Blog Assignment: Analyzing Scope Creep

In one of my prior positions I was hired on as a contractor to complete time studies on a paint line. It was a crane manufacturing/assembly plant and the paint line was just recently added. The goal was to establish time standards to base labor rates and lead times for customers. There was a large variety of products that were routed through the paint line. The process consisted of a sandblast, prime, paint, and a bake to cure the paint. As the project progressed I found myself doing increasingly more tasks that had to do with improving ergonomics and work instructions rather than establishing a standard to improve upon.

There were some standards and work instructions that had been developed from a previous paint line but they were minimal. So as I was completing my portion of the project I also found myself having to create work instructions along the way. There was a deadline for having these time studies completed and it was in jeopardy because of all the unexpected tasks introduced and requirements from stakeholders in the project. I did bring these issues up and the fact that it may be difficult to meet the deadline with my manager. I was given some resources to aid in the process, mostly SME's that were buried in other projects and it was difficult to get time to talk to them. It was never made clear or given much priority but I was expected that I accomplish these tasks and figure out my own way to do it.

Looking back there are definitely strategies and approaches that could have been better utilized to control the scope of the project. Dr. Stolovitch recommended a change of scope document to get formal approval and specific resources added to the project. This would also help any changes in budget schedule to get clearly communicated to maintain clear expectations throughout the project. Dr. Stolovitch also cautioned project managers to not spend too much time on activities that surround a change in project scope. It was difficult to avoid in my situation and the quality of the project definitely suffered because of this. Ideally, it would have been helpful to implement a change control process as suggested by Lynch & Roecker (2007). In this scenario the change was unavoidable. When this is the case a project manager should “...identify their impact on the project plan and obtain approval from the customer and sponsor.” (Lynch & Roecker, p. 96) The simple fact of controlling a scope change allows those who are accountable for project activities to plan ahead in case there is a need of additional resources, funds, or time.

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.

Communicating Effectively

The three different modalities used to communicate with a project team member in our resources deliver the same basic message but as the level of interpersonal communication, so does the effectiveness of the message. The e-mail came across to me as somewhat sincere, although it leaves a lot to the readers imagination. No facial expressions or tone of voice somewhat diminish the importance of the communication. As discussed in our video resource, Communicating With Stakeholders, this method of communication is typically best used as a follow up from a formal meeting to confirm what was discussed and to clear up any misinterpreted expectations or responsibilities.

The voicemail helped to better communicate the urgency of the matter because the voice tone and word emphasis was part of the message. It also helps to convey that the sender understands that the receiver is also very busy, where as the e-mail was unable to show this understanding. It could have been typed with a feeling of sarcasm, which could have very well been why that selection of communication was chosen to hide any frustration felt by the sender. The face to face modality shows all in my opinion and in this case would be the only way to communicate effectively and engage the receiver. The ability to see facial expressions and hear voice tone is much more sincere. With this method of communication it is very difficult to hide any internal feelings the sender has such as frustration or sarcasm. As the interpersonal communication increased the message was much more clear in my opinion.

“The key to successful project management is effective communication - sharing the right messages with the right people in a timely manner.” (Portny, Mantel, Meredith, Shaffer, & Sutton, 2008, p. 357). In some situations the “right person” may be difficult to work with or completely uninvested in a project. It is important to engage these individuals. Stating the purpose of the communication, including any possible solutions (if needed) and possibly requiring a sign off gets team members on the same page and brings accountability to individuals. Ambiguity in communication only causes problems and should be avoided at all costs. There is too high of a risk that an individual who is responsible for a particular task will assume that someone else will take care of it because they believe that they should not be responsible for that task. Furthermore, the addition of voice tone and facial expressions can completely change how a message is interpreted. It is critical to select a proper method of communication for the right situation.

The resources this week introduced strategies to implement when dealing with a diverse group of project team members. Stakeholders in a project may be a bit arrogant if they are required to work with individuals they do not respect. A good approach is to place them in working situations with individuals they do respect and communicate with those individuals to obtain feedback about project progress, outcomes, and expectations. Also setting standards for communication in a project adds clarity and understanding of team members. Setting expectations for variables such as frequency, format, language, time frames, responsibility, and methods of communications clearly define how communication is to be handled in individual situations.

References

Laurate Education, Initials. (Producer). (2011). Communicating with Stakeholders. [Web]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn? CourseID=4894953&Survey=1&47=6469849&ClientNodeID=984650&coursenav=1&bhcp=1

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.

The project that I chose to focus on involves the design and implementation of a production machine in an automotive plant that produced wheel covers. To briefly explain, the goal of this project was to increase production rates and cut down on costs. Unfortunately, this was also a time when automotive production was economically struggling and finding consistency in regards to employees and organizational structure was difficult. This was not an ideal environment to begin a project, individuals were assigned additional responsibilities when a team member left or there was a change in management. I was also basically thrown into the project with little background information. Last I heard the machine was still in shrink wrap tucked away in a corner of the factory.

