Project Creep

The Assignment: Describe a project, either personal or professional, that experienced issues related to scope creep. What specific scope creep issues occurred? How did you or other stakeholders deal with those issues at the time? Looking back on the experience now, had you been in the position of managing the project, what could you have done to better manage these issues and control the scope of the project?

Not too long ago I was tasked with a project that required we create an e-learning environment for clinical staff in the area of customer service. The clients were very specific about what they wanted the clinicians to learn from the training. We spent a good many months with the IT team and the SME’s and we produced what we thought would be an excellent training, meeting all the needs of the client. A piloting of the program was set up and the client selected the first clinicians to participate. The pilot was to be open for three weeks allowing the participants to go in at their leisure to evaluate the training. After three weeks we were supposed to have their evaluations back. However we did not. This failure of the participants to respond set us back as we had to contact each of them and remind them of the timeline. As it turned out of the initial 25 evaluations we only got back six. The project was set back several weeks and the client never got the feedback that they wanted. While this was not our fault, we were still now off the budget and timeline.

Portny et al. (2008) defined “scope creep” as “the natural tendency of the client, as well as project team members, to try to improve the project’s output as the project progresses. In this case the clients really wanted feedback before release of the program and the failure of the participants they selected to respond back made them question what they had in the program. I suggested that rather then select participants we reopen the pilot to the clinician population and let them decide if they wanted to take the course. The client was leery but agreed. We sent out a blast email to all potential clinicians and said that the pilot will be open one week and that we would appreciate feedback immediately after completion. Of the 42 who volunteered we received 33 responses back within the week and within ten days all responses were in. So in this case of scope creep we were put off the time line by two weeks but were able to really get a feel for the impact of the training by switching gears as we did.

            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.

Project Creep

The Assignment: Describe a project, either personal or professional, that experienced issues related to scope creep. What specific scope creep issues occurred? How did you or other stakeholders deal with those issues at the time? Looking back on the experience now, had you been in the position of managing the project, what could you have done to better manage these issues and control the scope of the project?

Not too long ago I was tasked with a project that required we create an e-learning environment for clinical staff in the area of customer service. The clients were very specific about what they wanted the clinicians to learn from the training. We spent a good many months with the IT team and the SME’s and we produced what we thought would be an excellent training, meeting all the needs of the client. A piloting of the program was set up and the client selected the first clinicians to participate. The pilot was to be open for three weeks allowing the participants to go in at their leisure to evaluate the training. After three weeks we were supposed to have their evaluations back. However we did not. This failure of the participants to respond set us back as we had to contact each of them and remind them of the timeline. As it turned out of the initial 25 evaluations we only got back six. The project was set back several weeks and the client never got the feedback that they wanted. While this was not our fault, we were still now off the budget and timeline.

Portny et al. (2008) defined “scope creep” as “the natural tendency of the client, as well as project team members, to try to improve the project’s output as the project progresses. In this case the clients really wanted feedback before release of the program and the failure of the participants they selected to respond back made them question what they had in the program. I suggested that rather then select participants we reopen the pilot to the clinician population and let them decide if they wanted to take the course. The client was leery but agreed. We sent out a blast email to all potential clinicians and said that the pilot will be open one week and that we would appreciate feedback immediately after completion. Of the 42 who volunteered we received 33 responses back within the week and within ten days all responses were in.

So in this case of scope creep we were put off the time line by two weeks but were able to really get a feel for the impact of the training by switching gears as we did.

Effective Communication

Effective Communication is vital to successful project management. We can share information, influence behavior, attitudes and understanding when we effectively communicate to others (Portney, et al). To be most effective we must learn our own communication style I am straight forward and direct and at times it has been taken as abrupt or aggressive so as the years gone by I have learned to be aware of how I say something before I say so as not to be taken ineffectively by someone whose style is more sensitive. Dr. Stolovitch (2009) discusses some key points in communication that include diplomacy, avoiding ambiguity, and documenting everything. Avoiding ambiguity means communication should be precise so that the intended message can be relayed. When using diplomacy, you are communicating your opinion, needs, wants, feelings, and beliefs to others in a direct and honest manner, without intentionally hurting anyone’s feelings (Bezroukov, 2011).

