Blog Assignment: Analyzing Scope Creep

A plan for implementation of a performance management system had been placed on hold by administration for two years.  Then, just two months prior to the beginning of the performance appraisal cycle, the administration felt as though they wanted to move from a paper form to an online system.  The typical implementation time was three months.  In addition to the compressed timeline, the administration added another two business units to the implementation plan.  Scope creep is the nicest way to describe how the project team’s responsibilities expanded.

To address the challenges, the project team decided to divide the work by business units to address the specific system requirements of that unit.  This also allowed team members to be dedicated to the needs of their particular stakeholder group.  In retrospect, I would have created detailed plans for the project even though it was placed on hold.  This would have allowed me to meet the challenge of a last-minute decision of the administration.

Jason

Blog Assignment: Estimating Costs and Allocating Resources

Blog Assignment: Estimating Costs and Allocating Resources

 

http://www.dovico.com/

Dovico is a complete web-based project management software tool that offers users the ability to create project work/availability schedules as well as a cost tool to compare estimates versus actuals.  There are also apps available for both iPhones and androids.

 

http://www.replicon.com/

Replicon is a time and cost tracking tool and is not a full PM tool, it is limited to time and cost tracking functions.  However, it does offer a mobile app for both iPhones and androids.

Blog Assignment: Communicating Effectively

How did your interpretation of the message change from one modality to the next?

I found that my interpretation of the same message changed from one modality to the next in that I felt more empathetic as the message transitioned from writing to voice, and finally in-person.  I could better understand what emotions were being conveyed through the last two modalities.

                                                                                                                                            

What factors influenced how you perceived the message?

The factors that influenced how I perceived the message were tone of voice and facial expression.  In the email, the structure of the message (greeting/request/closing) influenced how I perceived the message.

 

Which form of communication best conveyed the true meaning and intent of the message?

Although I was more comfortable with the in-person format, I would say that the email worked best for me.  I say this because it is something that I can reference when I have the opportunity to fulfil the request.  The in-person would be my second choice and the voicemail would be last.

 

What are the implications of what you learned from this exercise for communicating effectively with members of a project team?

What I took away from this exercise as it relates to communicating effectively with members of a project team, is that the modality should fit the content of the message.  In this scenario, it was clear that the request was of an urgent nature and there were a few details and options for fulfillment within the message.  I thought it would be best to document the request for clarity and easy reference of both parties involved.

 

 

References

 

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

 

Learning from a Project “ Post-mortem”

Learning from a Project “ Post-mortem”

One of the project teams that I served on was tasked with developing and implementing a mandatory performance management training for all managers in the organization.  Although it was exciting to think that we were contributing to the creation of a much needed training, the end result was not as positive as we had anticipated.  Even though the training was mandatory and there was a robust communication plan that included several reminders, the completion rate was an abysmal 63%. 

In terms of project phases, I would say that the stakeholder analysis was not thorough.  The project team was charged with the creation of a mandatory training without understanding that there would be resistance from managers who did not like the idea.  As a result, the training feedback and completion rate suffered because the perspectives of managers was not incorporated.  Even though the training was well designed, it was seen as a negative in the eyes of managers.

Reflection

Reflection

            I had just completed my undergraduate degree and was certain that the next step for me was a graduate program.  At that time, I had never thought that online programs were an option for me.  I decided to pursue a traditional program delivered in a classroom format, but had to stop the program because I needed to work.  I was supporting myself and graduate school was not paying the bills.  Furthermore, the traditional program in which I was enrolled had classes that started at 4:00PM and was located 50 miles from my home and job.

            Years later, I finally found an online program that afforded me the opportunity to work and complete my degree.  I was excited to have completed my degree, but others were not as accepting.  Questions along the lines of: “why’d you go there?” were asked by colleagues, friends, and hiring managers.  Luckily, I had several years of experience in my field and did not need to rely solely on the degree as a selling point.  As unfortunate as it may be, I found that my online degree had a negative stereotype associated with it.

