Analyzing Scope Creep

In the field of project management, there is a common occurrence known as scope creep.  Portney, Mantel, Meredith, Shafer, Sutton, and Kramer (2008) define scope creep as the tendency to improve the project’s outcome as the project progresses.  The scope creep could come from the client as well as from the team members.  The problem with the scope creep is that most of the time it delays the project’s timeline, increases the number of resources, and/or the budget having a negative impact on the project’s overall outcomes.  Haughhey (2009) lists the most common causes why scope creep occurs:

• Poor Requirements Analysis.
• Not Involving Users Early Enough.
• Underestimating the Complexity of the Project.
• Lack of Change Control.
• Gold Plating

On the other hand, Maynard (2005) suggests that the project manager should avoid scope creep by creating contracts, communicating changes, and not overcommitting to what the client wants if you know it will not work. 

One good example that relates to scope creep is when I was asked to design, develop, and implement a language program for a technical college.  The project consisted in creating a 12-month program for adult students to learn English.  Some of the specifications of the design were that it could stand alone like other career programs and that it could bring many students quickly.  One problem was that this institution had a monthly entry and this program was one of the six programs they had running.  I told the client that there is a curricular sequence that needs to be followed; especially in language teaching and that the monthly entry would bring too many students too quickly affecting not only the budget and the resources, but also the quality of the program.  The client did not want to hear it because they wanted many students quickly.  The program started with 20 students and after a few months it grew to have 260 students.  This created a total chaos, for example:

·         They did not have enough room for classes.

·         They needed more teachers, but did not want spend money.

·         They needed more resources but did not want to spend money.

They began merging classes to have more space and this ruined the curricular sequence consequently affecting the quality of the program.  In the end, the students started dropping from the program and protesting, so the institution ended up closing the program to have more space for the career programs because these were more expensive.  In reality, they lost a lot of money because this was their biggest program, but they did not care for quality; only quantity. 

            In this case, the client did receive what was requested, but it was not successful because I failed to formalize the project’s processes and documents and although I had anticipated the possible problems that could happen, I did not communicate well these risks with my client.  My mistake was that I did not have the proper project management skills, forms, and documents from the beginning of the project.  If I had properly followed the principles of good project management such as being prepared with a project plan, scope, statement of work, schedule, timeline, risk management plan, change control system, contingency plan, communication plan, etc., the story would be different.  Other important elements that were missing in this case were the design of a monitoring and control system and communication between the client and myself.   If I had been more prepared, I probably would have had the choice of controlling the project from the beginning or not taken the project at all.  But like Dr. Budrovich said; “you can’t win them all”. 

References

Haughey, D.  (2009).  Stop scope creep running away with your project.  Project Smart.  Retrieved from http://www.projectsmart.co.uk/stop-scope-creep-running-away-with-your-project.html

Laureate Education, Inc.  (n.d.).  [Video Program].  Practitioner voices: You can’t win them all.  Dr. Petti Van Rekom.  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340289_1%26url%3D

Maynard, W.  (2005).  Project management: Avoid work scope creep!  Enzine Articles.  Retrieved from http://ezinearticles.com/?Project-Management---Avoid-Work-Scope-Creep!&id=79899

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.  New Jersey: John Wiley & Sons. 

Estimating Costs and Allocating Resources

Introduction

There are numerous resources and tools to aid project managers in managing the project tasks successfully.  Some of these resources are free of cost and some are not, but they are all very valuable.  I researched multiple resources on the Web and I found three websites that have outstanding and useful tools for project management. 

PM Docs website http://www.projectmanagementdocs.com/

This website provides project managers with project management resources and templates based on the PMBOK guide to satisfy the requirements of successful managing of projects.  These resources can be customized to fit any project need as well as any organization.  The resources and tools available are 100% free and the page is very easy to navigate.  For instance, if you need to find information or a template for activity duration, just write these words in the search area on the top right side of the page and click search; a new window will open with multiple links that give you access to the documents you need. 

