Scope Creep

My school decided to introduce a new behavior program called P.B.I.S. The objective of the program was to decrease negative behavior and increase positive behavior. In order to monitor the behavior, a matrix had to be developed to identify the positive behaviors and the consequences of negative behaviors. A team was created to construct the program which included these behaviors as well as goals, rewards for the students, and recognition of staff members effectively using the program.  Portny, Mantel, Meredith, Shafer, Sutton, and Kramer (2008) defines scope creep as the natural tendency of the client as well as project team members to try to improve the projects output as the project progresses.  The scope creep concerns that persistently occurred during the development of this program encompassed a meticulous comprehension of the project and the notable or inconsequential targets.  I begin to observe when we met, that a few team members were unable to focus on the program objectives. They would discuss information that was not relevant or completely lose focus on the intentions of the project. Numerous occasions, these team members had to be summoned to focus and the team leader developed an agenda. However, team members continued to squander and were demanded to stay on task. During meetings, some of the targets that were identified as inconsequential became the primary focus. The team leader struggled with trying to maintain order and focus for the meeting. I suggested dividing the tasks and permitting the team to work on those selected tasks in these small sub groups. The team was divided into smaller subgroups and given specific targets. Once the teams were divided and tasks allocated, meetings seem to progress and we were able to observe the development of the project.  Reflecting on this project, the team leader was provided with information from other counties that used this program. I feel that if the team leader had discussed the project with other leaders and compiled information on the advantages and disadvantages. This information would be beneficial to the team in order to assist in combating some of the problems of the project that might occur during its development. Furthermore, this information would be instrumental in constructing of the program.

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

Estimating Project Costs

  The most challenging aspect of estimating the cost of an activity is time and money. For example, I was asked to assist with building a reading and writing workshop program. Initially, the concept seemed easy on paper. However, when it came to constructing the actual workshop money and time seemed easy on paper.  However, when it came to constructing the actual workshop money and time seemed to be the biggest problem. Some of the challenge was the amount of time to build a good program that addressed all the program objectives. Additionally a major hurdle is money.  The organization began with a specified amount allotted to this peculiar program. However, due to shifts in budget, money had to be removed from this project to assist with other revamped in order to stay with the new budget allocations. Here are two resources that would be helpful in estimating cost and resources:

http://www.nwlink.com/~donclark/hrd/costs.html

   This website furnishes an assortment of beneficial information that is relevant to constructing a successful budget for a project. Some of the advantageous information in which it provides includes the rationale for a budget, an approximation of expense for training or specialized needs, expansion guide for e-learning or generating the program, and technology costs. It dissects the information based on the needs of the organizations and furnishes examples of potential costs so the project manager is able to budget. This site can be utilized to assist in designing the budget by providing some precise fees for labor, personnel charges, and cost for other essential needs. I would employ this site at the initial stages of the budget process in order to obtain particular figures that will allow me to develop a budget for a program or allow me to stay within the restrictions of a budget from an organization.

 

http://www.learncentrix.com/estimating-instructional-design

  This website provides an exceptional arrangement of procedures and instructions for delivering enhanced estimates. The information provided on this site ranges from illustrating a structure for augmenting the conventional methodology of approximating instructional design or development time to extending the customary industry typical proportions which comprise circumstances which have an elevated influence on the hours estimated. Other pertinent information that this site provides are graphics that allow the user to visually understand the tasks required for the project as well as differentiated tasks by simple or complex. I would use this site to assist with helping to develop a tasks chart for the team members of the project as well as estimating the amount of time that will be focused on each task.

References

http://www.nwlink.com/~donclark/hrd/costs.html

http://www.learncentrix.com/estimating-instructional-design

 Chrystal

     Effective Communication

Email	Voicemail	Face to Face
In the email, Jane’s language appears to be anxious. She is eager to obtain information and data from Mark. She is aware of a meeting that he had been attending. However, she demands this information soon in order to complete her portion of the report. She has recommended that he sends her the data. There is a sense of urgency in this communication.	Jane is seeking information and data from Mark. Her sound is pleasant and jovial. She is attempting to obtain the information at his earliest convenience. She recognizes the fact that he has been attending long meetings. She has offered to complete the report if he is able to provide her the data.	Jane has approached Mark regarding some information that is needed for a report that must be completed. Her body language and tone are gentle and courteous. She is pursuing this information in order to complete a report. She is showing patience by referring to a meeting that he has been attending and the amount of time it is consuming.

Portny,  Mantel, Meredith, Shafer, Sutton, and Kramer (2008) proclaims that whatever form communications take, however, project managers should plan and prepare so their messages are received and correctly interpreted by project audiences. The modality that I liked the best was the face to face. The email appeared friendly by her smile and spoke with a soft tone. The interpretation of the message changed with each venue due to the manner in which it was presented. The email appeared harsh and mean. However, the human brain deciphers messages based on previous experience. Language has a huge influence on the intent of the message. The face to face best conveyed the message and the need for the pertinent information. Although there are various forms of communications, the intent of the message that is sent does have the tendency to be misinterpreted. The form of communication that is selected should be equivalent to the intent and need.

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

Ertmer and Quinn (2007) discloses that Scott Allen emailed the rest of his design team the good news-they had won a tender for a major project with SchoolsOnline, a national initiative to develop online resources for primary and secondary school. The Scott Allen project was designed to have students create a community on Mars. It is targeted for students in grades kindergarten thru second grade. The objective of the project is to determine if the students can identify the difference between necessities and wishes. Portny, Mantel, Meredith, Shafer, Sutton, and Kramer (2008) articulates that all projects change over time, so project managers have different planning responsibilities that match each phase of a project life. Greer (2010) provides a list of the phases from the post mortem review questions: Phase 1= Determine Need and Feasibility, Phase 2=Create Project plan, and Phase 5=Create Deliverables which will be beneficial in structuring and focusing for success of the project. Based on the age of the students, there are characteristics of the project that may be developmentally overwhelming or the tasks may need to be divided into based on grade level.  Also, feedback from these various phases will assist in the solving of the concerns encountered by the team members the Scott Allen was able to assemble. The concerns  confronted by the team members had included placing the community in space, ability to swap items, feedback concerning the choice the student made, confining the setting, and maintaining a realistic aspect in the project.  By implementing these phases collectively with the project, it will facilitate in overhauling the complications and minimize the frustrating the team is facing n creating a developmental appropriate project.

 

References

Ertmer, P. A., & Quinn, J. (2007). The ID Casebook: Case Studies in Instructional Design. Upper Saddle River: NJ: Prentice-Hall.

Greer, Michael. (2010).The Project Management Minimalist: Just Enough PM to Rock Your Projects! Laureate International Universities. HRD Press.

 

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.