The Scope Creep Thief

Managing Scope Creep

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Like a thief in the night, scope creep will come in through the window when least expected and steal your time, resources and project budget.  Being prepared to manage the aftermath of the thief’s visit is important for every project manager.  I have experienced the scope creep thief and managed it through it with the help of my design team mate; however, I have also learned that we could have been better prepared and done at least one thing that could have minimize the effects of the thief.

Project Overview

The original scope of the project was to design and develop tools for Chef’s to cost their recipes, determine yields for ingredients and the summarized analysis of the overall costs of menus that would be part of a lesson that was also under development.  The expected outcome was to provide a methodical approach for Chef’s to more accurately cost their recipes and menus.

Scope Creep

Three months into a six month project the tools had been designed, developed, reviewed, tested and approved by three subject matter experts and two sponsors.  Changes had been made during this time period before what was thought to be the final was approved.  When the final tools were reviewed with key stakeholders, a red flag was raised with reference to an existing tool that had similar information and had been previously approved by the same sponsors and was supposed to be used by the same subject matter experts.  

The stakeholder determined that the lessons should include instructions for the using the existing tools and then what parts of the tool are used by the Chefs.  The target audience for the existing tool was mid-level management; while the Chef’s were not included in this target audience.  So, it would require a separate lesson that was not part of the original scope because the tools was for a different target audience and the Chef only had a small portion to complete.

Due to the red flag and stakeholder’s requested change in direction, the tools design project had to be put on hold.  Because of the size of the existing tool and since it included other elements that weren’t required to be completed by the Chef, but higher levels of management, the tool was massive and most of it did not pertain to the Chef.  In addition to the focus of the tool, the needs analysis and subject matter experts, provided evidence that the tool was not useful to Chef’s and not being used by Chef’s. 

Over a period of two weeks, design resources focused on the feasibility of meeting the request of the stakeholder versus the original project scope and expected outcome.  Both tools were reviewed and analyzed against the expected outcome.  It was found that request would not meet the expected outcome and broadened the scope.  It took another week of meetings, discussion, and negotiation to get the project back on track and have the new tools accepted.  The project was three weeks behind and required extreme focus and long hours for the design team to make up some of the time on the project.  This increased the time and money charged against the project.

Managing Scope Creep

In handling the changes to this project, the team managed to turn things around and meet the identified needs of the learner.  However, the change took place with much distress on the parts of the design team because there was no change control system in place (Portny, Mantel, Meredith, Shafer, Sutton, Kramer, 2008).  The problem of scope creep was handled with gut instinct, a lot of starts, stops and misses. 

Though gut instinct won the day, there were a couple of things that the design team could have done differently to minimize the risk which includes staying in close contact with stakeholders.  If the design team had of included the stakeholders in the initial review of the tool before it was finalized, the potential problems could have been addressed early on. It still may have caused a delay, but the level of stress could have been decreased because it was part of the analysis of tools.

In addition to more frequent contact with stakeholders, project managers should have a change control system in place and ensure all stakeholders, sponsors, subject matter experts and other members of the design team are aware of the process that will take place.  Having a change control process reduces confusion and stress associated with changes.  It also ensures that changes are reviewed by all parties and the impact of the change is clearly identified on how it will affect performance, cost and the schedule (Portny, Mantel, et al, 2008).  By identifying the change, capturing it in writing and sharing it among all members of the team; everyone is clear on expectations, risks and outcomes.  Having it in writing also helps to ensure everyone receives the same information and has an opportunity to ask questions in meetings and there are no surprises.

So, be prepared for the thief and put your own insurance policy in place by having a plan in place to try and minimize your losses.

Reference:

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. pp 377-399

Modes of Communication in Project Management

In the workplace today, communication occurs via different modalities including email, voicemail and in person. The modality used provides different levels of control between the sender and receiver (Ferraro, 1999).