After watching “The Art of Effective Communication”  For me the face to face communication was the least effective. While I heard her words her body language was telling me that she really did not seem to think it was so important to get the information. Her body language and tone of voice left me with the impression that although she wanted the information, there was no need to rush.

The email also seemed ineffective to me. She needed the data from him but she did not seem to voice how important the data was nor did she make it clear what data she needed.

 The voicemail for me was the most effective though still not as effective as it could have been. There is a hint of blame and desperation in her voice that at least makes it a little clearer that she needs the information right way.

Once you know the personalities within the project team using a combination of communication options, such as face-to-face, email and phone calls provide a number of benefits to ensure every personality type is captured. In the video “Practitioner Voices: Strategies for Working with Stakeholders,” Dr. Budrovich recommended tailoring your communication to the individual’s needs and preferences. The team must have a system to determine the process to keep information current and communicated in an efficient and timely fashion.

In reflecting on this exercise, I have discovered that the project manager must keep a record tracking system to determine how they will relay information it must include a strategy for communicating with its team members, without it will result in miscommunications and likely significant time delays. Clarity is another area that needs to be firmed up. Had Jane clearly stated that she must have the report by 2 p.m. today then there were would be clear understanding of the urgency.

References

Bezroukoy, N. (2011) Diplomatic Communication. Open Source Software Educational Society. Softpanorama,  www.softpanorama.org

Portny, Mantel, Meredith, Shafer, & Sutton, (2008). Project Management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Stolovitch, H (2011), Video Podcast: Communicating with stakeholders. Laureate Educational, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6523831&ClientNodeID=984650&coursenav=1&bhcp=1

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

Blog Assignment: Learning from a Project “Post-mortem”

This week we have been asked to look back at a project we were involved in be it personal or professional that was not successful or did not result in the desired outcomes. I found great difficulty in coming up with a project. I am pretty much a methodical person, when I plan to get some thing done I usually do with it resulting in what I want to occur, this is done by switching gears mid stream if necessary to ensure it.. However I am not perfect and some things are not always in my control. After much thought I selected a home improvement project I was involved in.

My home had an enclosed patio, what was once referred to as a Florida room. The entire structure was made up of jalousie window of which only the windows on the door worked after 40 years. As a result the room was unbearable cold in winter and hot in summer. I made a decision to remove the room and replace it with a sunroom. The estimate for the work was done in July and the permits were filed. Now it is November and I still do not have the room. I listened to what the company said about everything but they did not advise me about the actual permit procedure. The room is not done because after the permit was file it was returned because of other work done on the house over the fifty years it existed needed blueprints and permits as well.

While the company stated several things that needed to be changed to pass final inspection I was not advised that there could be items not previously permitted that would need to be. Because of this far more time was spent getting the permit and more money had to go into the project for the drawings for previous projects. The front steps, bay window and fence all were updated from the original home and all were done by contractors who at the time did not need a permit from the town to complete the work. But now permits are needed and as a result I had to hire an architect to come in and draw up plans for these items that were more that 20 years old to get a permit for them. All this before they would approve the current permit request.

I believe that had I done some deeper research on obtaining permits I would have handled this situation in a timelier manner. My SME, was not knowledgeable enough about the towns permit requirements and so caused the project to go over budget and over the timeline.

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, I

Welcome Blog Group Members

My name is Pat and I am taking  Project Management in Education and Training this semester. I will be submitting my blog assignments here and hope you all sign in to read and comment on them.
 I work for the Department of Veterans Affairs Employee Education System. I am the mother of two and grandmother of one. I hold degrees in education, graphic arts, business, sociology and paralegal studies.  I love to learn and the degrees came along during the learning process. I actually went from high to college for my sociology and education degrees the others were the results of credits earned from the original degrees plus the new interests. I feel with my experience and education that I am a pretty well rounded open minded yet critical thinker and I look forward to sharing information with all of you