Mind Tools http://www.mindtools.com/pages/main/newMN_PPM.htm

This website includes project management tools and provides more than 50 project management skills.  In addition, you can explore the key areas of project management and it also includes the necessary tools with samples and templates to manage projects effectively.  This website is also very easy to navigate.  For example, if you need to find information about estimating costs and effort, just write the words of what you need on the search area located at the top right side of the page and a new window will open showing various links that provide the requested information. 

Project Management for Development Organizations PM4DEV http://www.pm4dev.com/home.html

This last website offers a list of resources, books, articles, and interactive courses online.  I believe that this website is an outstanding resource to find detailed information about project management processes and phases. 

Closing

These three sites offer project management resources that could be used throughout the life cycle of any project from beginning to end.   These resources cover all the phases of a project: conceive, define, start, perform, and close (Portney, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008).  In short, these resources are exceptional tools for project managers to be able to manage projects effectively and successfully. 

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.  New Jersey: John Wiley & Sons. 

Communicating Effectively

In this exercise, we had to interpret a message delivered in three different modalities; text, audio, and video.  Additionally, a synthesis is included about the implications of effective communication in project management.    

Interpretation of a Message in Different Modalities

Email

The email represented the written form of the message. It was polite, concise, and clear.  It has no auditory input, so the tone of the message had to be interpreted only by the words used to convey the message.  An advantage of using email messages to communicate is that it can be documented and it is accessible at any time.  On the other hand, a disadvantage is that there is no immediate feedback or clarification from the sender or the receiver. 

 Voicemail

The voicemail represented the auditory form of the message.  It was a bit informal and the tone could be perceived as less friendly.  An advantage of the voicemail is that is more personal and the feedback could be more immediate than the written form.  A disadvantage of this modality is the lack of visual input to determine body language. 

Face2Face

The face2face represented the video form of the message.  It was friendly and it has both, the visual and the auditory input.  In addition, it could be documented.  A downfall might be that it does not allow for immediate clarification of two way conversation. 

Synthesis

Portney, Mantel, Meredith, Shafer, Sutton, and Kramer (2008) indicate written and verbal communications as well as informal and formal communications are useful ways to exchange information in the field of project management.  Furthermore, the key to successful project management is the practice of effective communication.  Effective communication is achieved by sharing the right information with the right people in a timely manner.  Moreover, Dr. Stolovich discusses how effective communication is not just words, but it is influenced mostly by spirit and attitude, tonality and body language, timing, and the personality of the recipient (Laureate Education Inc., n.d.). 

Considering the factors that comprise an effective communication, it is fair to say that the face2face delivery of the message is the most effective one because it includes the visual and auditory input.  The visual input allows the receiver to watch the body language and the auditory input allows the recipient to determine the tone of the message.  In addition, the spirit and tonality of the message could also be interpreted.  Nevertheless, the email message could also be an effective way of communicating because it is clear, concise and could be documented.  I believe the voicemail is the least effective form of communication since there is just the auditory input with no visual and it is less specific because it is usually short in length. 

In short, when working on a project I think the best communication approach should be a combination of these modalities.  Portney, Mantel, Meredith, Shafer, Sutton, and Kramer (2008) suggest that in project management it is very important to keep everyone that is involved in a project informed at all times.  As a result, choosing the best communication approach will depend on the recipients, the timing, and the nature of the message.  Vince Budovich explains that the project manager should tailor the communication strategy to fit the specific need of the stakeholder (Laureate Education Inc., n.d.).  In other words, these elements will help the project manager to determine the modality that will allow the most effective way to convey a message.   In the end, the most important thing is to choose the communication approach that fits best according to the situation and that has proven to be effective in conveying the message. 

References

Laureate Education, Inc.  (n.d.).  [Video Program].  Communicating with stakeholders, Dr. Harold Stolovich.  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340289_1%26url%3D

Laureate Education, Inc.  (n.d.).  [Video Program].  Practitioner voices: Strategies for working with stakeholders, Vince Budovich. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340289_1%26url%3D

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.  New Jersey: John Wiley & Sons. 