            Now that almost 10 years has passed since I acquired my first online degree, a lot has changed in the world and with the perception of online degrees.  First, there are more online degree offerings from traditional universities as well as those that offer 100% of their programs online.  Secondly, I have observed that consumer preferences have changed in that the demands of juggling family and career has left many adults with no other alternative but to take advantage of an online degree option to pursue higher education.  For these reasons, I do believe that negative perceptions of distance learning will change in the future.  I suspect that advances in learning technology will positively impact this perception change as well.

            As instructional designers, it is our duty to be proponents for improving societal perceptions of distance learning.  We can do so by educating others on the facts related to how many classroom learning objectives can be met in an online format.  Additionally, we can stay abreast of advances in learning technology so that we are always aware of how to leverage technology to foster collaboration, interactivity, and engagement that was once thought to only be achievable in a classroom.

            In addition to “walking the talk” of what I have suggested for all instructional designers, my personal commitment to continuous improvement in the field of distance education is one that I see as “paying it forward”.  Distance learning provided me with an opportunity to complete a degree that I wouldn’t have otherwise been able to complete in a traditional manner.  As a way of giving back, it is my next career goal to contribute to the field of distance education by serving as an instructor in the field and an active contributor to the community of advancement of the distance education field.

Best Practices: Converting to a Distance Learning Format

Best Practices: Converting to a Distance Learning Format (CLICK HERE FOR PDF VERSION)
STEP 1: Pre-Planning	ü  Ask yourself: Can the objectives of the course be met in a distance format?  If not, consider adjusting the objectives or keeping the classroom format.   ü  Ask yourself:  What distance learning technology is best suited for course delivery?  Make a list of the challenges that learners and instructors might face when using the selected tool, and decide how these can be addressed.
STEP 2: The Content Design Conversion	ü  Ask yourself:  How can the content of the course be structured, organized, and presented to learners in a manner that is logical and will appeal to various styles of learning?   ü  Ask yourself: How can I use multimedia tools to deliver content in a manner that keeps learners engaged throughout the course?
STEP 3: Infusing Interactivity & Collaboration	ü  Ask yourself:  Have I set ground rules related to communication, and have I listed expectations related to student and instructor response time?   ü  Ask yourself: Have I infused tools to encourage communication and collaboration (e.g., discussion forums, blogs, wikis, live chat, videoconferencing etc.?
STEP 4: Assessment & Evaluation	ü  Ask yourself: Does the course have assessments built in to gauge knowledge acquisition throughout the course?   ü  Ask yourself: How will I evaluate whether or not learners have met the course objectives at the end of the course?

The Impact of Open Source

http://www.extension.harvard.edu/open-learning-initiative/shakespeare-after-all-later-plays

I have decided to review the Harvard University open source course entitled: “Shakespeare After All: The Later Plays” This course is offered through the Harvard Extension School’s Open Learning Initiative.  At the time that I accessed the school’s web site, there were 8 courses listed in a lecture video format.  The subject matter of the courses varied from liberal arts to engineering and math.  In terms of best practices for online learning, the course that I reviewed was organized into modules based upon the various Shakespearean plays.  I believed that this type of course organization helps the learner organize distinct concepts in a logical and digestible manner. 

One of the challenges with the course was that there were no assessments that afforded learners the opportunity to check their knowledge acquisition and have core objectives reinforced.  Another flaw in the course is that there is no opportunity for interaction with the instructor or other learners.  I was quite shocked to notice that there was not even a blog attached to the course.  This would have at least provided an opportunity for learners to exchange ideas.  Furthermore, the course did not include any activities to maximize learning. 

The course was literally a video lecture series.  I was, however, pleased to see that the last module in the video series was a review.  This would provide learners with the opportunity to revisit key themes from the previous modules.  Finally, on the technology side, I think that it was a good idea to offer the videos in flash, QuickTime, and mp3 formats.  This addressed learner accessibility.  Overall, the course was interesting, but I must admit that I would have much preferred more interaction and assessment opportunities.