Reflection: The Future of Distance Learning

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?
Distance learning programs have seen dramatic growth in the last decade (Benson). In the next 5-10 years, students will find more technology blended into the structure of academic life. According to a survey, over the next five years students will be concern about the availability of technologies as they select a university to attend (The Economist Intelligence Unit, 2008). The next generations are growing up with the technology that previous generations were not accustomed to and as a result we will see better perceptions and acceptance of online learning with the new generations. The concept of learning at a distance has obtained wide acceptance across the urbanized world (Muirhead, 2005). Distance learning offers learning to students all over the world. Dr. Siemen (2010) identifies global diversity as the normal trend within distance education (Laureate, Education, Inc.). Because of this I believe that distance learning will be more the norm in the next 20 years. While I  believe that certain topics will perhaps still require face to face training I do believe that most subjects can and will be available online reducing student debt and making it possible to work and go to school for future learners.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
 As the use of technology becomes more readily accepted, and as individuals become more familiar with the various tools available to bridge geo­graphical distances, societal perceptions of distance learning will inevitably change (Laureate Education, Inc.) However, instructional designers of dis­tance education courses  must do their part to achieve effective distance education outcomes, in order to contribute to more positive societal perceptions.  Sound instructional design is integral to this process. They must develop clear defined goals and objectives e designed to produce behavioral change, and to generate knowledge, they must make the course requirements clear and listen to the feedback from the students for improvement.

How will you be a positive force for continuous improvement in the field of distance education?
 As an Instructional Designer dedicated to continuous improvement in the area of distance learning it would be my goal to enhance perceptions by suggesting specific delivery approaches with sound reasoning and design for the subject matter. Better use of simulated learning environments, utilizing the suggestions from surveys given online learners about the classes they take now would better define what needs to be done to make the environment a more positive learning experience. Currently in our classes we fill out a survey and thus far some of the suggestions I have made have gone largely ignored, as I continue to find the same issues in successive classes. For me this would be how I know my learning environment is successful so I would push to revise based on feedback. In our current course of study in Instructional design I am learning concepts that I did not see applied to the very course and it is those issues I would attempt to repair. Finally I would make sure that the subject matter as well as the facilitator make clear concise points and assignments

ReferencesJourney to excellence. (2011). Retrieved June 21, 2011 from http://www.journeytoexcellence.org/evaluation

Kim, K. J. & Bonk, C.J. (2006). The Future of Online Teaching and Learning in Higher Education: The Survey Says…

Lei, S. A., & Govra, R. K. (2010). College distance education courses: Evaluating benefits and costs from institutional, faculty and students' perspectives. Education, 130(4), 616-631

Muirhead, B. (2005). A Canadian perspective on the uncertain future of distance education. Distance Education, 26(2), 239-254. doi:10.1080/01587910500168884

The Economist Intelligence Unit. (2008) The future of higher education: How technology will shape learning. Retrieved June 21, 2011 from http://www.nmc.org/pdf/Future-of-Higher-Ed-(NMC).pdf

Siemens, .G, "The Future of Distance Education" [video format] Retrieved from Lecture Notes Online Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn CourseID=5089759&Survey=1&47=7136420&ClientNodeID=984650&coursenav=1&bhcp=1

Blended Learning Environments

In this weeks assignment we were given the following scenario:

 A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

The four questions that we were asked to consider when creating a best practices guide for the trainer are:

1. What are some of the pre-planning strategies the trainer needs to consider before converting his program?
2. What aspects of his original training program could be enhanced in the distance learning format?
3. How will his role, as trainer, change in a distance learning environment?
4. What steps should the trainer take to encourage the trainees to communicate online?

While I did create a guide for Best practices for converting from traditional to online learning I am not advocating the teaching of communications skills online. In my course of studies and experiences, I have found that there are certain skills that are better taught face to face and in groups and communications is one of them. We have raised a generation of children who do not know how to effectively communicate because most of their interactions happen via texting, chat rooms, and other external communication methods. Communication skills are best acquired in my opinion through face to face contact. That said my guide follows.

Best Practices Guide:

Blended Learning Environments

In order to convert a traditional face-to-face program to a blended learning class, an instructional designer must first consider what differentiates online learning from face-to-face learning.  An important point to consider is that one cannot directly convert traditional training to online training simply by dumping information from face to face training into a web format.  Rather, the Equivalency Theory states that the online learning environment needs to be equivalent in achieving the same learning outcomes as traditional learning.  A variety of equivalent instructional approaches should be provided for students.

