coordinator, and the analysis should show whether the problem is one of capacity, process or price.
Communication Plan
The weekly meeting will follow a short standing agenda: what was done since the last meeting, what was found, what is needed from the company and what comes next. The student will send a three-line summary by email after each meeting, so decisions are recorded. Any finding that might affect the company's operations immediately, such as a broken link in the quote form, will be reported the same day rather than held for the weekly meeting. Data containing customers' names and contact details will be kept on the company's shared drive, not on the student's personal computer, and will not appear in course submissions, which will use anonymized figures.
Roles
The student will clean and analyze the data, make the follow-up calls, write the deliverables and lead the weekly thirty-minute meeting. The owner will approve the scope, attend the weekly meeting at least every other week and review the draft final report. The office manager will provide the data exports by week three, answer questions about how quotes are handled and attend weekly meetings. The instructor will review the proposal, the status memo and the final report.
Success Criteria
For the company, the project succeeds if the owner accepts the main findings as accurate and adopts at least two recommendations by the end of the term. For the student, it succeeds if the learning goals set in Module One are met, which will be tracked in the weekly journal and discussed with the instructor. Kolb (1984) describes learning as a cycle completed only when lessons are tested again, so the final reflection will consider what the student would do differently on the next project.
Risks
Three risks could delay the schedule. The data export may take longer than planned if the form system and dispatch software do not share an identifier; the student will match records on email and date if needed. The office manager's time is limited during the spring school-trip season; meetings will be kept to thirty minutes. And the owner may ask to add pricing or the website to the project; such requests will be discussed against the agreed scope and, if accepted, the timeline adjusted.
Approval
Approved by the owner and the student, with the instructor's review, on the date below. Changes to scope will be agreed in writing, with any effect on the timeline noted, so that the final report answers the question both sides agreed to at the start.
References
Block, P. (2011). Flawless consulting: A guide to getting your expertise used (3rd ed.). Pfeiffer.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Project Management Institute. (2021). A guide to the project management body of knowledge (PMBOK guide) (7th ed.). Author.
What the BUS 496 Module 2 instructions ask for
The Module Two assignment in BUS 496 asks you to write a proposal for your applied project, usually to be approved by the organization and your instructor. Typical elements include background, the problem or question, objectives, scope and exclusions, methods and data, deliverables, a timeline, roles and responsibilities, success criteria and risks. Strong proposals state the question in one sentence, make the boundaries of the work explicit so both sides know what is not included, and tie every deliverable to a date. They are written for the client as well as the instructor, in plain language the client can sign. Many instructors also want a short communication plan describing how the client will be kept informed.
How this BUS 496 Module 2 project proposal assignment example is built
The proposal states the question: why do only about 14 percent of online quote requests become bookings, and what changes would raise that rate? Three objectives follow: to measure conversion by customer type, response time and request quality; to learn why lost customers chose not to book; and to recommend changes the company can make within its current staff and systems. In scope are online quote requests from January to November 2025 and follow-up calls to about sixty lost customers; out of scope are pricing strategy and a website redesign. Four deliverables, a twelve-week timeline, roles, success criteria and three schedule risks complete the proposal, with a signature block for the owner.
Where the BUS 496 Module 2 rubric puts the points
Marking for the proposal typically looks at the clarity of the question and objectives, the definition of scope and exclusions, the methods and data plan, the deliverables and timeline, roles, success criteria and risks, and the professionalism of the document. High-scoring proposals make scope explicit, show the data actually exists and can be obtained, set realistic dates and define success in terms the client cares about. Proposals lose credit for vague questions, for scope with no exclusions, for deliverables without dates and for success criteria that only the student cares about. Graders also reward a brief business case explaining why the question is worth the client's time.
BUS 496 Module 2 help: the mistakes that cost points
Weak proposals describe what the student hopes to learn rather than what the client will receive. Write for the client: what question will be answered, what will be delivered and when, and what is not included. Exclusions protect both sides, so name them. Check with the client that the data you need exists before promising analysis. Keep the timeline realistic, with slack for the client's own delays. Include a place for the client to sign, which turns the proposal into an agreement. Agree how client data will be stored and anonymized before you receive it. A one-paragraph business case at the start helps the client see why the project deserves their time.
Get BUS 496 Module 2 written to your instructions
Send the BUS 496 Module 2 assignment and your client's situation. The proposal will define the question, scope, data, deliverables, timeline, roles and success measures in a form your client can sign. About two days; a first paper is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
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BUS 496 Module 2 questions, answered
Where can I find a free BUS 496 Module 2 Project Proposal sample?
This page includes a complete BUS 496 Module 2 proposal for a project with a charter bus company.
What should a client project proposal include?
Background, the question, objectives, scope and exclusions, methods and data, deliverables, timeline, roles, success criteria, risks and a sign-off.
Why define what is out of scope?
Because naming exclusions prevents misunderstandings and gives both sides a clear basis for discussing requests to expand the work.
How should success be defined in a client project?
In terms the client values, such as a finding they accept and changes they adopt, as well as the student's learning goals.
What risks commonly delay applied student projects?
Late or incomplete data, the client's limited time for meetings and requests to change the scope partway through.