E-mail or Written Communication

A message that is emailed is under the control of the writer and reader (1999). The writer has the control to provide a concise message that gets to the point. The reader has the control to interpret the message for any hidden meanings and/or re-read it to increase comprehension. This mode of communication is effective when it is necessary to reinforce information from verbal conversations; provide references to ensure everyone has the same information and an opportunity for the receiver to review as many times is needed for comprehension.

One-way Verbal Communication or Monologue

When a message is left on a voicemail, the control is also shared between the speaker and listener (1999). The speaker can control what they say and the tone of their voice. The listener has control to interpret the tones and words spoken. This mode of communication is effective when there is an informational message, not requiring immediate response or a face to face conversation is completed as a follow-up. Like e-mail or written communication, this mode allows the receiver to review the information as many times as necessary for comprehension.

In person Communication or Dialogue

Finally, with an in person conversation, the speaker has greater control to use facial expressions, body language, and voice tone to deliver the message to the listener (1999). The listener can interpret all verbal cues, but can also ask questions to clarify information. This mode of communication is effective when collaboration and consensus is required around a complex topic or on a way to move forward; and is useful in resolving issues, sharing information when dialogue is necessary.

Apply Communication Modes to Project Management

As a project manager, it is important to utilize the best methods of communication to ensure the message is clear and meets the need of the receiver as well as the sender. Using the three different means of communication, e-mail, voicemail, and in person; all three have their uses and can be very effective in different situations.

According to the authors of Project Management, Planning, Scheduling, and Controlling Projects, to obtain the desired results of a project, you will need team members to help (Portny, Mantel, Meredith, Shafer, Sutton, Kramer, 2008). The author’s further suggest six strategies to work with team members and achieve the desired results. Using these six strategies can help the success of the team; and how you utilize the modalities of communication to apply these strategies may help to increase the opportunity for success.

Applying Communication Modes to PM Strategies

The above table illustrates the strategy and preferred modality when communicating with team members. It is important to note that layered communication modes can help reinforce information; so although there may be one preferred communication mode, others may also help to reinforce the message.

“Every project should have a communication plan” (Roberts, 2009). By applying the strategies listed and utilizing the different modes of communication, a project manager can build a strong communication plan.

References

Ferraro, Vincent (1999). Speech. Differences between oral and written communication. Retrieved from http://www.mtholyoke.edu/acad/intrel/speech/differences.htm

Portny, S., Mantel, S., Meredith, J., Shafer, S., Sutton, M., Kramer, B. (2008). Project Management, Planning, Scheduling and Controlling Projects. John Wiley & Sons. Danvers, MA 01923. P. 257-258

Roberts, R. (2009). Communicating Effectively with Your Project Team. Brighthub.com. Retrieved from: http://www.brighthub.com/office/project-management/articles/60211.aspx#ixzz1S2OZerFu

 

Learning Project Post-Mortem

A post-mortem or as it is defined in the free online dictionary, “an analysis or review of a finished event” is an effective way to “take stock at the end of a project...” so as not to repeat the same mistakes during another project (Greer, 2010).

An effective post-mortem includes reviewing the deliverables, processes, and people that were a part of the project. The review takes place at the levels of the project from stakeholders and/or sponsors, to subject matter experts, instructional designers and project managers. The post-mortem begins with asking questions of the participants, gathering their answers and then analyzing the results and using them to improve the next project (Greer, 2010). For a learning project, the post-mortem can be used to begin the evaluation phase of the ADDIE model by providing useful information to continue to not only improve the next project, but also the content.

When conducting a post-mortem on a e-learning development project that was completed in 2010, the stakeholders and subject matter experts were asked about their experiences with the design team and deliverables throughout the design and development phase. The feedback included a bit of confusion when the process was explained during the kick-off meeting; and a question about how we would know if all the work that was done would make a difference. Through this basic questioning, we identified gaps in the process that included the need to break down the process and expectations in plain English; and in establishing basic knowledge of the target learning audience through the use of a pre-test before content is launched.