The major contributor to the failure of this project was the lack of organization and planning. At no point in time were responsibilities defined and there was never one individual who was identified as the project manager, a high employee turnover rate added to this. Because of these factors the concrete needs that the installation of this machine was intended to fill were being lost and the scope was completely unclear to project participants. “Understanding the situation and thought processes that led to a project helps ensure that the project addresses the true needs for which the project is intended.” (Portny, Mantel, Meredith, Shaffer, & Sutton, 2008, p. 30) Another contributor was the client. The automotive world is famous for demanding a great deal of results based on strict guidelines and high expectations. As the project progressed the realization was made that it is going to cost more than expected and schedules were not being met. There was definitely not an involved enough needs and resource analysis done.

Reflecting back there were processes involved in project management that were overlooked throughout this particular project. There seemed to be shortcomings in organization, leadership, and communication. Conveying background, scope, and responsibilities is important in any project. Utilizing a system to monitor performance should have been used to verify that the right work is being done on time. This can also help to minimize on duplicated work. Instituting regular performance meetings with project stakeholders and participants aids in keeping within the scope of the project and that the results being produced are what is expected by clients and major contributors to any project.

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.

Week 8 Course Reflection

There is some uncertainty surrounding distance learning but it is going full steam ahead. Distance learning will continue to increase in popularity among organizations, educational institutions, and learners of the future. With increased attention already there are responsibilities being identified that aid in sustaining distance education systems and methods being utilized to measure its effectiveness. An increased number of individuals are communicating online which only increases exposure to distance communication, which is the basis for online learning. As individuals become increasingly accustomed to technology tools it will make more sense to utilize distance education in organizations and institutions.

The benefits of distance education cannot be ignored. Distance education is so flexible because of its transportability. The consistent utilization of online delivery formats can prove to be very economical. The important factor is to ensure that comprehensive planning is done to avoid investment in a non-effective instructional module. The flexibility associated with distance learning allows us to customize schedules to fit more pressing needs such as family and work deadlines.

As an instructional designer, there is a responsibility to maintain the quality of distance education. By consistently developing modules targeted toward engaging learners while delivering pertinent content the vision of distance learning can be transformed into one of respect instead of uncertainty. Understanding the needs of learners and designing instruction to accommodate diverse learners by providing various delivery formats should be a focus. Current technology can bring learners together that have a significant geographical distance between them. Exposing ourselves to viewpoints, opinions, and solutions that we would have otherwise never seen or heard enhances the active learning experience.

Keeping ourselves aware of the dynamics involved in online education such as credibility, quality, and learner diversity continuous improvement will be much easier. Implementing the right systematic approach such as ADDIE and Human Performance Technology (HPT) the goals of an instructional module can be developed for varying contexts. Organizations and institutions seek distance education for different reasons. It may be to improve work performance of employees or to increase enrollment. Understanding the reason for the need of the instruction, the context that it will be delivered in, and the desired results puts designers in the best position for success.

Week 7 Application: Converting to a Distance Learning Format

Converting a course from a face to face instructional environment is not as simple as uploading content to a CMS and following the exact same structure as in the classroom. Developers must accommodate for changes in a distance education instructional setting. It must be determined how communication will occur, what learning activities will be most effective, who is responsible for sustaining the module, and the change in the responsibilities of the instructor.

To ensure that the transition and implementation occur as smoothly as possible thorough planning is of high importance. Rolling out a distance learning module with poor preparation is a terrible mistake. Negative consequences such as learner frustration and dissatisfaction are of high risk. Developers must be aware of any technology hurdles or any need to revise and rearrange content. To aid in this process a systematic approach can aid in consideration of areas such as technology requirements, content enhancement, facilitating student interaction, and the new roles and changing responsibilities of facilitators and instructors.

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The Impact of Open Source

The free courses offered at the Massachusetts Institute of Technology (MIT) are very abundant and filled with information. The course that I chose to review was titled Principles of Engineering Practice (http://ocw.mit.edu/courses/materials-science-and-engineering/3-003-principles-of-engineering-practice-spring-2010/index.htm) Lecture notes, assignments, labs and sometimes solutions are available in pdf format. This site is definitely for an independent learner. There is an apparent sequence that course materials should be viewed but learners can access any resource or activity at any time and it is completely asynchronous. I would not recommended this site for learners who are just interested in a particular topic and hope to quickly learn more. The resources seem to be on a high level and require a good amount of prerequisite knowledge. There is so much available just from one screen that it is easy to get distracted and it can be difficult figuring out exactly what section of the course you are in.

In my opinion there was not a lot of initiative put forth to transition the course to an online delivery method that would engage the learner. Instructions for assignments require students to bring materials to class, how can this happen when it is now completely online? This is just another signal that minimal effort was put forth in transition from face to face to online. The variety of media is minimal, basically all pdf files which generally results in unengaged learners. The selection of media is crucial to distance learning, media should “...connect the learner, teacher, and learning resources...” and “...must be capable of conveying all necessary information.” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 92) Lecture notes are simply converted to pdf format and posted on the site leaving the learner to wonder what was said between section headings and bullet points. There is no accessibility to audio and to hear exactly what the instructor is saying. Adding graphs, images, tables, etc. can help to fill the void and more efficiently and effectively deliver content. Media should be used to help simplify complex concepts or ideas, there is no learner-instructor interaction and besides the sketched pictures and schematics in lecture notes graphics are at a minimum.