Berge, Muilenburg and Van Haneghan (2002) identified the top ten potential barriers to the

Implementation of distance education in a business or corporate environment they are:

·       Organizational Resistance to change

·       Lack of technical support

·       Evaluation and Effectiveness

·       Social Interaction

·       Access to Technology

·       Legal Issues

·       Feeling threatened by technology

·       Administrative Structure

   

Berge (2007) went on to identify the tools necessary to overcome these barriers: 

·       Budget

·       Infrastructure

·       Communication

·       Work Force Development

·       Organizational Policy

The best practice for implementing a blended education class requires a corporation to dedicate significant time, ample funding, clear strategic planning, dedicated technology and support. It requires organizational change to overcome general resistance to change, and resistance to technology and the implementation of a new training structure. The workload and time management of the training managers, trainers, and trainee are very critical to ensuring this form of teaching integrates well with existing practices.

According to Piskurich there are four key differences between traditional and online facilitation they are:

1. Connecting with the students is very important. With online learning it is more difficult to know what your learners are doing and how they are doing it.
2. Activities and applications are the heart of an online course.
3. Content is critical, but in the end it’s the activities that will help students learn the content.
4. You must build time into the implementation phase to think about and practice the role   of facilitating the online portions of your class.

The instructional designer structures the online learning, usually with the aid of a course management system (CMS).  A CMS will provide the online tools needed to facilitate student activities and online discussions. There are many free CMS choices available such as Ectolearn (www.ectolearning.com ), Moodle (www.moodle.org) and Lecture Share (www.lectureshare.com ).  Once a CMS has been selected, it is time to decide what activities, assignments and other parts of the coursework should be face-to-face and what should be online.

Like in all instructional design processes, some essential pre-planning strategies need to be adopted when retooling a face- to-face course for online delivery. Firstly, the trainer/instructor must be conscious of the transformation they will undergo from their role as a primary source of information and knowledge to that of a facilitator of learning.

When converting a face-to-face course into an online course, some key questions and issues should be considered when planning. These include knowing the learners, their technological capabilities, learning styles and the appropriate technology to use. There may also be the need for an online orientation for the learners. Other things to be considered include:

·  Determine ways to revise traditional classroom materials for an online format.

·  Plan activities that encourage interactivity at all the sites.

·  Create activities that foster group work among students.

·  Prepare for a backup plan in case of technical difficulties with your online

            delivery system

When teaching in a Synchronous environment, many traditional classroom instructional approaches can be incorporated. Short lectures help facilitate instruction, Discussions and activities can fit into audio and video components of the a live situations. Selecting methods of teaching that provides the learner with enough interaction to keep them on task and encourages them to be more student-centered. Strategies such as problem based learning, collaboration, and student led discussions work well in asynchronous settings (Simonson, Smaldinom Albright & Zvacek)

The instructor of the online course role is more facilitator than trainer. The role as a facilitator is to monitor students’ online activity, make sure they are engaged, and keep them on task with the discussions and assignments. Additionally the facilitator should thoroughly review the lesson plan and know how the material will be taught and what problems the students will work on, know the software that your students will be using, participate in all synchronous and asynchronous discussions, constantly monitor the discussion and following the student progress. Facilitators should not resort to PowerPoint presentations because it is an “un-engaging way to deliver content in an online or virtual environment” (Piskurish, 2010). Facilitators must keep in constant contact with their students. While it is very difficult for a facilitator to communicate with all the students, the facilitator can’t disassociate themselves in the online environment.

Resources

Berge, Z.L. (2007). Barriers and the organization's capabilities for distance education. Distance

Education, 4(4), 1-15.

Berge, Z.L., Muilenburg, L.Y., & Van Haneghan, J. (2002). Barriers to distance education and

training survey results. Quarterly Review of Distance Education, 4(3), 409-418.

Forrester, G., & Parkinson, G. (2006). 'mind the gap': the application of a conceptual model to

investigate distance learners' expectations and perceptions of induction. Issues in

Educational Research, 16(2), 152-170.

Piskurich, G., & Chauser, J. (n.d.a). Facilitating Online Learning. [Video]. Retrieved from

http://mym.cdn.laureatemedia.

com/Walden/EDUC/6135/07/downloads/WAL_EDUC6135_07_A_EN-CC.zip

Piskurich, G., & Chauser, J. (n.d.b). Planning and designing online courses. [Video]. Retrieved

from http://mym.cdn.laureatemedia.

com/Walden/EDUC/6135/05/downloads/WAL_EDUC6135_05_A_EN-CC.zip

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a

distance: Foundations of distance education (4th ed.). Boston, MA: Pearson

Piskurich, Dr. George. (2010) Video Program: “Facilitating Distance Learning”, Walden University, L aureate Education.