Some of the benefits of breaking down the processes and expectations into plain English is that it provides the SME clear role definition and clarification which allows them to plan their schedule to meet the tasks and deadlines required by the project (ACS White Paper, 2008). For the next project, we began to review the specific phase of the process before we executed it which provided further opportunities to check on comprehension, gain agreement and share ownership of the project. This ownership and agreement makes it a team effort that can have positive outcomes for everyone involved instead of a solo effort where the subject matter expert has no ownership or responsibility in the outcome.

By capturing the learners knowledge before they complete instruction and then capturing their knowledge after the instruction, we are able to better evaluate and quantify the learner transfer; diagnose potential problems and improve content and tools for the manager on the job.

Post-mortems help to improve processes by providing valuable data that the project manager may not have otherwise had. It will be up to the project manager to sort through all of the data, identify relevant information and then use that information to improve or change processes to enable an effective project team that meets the expected outcomes. Without the post-mortem and more importantly including the sponsors and subject matter experts in the process, our next project where we implemented new elements of the process, may not have been as successful.

References:


Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects! Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364556&Survey=1&47=6368695&ClientNodeID=984650&coursenav=1&bhcp=1


Post-mortem. (2011). Free online dictionary. Retrieved from http://www.thefreedictionary.com/postmortem


Working with subject matter experts. (2008). ACS Expertise in ActionTM White Paper. Retrieved from http://www.trainingindustry.com/uploadedFiles/Our_Community/List_of_Sponsors/Elite_Sponsors/ACS_Working-With-SMEs.pdf

Welcome EDUC-6145 Classmates!

Welcome to all of my EDUC-6145 classmates!  Looking forward to working with you this semester.

Open Course and Distance Education Principles

Introduction

Distance education is described as a system that requires a “systems” approach in design and a system is defined as a set of interrelated components that will work together to achieve a common purpose (Simonson, Smaldino, Albright, Zvacek, 2009). With this in mind, I reviewed the course “Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts”, from the Yale Open courses. The course has elements of distance education principles and would fit well in the web-facilitated model. However, I do not believe it was designed solely for distance learning, but has been adapted. Some of the reasons for this include the lack of clear learning objectives; linear-designed instruction without clarity about which modules require a successful assessment to proceed to the next module or complete the course; and lack of online interaction.


Areas of Opportunity

One of the first steps in instructional design is to determine the course outcomes or learning objectives (Piskurich, Chauser, 2011); and Foley stated that good distance learning is built around a succinct outcome (Smaldino, et al, 2009). Expressing these outcomes to the learners is important to set the goals for the course. This course describes what will be covered, but is not clear about the learner outcomes. Although papers and a final assessment is part of the course and mentioned in the syllabus, it is unclear through the syllabus which subject matter the papers and final assessment will include to show understanding of concepts covered in the modules. Finally, one important element of distance education is ensuring participants have an opportunity to interact and have a sense of community (2009). The only possibility that I see for interaction would be if you are taking the course at Yale as well as utilizing the information online to support your learning.

Areas of Success

Although, the course does not seem to be designed for distance education in adapting an instructor-led live course to distance learning, the course has done well in utilizing technology to deliver the course. The course is provided in print, audio, and on the computer, so the designer has taken advantage of most media choices (2009). The choices made provides cost effective flexibility in utilizing one video recording the extracting the audio and writing a transcript instead of providing it online so once posted it can reach the largest audience. Foley stated that the consideration of cost effectiveness of the system can have “profound effects on the design of the learning activities” (2009). I believe this is accurate in this case with regards to the lack of interactivity. If this element was added, it could potentially be additional costs to host a discussion board which would require an instructor to monitor and respond to queries as well as ensure members of the board are practicing basic discussion board etiquette. By adding this, the course could potential become unfeasible to provide as a free, open course.

Conclusion

It is great to have the opportunity to go through a Yale course online and experience it, even second-hand. All the elements are there for a motivated learner to gain information that they may not have had before. However, even with a motivated learner, the lack of clear outcomes puts the learner in the position of deciding if they have learned enough to be successful.