Learning from a Project Post-Mortem

Introduction

The success of an instructional design project depends greatly upon the compliance of the roles and responsibilities from the people involved in the project.  Portney, Mantel, Meredith, Shafer, Sutton, and Kramer (2008) indicate that it is the responsibility of the project manager to assign the roles and responsibilities to the people working in the project in its initial stages to ensure the project’s success.  The assignment of tasks could be given using a linear responsibility chart and work-order agreements, so everyone involved understands and agrees to comply with their responsibilities and attain the project’s completion in a successful manner.  I have posted an example of a project that portrays how the people involved in a project such as stakeholders, instructional designers, instructors, clients, among other team members can impact a project’s outcome in a negative or positive manner.

Project

Re-Organization of the English as a Foreign Language Program

Background

The English as a Foreign Language Program was designed for adult learners who needed to learn the English language for professional or personal purposes.  This is a twelve-month program that included three main levels; basic, intermediate, and advanced. 

Problem

A high number of students dropped out from the program or had excessive absences because they felt they were not placed in the correct language proficiency level and/or their learning needs were not being met.  This issue had a negative impact on the effectiveness of the program.

Method

·         A needs assessment was performed to determine the problem from the learner’s point of view.

·         Several meetings were organized to assess the problem from the stakeholder’s point of view.

·         Several meetings took place to discuss and inform the stakeholders about the project’s processes and progress. 

Results

·         The results of the needs assessment revealed that the students learning needs were not being met in terms of their individual language proficiency levels.

·         Pre and Post tests were designed to measure the students’ language proficiency level in order to place them in the correct level.

·         The tests were validated and the results were used to place the students in the correct level.

·         The needs assessment also revealed that the students wanted more training in grammar, vocabulary, and conversational skills. 

·         A setback system and tutoring sections were designed to help students that did not master the necessary skills to move to the next level.

·         A re-organization of the curriculum was established in terms of sequence, content, timeframe, and materials to ensure learning needs. 

·         A training program was designed to prepare the instructors with the necessary knowledge and skills to meet the needs of the learners.

·         A final report was provided to the stakeholders informing them about the project’s outcomes and solution proposal.

Successful aspects

The needs assessment provided valuable information about the concerns of the learners and the effectiveness of the program.  These results were essential to better understand the aspects that needed to improve in the program, as well as the elements that made the program a success.  Furthermore, the contribution of the faculty and the input of the students allowed the completion of the project. 

Negative aspects

The stakeholders lacked of the necessary knowledge to understand the pedagogical implications of the project and how this will eventually impact the business side of the program.  Moreover, the stakeholders refused to adopt the suggestions that involved time, space, and money giving more importance to the business rather than to the quality of education.  Responsibility charts and work-order agreements were not used affecting the project’s outcomes in negative way.  Although the effectiveness of the program improved, failure to delineate and distribute the roles, responsibilities, and agreements among the people involved in the initial stages of the project impeded the project’s complete success.  Likewise, the lack of clear assignment of tasks affected the communication and team work among the people involved in the project and this reflected in the outcomes. 

Conclusion

In short, effective communication, clear assignment of roles and responsibilities, and team work are key elements that impact the outcome of a project.  Equally, a project manager needs to ensure that these elements are present at the beginning stages of a project as well as throughout its completion.  In the same way, everyone involved in an instructional design project will directly or indirectly impact its processes, progress, and results in a negative or positive manner.  This is why the role of the person acting as a project manager needs to consider, anticipate, and act upon all the factors that could affect the project to ensure the project’s success. 

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.  New Jersey: John Wiley & Sons. 

           

Introduction

Welcome to my blog! 

In this blog, I will discuss topics related to the processes that involve Project Management in the field of Instructional Design oriented towards education and training.  Let's begin by exploring the scope of both fields.   Instructional design is the systematic process of analyzing, designing, developing, implementing, and evaluating effective learning experiences.  In addition to these processes, the field of Instructional Design also involves the process of project management.

Project Management is the systematic process of administering a structured task (s) in order to guide its completion from beginning to end.  These two fields come together to form the area of Instructional Design Project Management.  In the next eight weeks, I will share valuable information regarding these fields of study and how they impact education and training.  Enjoy!