Open Courses

I went to several of the sites and decided to select the Open Yale Courses at http://oyc.yale.edu/  I selected the history course and found that it seemed well thought out in the preplanning stage but once I looked at the actual course work seeing it all in front of me like it was seemed overwhelming. I think anyone wishing to take a course of study would feel that way as well. I would have suggested the list of topics that they had should have been broken down into perhaps centuries or eras rather than the twenty something chapters. For me anyway I would likely skip over some of them because I know what they are, instead of flowing them one to the next.

 I also felt that the course required too many textbooks. A lot of what could be found in the books could have very well been presented in the materials and via links online. This seemed like a lot of work for no credit. This was actually better suited for a regular online class.

 I did like that you had a number of options for the materials, audio, video and HTML file.  I found that overall it did follow recommended guidelines for instruction.

I did not find that the designer or professor implemented course activities that maximized active learning for the students. It was more of a case of read these chapters and listen to the lectures there were no activities or assignments that I could find anywhere on the History page.  All that is asked is two papers and mid- term and final exams. This was in actually a face to face classroom environment presented online with little or no requirements of the students. Students who are able to walk into a classroom and hear a lecture and never pick up a book and still pass exams would breeze through this type of course.

I was actually rather shocked considering it was Yale University. I would have expected a far more superior performance by them then I was given. I am a continual learner and to be honest would no enjoy taking this course even though it is free and I love history.

Collaborative Training Environment

Collaborative Training Environment

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

In examining the needs of this training I would recommend that a share point be setup with all the offices and personnel having access. Once this is done then I would create some web videos introducing the system followed by Power Points with step by step instructions. I would build in a chat room or IM which could be archived for later reference as well as a white board for sharing of ideas. Additionally I would allow areas for files to be downloaded and shared between the offices.

An Example that I know of where the share point with the power points and videos as well as the file sharing is located on http://www.va.lrn.gov  which is a government link within the Department of veterans affairs. I am on a work computer so I am uncertain if access can be gained to this site from public domains, as some are not.

Another example of the use of videos, chat and document sharing is the Walden university portals (at www.waldenU.edu )  for students and educators. Again not everyone can access this site, but it is a fine example of the success these technology tools have in distance learning.

Collaborative Training Environment

Distance Learning

My personal definition of online learning is “ always growing.” What I mean by that is that from the time I graduated high school and college when I was a young person, I have been driven to continue to educate myself with what interests me. I have completed one Associates Degree and three Bachelor degrees as well as been certified in four areas of interest all in the traditional classroom. Since I have discovered online learning I have taken completed another Bachelors Degree and now my Masters Degree.
While online learning still carries a kind of negative conation to some in the business field I believe that this attitude is beginning to change for the better as more and more universities offer online education options.
I feel that online learning is the method whereby people who would not have attempted higher education due to the costs would be willing to pursue it. As time goes on and more and more online education becomes available the costs for it should become more reasonable.
Online learning is obviously not for the person who is not self motivated. In my experience comparing both traditional learning and online I found online learning far more challenging as the learning is placed more into the students hands with the professor playing the role of advisor and facilitator. Distance learning is not merely the transferring of the traditional classroom to the computer, it is, according to Gooden (2008) the flexibility where and when without the constraints of the traditional classroom.
In order for Distance learning to evolve we must be vigilant about how content is designed and delivered, as well as assessments, evaluations and performance expectations. Currently, distance learning is not an ideal medium for all learners. In order for it to become so we must considered these factors to make it more learner appropriate. I believe part of that would be to begin to train children early in learning on their own with a facilitator rather then relying on teachers telling them what to do. The traditional way children are taught must be evolved to more of a partnership methodology.
Resources
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.
Gooden, M. (2008) Distance Learning - What are the benefits of Distance Learning? Retrieved from: https://www.xing.com/net/fernstudium-infos/distance-learning-providers-and-services-305744/distance-learning-what-are-the-benefits-of-distance-learning-27366493/ on September 11, 2011.