References:

Piskurich, G., Chauser, J. (2011). Planning and designing online courses. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5089759&Survey=1&47=6368695&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Wrightson, K., Townsend, R. (2009). HIST 251: Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts. Yale University. Retrieved from http://oyc.yale.edu/history/early-modern-england/content/syllabus

A Learning Scenario in Distance Learning

The Scenario: In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.


In the scenario, the target audience is machine operators, the environment is a manufacturing plant, and outcome of the training is consistently safe product assembly. Both the learner profile and the technology must be considered before deciding on how best to deliver the training (Laff, 2007). By considering these factors, a designer may determine which technology to use to deliver effective training. In addition, it would stand to reason that there is a “high cost to be paid for errors” in safety; therefore, e-learning practitioner, Tony Karrer, suggests that it makes sense to use the top down approach and deliver the training via an LMS which may result in “ significant up-front training costs” (2007). Although there are greater up-front costs, a large number of people can be trained on the safe way to assemble product quickly.

Karrer reviews E-learning 1.0 to 2.0, and points out that learning technology has evolved and the way we use it can be combined between earlier methods such as the LMS as I am suggesting here, to more recent methods such as social networking (2007). However, all learning technology is not right for all types of courses. In this case, the training that is being delivered is very technical and will require visual illustration to show the step by step processes. I would suggest using a two-phased approach within an e-learning; a demonstration of the task in a video and then a graphic simulation where learners can practice what they watched.

Also important to adult learners is “chunking” content to allow users to access what they need when they need it (2007). By chunking, designers can make the most of learners working memory which is where learner transfer begins its trip from working memory to long-term memory. The working memory can hold about seven facts, plus or minus two so it is important that presented information does not overload the working memories capability (Clark, 2002). This will also address the assumption that learners have a limited amount of time away from the manufacturing floor and access to computers. Using shorter training, targeted to specific technique or process that the employee requires, will lessen their time away from their job where they can continue to practice, improve safety and reduces loss production time.

Rapid learning tools can be effective in developing courses for quick and efficient e-learning delivery when there are many learners that require the same information to perform the same tasks. One of the rapid e-learning tools that allows for demonstration and simulation using flash through a simplified point and click method is Adobe Captivate 5 (Ganci, 2010). This allows for learners to view videos, conduct simulations, and be tested using the simulation easily and effectively. Also, the easier the course is to develop, the faster it can be deployed to the learner. In this scenario Captivate or another rapid learning technology can be used to delivery short videos which allow the learner to first, see what is being done and then model it via graphic simulation. Research has proven that learners who receive information via graphical means along with text have greater learner transfer (Clark, 2002).

Further adding immediate feedback from evaluation of the learner, in this case using simulations, improves the learning process (Iahad, Kalaitzakis, Dafoulas, Macaulay, 2004). The ability to interact with the training and get immediate feedback on what was done correct and incorrect also enables learners to self correct and reduces the time it takes for this to occur. In the scenario, it is important that Supervisors can see that the learner has indeed learned and is able to model the activities presented in the e-learning. By using and LMS this is easily tracked through the test scores; and utilizing a feature in the rapid learning technology and LMS that limit the learners ability to mark a course complete until the user passes the assessment. If the assessment is a simulation, it will reinforce what needs to be done on the job and whether or not the learner is capable.

Requesting that machine operators to prepare blogs, wikis or live chat sessions, will probably reduce the efficiency of the learning in this case since the focus is on modeling technical tasks and behaviors, not discussing them live or spending time preparing blogs. However, because a discussion forum is asynchronous, the learner can access it every time they are taking a course and see what has been written or discussed; so this form of collaboration may be more beneficial and not add additional stress on learners.

I would like to add that Supervisors can also witness the person performing the tasks on the job and use an electronic performance check lists with all of the process steps that can be used to keep track of how well learners are applying what they have learned, which will help with further on-the-job mentoring for correct completion of tasks. The same information can also be compared to the course scores achieved by each learner to determine gaps in training and performance that can then be corrected.





