Scope Creep

           I recall a project that I worked on several years ago.  This project was the development of a book that would be used as a handbook by elementary teachers on the use of Microsoft Office software.  The main focus at the beginning was to create a tool that would help teachers who were unfamiliar with technology give simple instruction to utilize email, create and format simple word processing documents, and to manage files.  I believe that inherent in any manual that is developed there is a tendency for expansion just as in any project as pointed out in the Lynch and Roecker book, Project Management: A handbook for successful design, delivery, and management.  In the chapter “Controlling the Project” the author’s state that only 30 percent of software projects studied succeeded without budget overages, extended timelines, or completely failing and never delivering a product (Lynch, and Roecker, 2007).  I am glad that I can say that this project of the handbook was one that did deliver, but did require more time than expected and was effected by “scope creep” as defined in the text Project Management; Planning, scheduling, and controlling projects which says it is when the drivers of the project try to improve it and add more and more to the expectations earlier defined by the plan of the project (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008).

The project had a strong risk factor in that it did not have a clearly written objective yet there was a clearly understood expectation that it needed to fill the gap of knowledge for teacher’s use of email and word processing by offering a hard copy of instruction to use the Microsoft software.  As the project began to develop and parts of the handbook were completed it could be seen that it was a good source of professional development for staff.  Soon district heads, the drivers, sought to add many additional components and software applications to those being addressed in the manual.  The complexity grew and limit of the features to be covered by this handbook were less clear.  It was desired that PowerPoint, a Microsoft presentation application, would be added to the list of software in the handbook.  There were so many features and plug-ins associated with the program that defining the final list to include required many hours of planning and debating.  The focus of the project became less clear and the perceived effectiveness of the handbook dropped.  The project lacked what the Portny text calls a change control system which would have helped to Identify alternatives to the changes, triggered communications that would have informed stakeholders better, identified the impacts on the project (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008).

The project finished up late, but did produce a very helpful handbook that was scaled back to earlier goals of instructing in the use of email and word processing and included an introduction to PowerPoint and presented several URLs for external tutorials on its use.

References

Lynch, M. M., & Roecker, J. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge. Copyright by Taylor & Francis Group, LLC. Reprinted by permission of Taylor & Francis Group, LLC via the Copyright Clearance Center. 

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Tools for Estimation

In a search for tools that could be used in the process of estimating costs and developing budgets for projects I ran across several that I thought were both interesting and useful. 

The first on my short list is the book by Michael Greer, ID Project Manager; Tools and Techniques for Instructional Designers and Developers (Greer, 1992)  This book is available for preview through Google Books at http://books.google.com/books?id=QUiGzp0PPyMC&pg=PA28&lpg=PA28&dq=estimating+help+for+ID+projects&source=bl&ots=5Eq-gYNpOi&sig=ZFQMt88_3DlpQoufjJ-MTRqnJQY&hl=en&ei=hPFITcP1GMK88gap9YXsDg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDIQ6AEwAQ#v=onepage&q=estimating%20help%20for%20ID%20projects&f=false. 

The portions that are available to be previewed offer a lot of information and useful tools.  There are many templates that give structure for project scope, estimating materials and checklist for starting a project. I like that this source provides good documentation in addition to the forms that can be used.  I thought it was easily read and provided clear background information and well written directions.  I especially liked the worksheet for estimating project costs that starts on page forty-nine.  I appreciated the detail and the forms that were provided.

Another tool or information source I liked was from the Big Dog’s and Little Dog’s Performance Juxtaposition website that can be viewed at http://www.nwlink.com/~donclark/hrd/costs.html.  This web page has some good tools and guides compiled by Donald Clark.  He has put together some easy to get at lists and tables of information that aid in making estimations for projects.  There is a good list of ratios for help in estimating development hours.  I especially like the table from the USMC that shows estimates of the percentage of time to allow for development of interactive Multimedia Instruction in various categories within the project.  This would be a great gauge to help guard against getting bogged down in any one area of the project when planning. 

Reference

Greer, M. (1992). ID Project Manager; Tools and Techniques for Instructional Designers and Developers. Educational Technologies Publications; Englewood Cliffs, NJ. Google Books. Retrieved from http://books.google.com/books?id=QUiGzp0PPyMC&pg=PA28&lpg=PA28&dq=estimating+help+for+ID+projects&source=bl&ots=5Eq-gYNpOi&sig=ZFQMt88_3DlpQoufjJ-MTRqnJQY&hl=en&ei=hPFITcP1GMK88gap9YXsDg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDIQ6AEwAQ#v=onepage&q=estimating%20help%20for%20ID%20projects&f=false.

Clark, D. (1995). Big Dog’s and Little Dog’s Performance Juxtaposition website. Retrieved from http://www.nwlink.com/~donclark/hrd/costs.html.

Communicating In Different Ways

            I have read and listened to an interoffice message in three modalities.  First I read the message in the form of an email, then listened to it as a voicemail, and finally watched a video of an office colleague delivering the message to the recipient (Multimedia program, from website). 