Given the fact that this course was originally designed for a face to face environment, from an organizational perspective it meets educational credit standards according to the Unit, Module, and Topic approach (UMT). Assessments are directly related to the learning outcomes, although some of the modules offered by MIT do not have answer keys or solutions available which lessens the amount of feedback learners can receive. Furthermore, there is no means of communication for the learner with the instructor, but MIT does allow for participant feedback, which can improve the course. As stated prior, content is made available but not very engaging. Simonson, et. al. (2009) identified one of the characteristics of a “high quality” online course is an “emphasis on the use of various forms of visual media to offer instructional content.” (p. 157) Still, there is an apparent instructional pace intended, which is organized in a hypercontent-design.

There are course activities available such as labs and experiments but being designed for a face to face environment they are not that effective for a distance learner and do not maximize interaction. Dikkers and Whiteside (2010), stated that “there is a tremendous need for specific, simple strategies that may maximize online interactions and meaningful learning outcomes.” Activities are vague and not specific as to exactly what the learner is to do. It is clear that the content delivered by MIT's open courseware is quality information but there does not seem to be an organized approach to develop the course for online delivery. Simonson et. al. (2009) stated that the “creation of successful courses-and the program of which they are a part-requires a 'systems' approach.” (p. 146)

References

Dikkers, A., & Whiteside, A. (2010). Strategies to maximize online interactions using the social presence model. Proceedings of the Learning effectiveness track, http://sloanconsortium.org/2010aln/presentation/strategies- maximize-online- interactions-using- social-presence-model

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

Application: Blog—Selecting Distance Learning Technologies

Example 3: Asynchronous Training

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.


To deliver the safety training I think that chunking combined with distance learning technologies such as podcasts and instructional videos would be the best approach. Categorizing the equipment by application, area in the factory, job class (if necessary), etc. should allow for easier chunking of content. Also, the advantage of chunking is that it can be easily disseminated. Since there are more than likely various department and not every machine is used in all departments the organizational leaders of the plant can attempt to customize training specific to each department. Utilizing instructional videos and audio to deliver content would be the best approach. Online assessment tools or course management systems can help to organize content and monitor individuals progress. Individual podcasts can be developed and assigned to the employees to listen to. One way audio/video would allow for transportability of modules in media form such as DVD's or streaming video such as podcasts. “Podcasts have become a huge new information and entertainment option for Internet users” (Simonson, Smaldino, Albright, & Zvacek, 2009, pg. 97). File formats such as mpg3 and mpg4 are small files that lend themselves to transportability and are very cost efficient. Basic terminology or even spoken step by step procedures could be created and learners could prepare themselves for a hands on portion of training. Since it would not be feasible to bore the employees with a long lecture, short concept blocks allow for efficient and flexible training with minimization of work time. If this approach were to be used the plant would need to consider its technological resources and any kind of initial financial commitment that would be required. Also, any required employee training to use the podcasts would need to be considered.

Podcasts have proven to be successful in corporate training. For example, an initiative by McLean, VA based Capitol One. “The company wanted a training program that would allow users to learn at their own pace and free them from sitting in classrooms and at their computers.” (HR Specialists: Compensation & Benefits, 2009) The organization passed out iPods to employees so they could self-pace themselves through the training. Employees were happy with the approach and said it “was a worthwhile investment of their time.” (HR Specialists: Compensation & Benefits, 2009)

It would be important to include learner interaction. Providing a video that illustrates safe operation of the machinery while having actual pieces of equipment to follow along with engages the learners and efficiently delivers content. This technology could be made available to trainees through the use of the internal web within the plant or as DVD's. Offering the visual based instruction has many benefits for the learner. The need for face-to-face training can be fulfilled by providing a facilitator that leads the learner(s) through the video.

Instructional videos have also been successful. The Baylor University Medical Center published a study done by Brannon, T.S., et. al. in 2009 that analyzed the effect that instructional videos had when teaching parents infant cardiopulmonary resuscitation. Their results showed that students that learned procedures via an instructional video showed significant improvement in skills when compared to those that attended an instructor led class. Since in this scenario there is a set of skills that are to be learned instructional videos would also be a good technology choice to deliver the training. Preparing the trainees by introducing them to procedures and terminology associated with safety via podcasts and then viewing instructional videos keeps the training flexible, accessible and storable. The training can be delivered as many times as necessary and relatively easily maintained.




References

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

HR Specialists: Compensation & Benefits, . (2009, January 31). The 'ipod generation' soaks up employee training via podcasts. Business management daily, n.a.(n.a.), Retrieved from http://www.businessmanagementdaily.com/articles/6591/1/The-iPod-generation-soaks-up- employee-training-via-podcasts/Page1.html#

Brannon, T.S., White, L. Kilcrease, J.N., LaShawn, R.D.,Spillers, J.G., & Phelps, C.L. (2009, April). Use of instructional video to prepare parents for learning infant cardiopulmonary resuscitation. Baylor university medical proceedings, 22(2), Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2666859/