References:

Clark, R. (2002). Six principles of effective e-learning: What works and why. Learning Solutions Magazine. E-Learning Guild. Retrieved from http://www.elearningguild.com/pdf/2/091002DES-H.pdf

Ganci, J. (2010). First look: Adobe captivate 5. Retrieved from http://www.learningsolutionsmag.com/articles/479/first-look-adobe-captivate-5

Iahad, N., Kalaitzakis, E., Dafoulas, G. A., Macaulay, L.(2004). Evaluation of online assessment: The role of feedback in learner-centered e-learning. 37th Hawaii International Confernece on System Sciences. DOI: 0-7695-2056-1/04

Karrer, T. (2007). Understanding e-learning 2.0. Learning Circults. American Society for Training and Development. Retrieved from: https://www.astd.org/LC/2007/0707_karrer.htm


Laff, M. (2007). The need for speed: Rapid learning alters training design and delivery. T+D Magazine. p 44-47.

Distance Learning Then, Now and Beyond



Distance Learning Definition Mindmap

 
 For over a century, distance learning has been in existence. From correspondence study to the introduction of internet and most recently Web 2.0 that allows us to learn through the use of social media; distance learning has many forms. Not only has technology influenced distance learning, the needs of society has also played a role. When distance learning began in the 1800’s with correspondence study, it was to fill a need for more education to those who could not otherwise afford to attend a bricks and mortar education institution for financial, familial and other reasons (Tracey, Richey, 2005). Over the years, this form of education has allowed others to complete their education in a more flexible manner.
The earlier definitions of distance learning were based on what is still the most important element—instruction where the instructor who is part of an institution of learning and student are separated by space and time (2005). Whether it is via correspondence as it was in the 1800s or via telephone as it was in the early 1900s, the same core definition still exists. The definition has expanded as technology and society has evolved. However, with the evolution of technology and the ability to see and speak to one another synchronously at a distance, it is important to add this to the definition. Lastly with the development of Web 2.0 the ability to add social learning theory to distance learning has also advanced—with the ability to communicate instantly and share one’s knowledge or opinions through mobile devices.

My personal definition has evolved from the first day I began reading the course resources to now. I am sure it will continue to evolve along with the types of tools and resources for distance learning. Now, my definition would be ‘distance learning is a method of instruction that provides learners with the flexibility and accessibility to meet educational requirements as set by an institution through the use of technological resources’. This definition is general enough to include all of the newest technology trends and resources that may develop over time. It takes into account society's need for more higher learning for higher earning potential and the importance of being able to access higher learning in the most commonly used methods--computerized communication. However, it does not take into account correspondence study through paper mail. Although this method may still be in use; it is my opinion that the more people have access to technology and the increased focus on preserving our natural resources, the less likely written correspondence will continue to any great degree.

How will Distance Learning Progress?


Bureau of Labor Statistics, 2003

As mentioned earlier, societal demands have an influence on the need for distance education. By this, I am referring the need for learners to work full time while obtaining a degree, like me. Also companies continue to require degrees for higher paying jobs as indicated by the graphing of the Bureau of Labor Statistics from 2003. All of this makes distance education attractive to learners allowing for greater flexibility in achieving their educational goals. This attractiveness is indicated in Sloan Consortiums 2010 report on online education in the United States. The study reports that online enrollment has exceeded overall higher education enrollment by 19%. With this type of growth and the needs of learners, the utilization of distance learning as a method of delivering training is positioned to continue to increase.

References:

Allen, I.E., Seaman, J. (2010) Class difference$: Online education in the United States, 2010. Sloan Consortium. Retrieved from http://sloanconsortium.org/publications/survey/pdf/class_differences.pdf

Earnings by education attainment and sex 1979 to 2002. (2003). Editor’s Desk. Bureau of Labor and Statistics. United States Government. Retrieved from http://www.bls.gov/opub/ted/2003/oct/wk3/art04.htm

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.

Welcome Distance Learning Classmates

As we gain and share knowledge in distance education, I look forward to our journey.  Please comment on this post if you plan to follow my blog during this course. Thanks!