            As I read the email I got the clear message that the sender needed Mark, the recipient, to supply her with information and that it was required for her to complete the work.  I felt that the need was strong and her wellbeing with her job depended on it.  Since I could re-read the message it was clear that the recipient had two options, supply the complete report, or just the needed information.  When listening to the voicemail I also understood the same meaning as in the email, yet I felt that it lacked the urgency that the written format provided.  I believe that I would have a higher probability of forgetting to get back to Mary or supplying the information needed than from the written email. Also I don’t think the option of just getting the needed information to Mary instead of the complete report was as evident in the voicemail as with the email.  The scenario of Mary talking to Mark and giving the message face-to-face proved to be the weakest form of what I believe Mary wanted to get across.  Her speaking style and tendency to soften the expectations of her request left me thinking that it wasn’t a big deal if I got the information to her or not.  If I was Mark and I was very busy with many demands on me I might let that request fall on the priority list.  I think I would appreciate someone communicating more directly with me and providing stronger details of what they needed.

            In the project management text, communication is categorized as formal or informal (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008).  I think that in the multimedia program the forms of communications could be seen in one or the other of these categories. The case of the email, it was preplanned by its nature of being written and provided a record of what was communicated.  It was a formal form of communication that gave the recipient the opportunity to revisit the message and perhaps have a higher possibility to fulfill the request of the sender. The voicemail could probably be seen as preplanned, but it had some limitations in its form.  There is no way for the caller to know if the recipient is giving their complete attention to their voicemail calls at the time they listen to them.  Once heard there may be low likelihood that the recipient will listen again to make sure they totally understood the message.  The face-to-face communication might have been informal due to coming across Mark unexpectedly and thinking about her need at that moment.  This might have influenced the demeanor of the communication.  With this face-to-face communication and probably most, there are so many influences that effect what the recipient understands or remembers.  In the video Mary communicated in a style that seemed to be weak and passive in voice.  Her affect was passive and almost apologetic.

            By putting this set of communication examples in a project setting I would make the following assumptions.  First, I believe that the more formal the communication can be the better for the project.  This is especially true if the communication can be in writing.  Written communications allow the communicator to carefully select their words, maintain focus,  and have a format that provides accountability measures to assure that those that receive the messages have received them (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008). 

References

Multimedia program. The Art of Effective Communication. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html.

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

An Ill-Timed Staging

          There is a project in my past with an outcome that I was never very happy with.  Years ago I undertook to direct a play for a non-profit organization.  I had a lot of experience as an actor in plays before this and some support experience in set construction, but had very little with the role of director.  I came to be in this position because a group of people and fellow actors had a particular play they wanted to have staged.  I was asked to take on the role of director so the play would be staged.  As I look at the production of a play through the eyes of the information I am getting in this class on project management it becomes apparent to me that play production is a great example of project management.  The process involves goals and objectives that are time sensitive, there are many differentiated skills that must take place at correct times to be successful, many tasks must be coordinated to take place at specific time, and the manager must have the buy-in from stakeholders both drivers and supporters.  In all it is a highly complex undertaking.  Because this play was a production for a non-profit and not staged as a business event, the judgment of success will not be strictly seated in monetary gain or loss.  As I review my conclusion of failure or success I look at many different aspects of the process. 

          The show had many supportive stakeholders in the roles of actors and stagehands.  This contributed to the level of success that took place.  However when I look back at the experience of the production I see many areas that were weak and I did not handle correctly.  The result of these mistakes created a production that did not come together smoothly at the point when all components should be coming together.  When staging, scenery, costumes, and lighting needed to be meshed together for the final production problems began to arise.  Advertising and marketing were weak and therefore slow to get off the ground to secure ticket sales needed to fill the house. 

          The biggest insufficiency in planning on my part was an overall schedule of the work that needed to be done.  There was no doubt that the part of staging this play that held the most of my attention was the actual directing and working with actors, however in a play that amounts only to a percentage of the work that must come together and work as a single unit.  All of them have individual time lines and yet must knit together with the acting to be a show in total.  I lacked a scheduling system that was sophisticated enough to make the work happen with efficient effort and maintain the continued satisfaction of the supportive stakeholders such as the costume and scenery crews.  If I had the knowledge of the Gantt chart (Mindtools, website) (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008) as a tool I would have been able to attempt to fix my problems.  I had many deadlines placed too late and this caused rushed and frantic work to be done at the last minute.  This contributed to the cast being more nervous than necessary and lowered the quality of the acting.  

          In the area of marketing and ticket sales, I would have benefitted from using linear responsibility charts that record personnel and tasks.  (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008).  In the Portny text an example of a matrix that shows the roles that different leaders will take would have helped on two counts. One, it would have specified tasks that were under the each person’s prevue.   Second, it would have assisted in making sure that all duties were accounted for and no steps left out of the process (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008).

                                                                   References

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Mindtools (2011). Gantt Charts. Retrieved from http://www.mindtools.com/pages/article/newPPM_03.htm.

Initial Contact

          Welcome to the beginning of this blog.  The purpose of this blog is to accompany me on the journey through my class that will correct all past inabilities to plan, organize, schedule, create, and finalize my life, or at least that part dealing with instructional design and educational endeavors.  Within this blog I am likely to be directed to write posts that will gauge my progress on the subject of project management as it relates to instructional design.  While for me, this will be a steep curve with a lot of learning; it will be a great path to be traveled.  I hope you will join me.