Miles Burke has a unique outlook on tackling scope creep. 

• Manage expectations
• Mention the monster
• Track your time
• Keep a track of changes
• Mention the changes to the client
• Speak up sooner
• Put it in writing
• Instigate change requests
• Have some buffer
• Get it signed off

I am a training specialists for a larger corporation, but my life doesn’t stop there.  I’m  a daughter, sister, aunt, wife, mother, and grandmother.  I love my family, but sometimes life is not so grand.  Each year we have a family reunion at Thanksgiving and the next day we go to Meers Oklahoma for lunch.  We plan, budget, and deliver.  Sound familiar? 

This year we added a new task to our list.  We ordered tee-shirts.  Oh, but it doesn’t stop there.  We had to design the shirts,  pick a color “that everyone liked”,  get sized, and don’t forget collecting money for the shirts.    Have you ever had 50 people trying to agree on a color or design?   The impact was not as simple as we had anticipated.  Finally, we let the my nieces deigns the logo.  Then we had a vote and decided on Lime Green.  Two of the boys didn’t attend the meeting and almost died from the color results. 

To make a long story short, the shirts looked great and we all had a good time.  As our text states, “ Project managers must expect change and be prepared to deal with it.  Fighting change is not appropriate.  The best approach is to set up a well-controlled, formal process whereby changes can be introduced and accomplished with as little distress as possible” (Portney et al, 2008, p. 346).

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.

Burke, M. (2010). 10 Ways to Tackle the Scope Creep. http://blogs.sitepoint.com/2010/11/26/10-ways-tackle-the-scope-creep/

Creating any type of budge is very overwhelming, but creating a budget for an online workshop, computer based training, or distance learning class is a whole new ballgame.  Jenise has a great take on this matter.  “

My answer? “It depends.”

That said, my colleagues and I do have to provide clients with an estimated delivery date for projects, and so I fall back on a few helpful resources”. 

There are a number of articles that address what to do and what not to do.  One of the best article is from the site of Instructional Program Management.  The site has visual tutorials, checklist, and links to the following.

Case Study Analysis Guide for Craig Gregerson
Checklist for the Case Study
Directions for Ellimunate
Project 2010 Simulation
Project 2010 Tutorial (Visual)

You might want to consider some  tools that offer free trial.  All you have to do is download them.  Microsoft Project 2010 has a free trial download, plus they have training courses and resources. 

The Art of Effective communication is the topic for today’s blog.

We have been given three examples of communication and are asked to interpret each one,  address factors that influenced how we perceived the message and what we thought best conveyed the true meaning and intent of the message.  And most of all what did we learn from this exercise.  Each example had the same basic message. Jane is trying to get hold of Mark.  He has a report that she needs.  If she doesn’t receive the report ETA, she might miss her deadline.  Meanwhile, Mark is a busy man with meetings and his own reports.

• Email
• Phone
• Face to Face

Let us start off on some key points by Dr. Stolovitch.

1. Avoid ambiguity.  Be precise and make sure everyone understands what was meant.
2. Document everything.
3. Be diplomatic.
4. Communication is not just words

I personally don’t think it matters what form of communication you use as much as you communication properly.

I found two great articles.  One was by Satish Rana, 3 essays on Face-to-face communication vs. emails or phone calls, and the other was by Lynn Gaerter-Johnson.  Both had their own point of view.

Rana states that, “Many people hold the view that face-to-face communication is better than other types of communication, such as by letter, email, or telephone calls. I do not agree with that view. There are many reasons that support my point of view, and I would explore a few of the most important ones here”(Rana, 2010).  She makes a very good point.  We do live and work in a very busy world.  The most convenient way to communicate in today’s world is by e-mail or phone.  Time is not the only factor, but we must consider economics.  The plain truth is that some people find it difficult to communicate face to face.

In contrast, Rana states that face- to- face communication helps you to know and to see how the person looks like physically, and thus help you to know a person’s character and attitude as compared to other forms of communications such as e-mail”.  Okay, so what does this tell us.  It just depends?  If  I wasn’t confused before, I am now.

Then we have Gaertner-Johnston’s article that states, ” In a recent class in British Columbia, a director spoke about the company’s focus on better communication. He said, “Face to face is always best, then phone, then email. Whenever you can, choose face to face.”  Later in her article she make some sense, ” Do you want better communication? Then stop by my office if you need to end my project or want to get to know me, call me if you want my opinion or a date for lunch, and email me if it’s midnight where I live or you are sending routine data.  Face to face, phone, and email–which is the best form of communication? All of them”( Gaertner-Johnston, 2009).Which I totally agree.

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

I found minor change in the messages from email, phone or in person.

What factors influenced how you perceived the message?

When addressing any type of written communication, you should follow some of Dr. Stolovitch advice

• Begin with a clear purpose
• State what you mean. Or the Situation
• Include possible solutions
• Indicate if sign off is required
• Specify the form that the response is required to be done in
• Keep tone of all communication business friendly and respectful

For phone or face to face pay close attention to attitude, tonality, timing, and the personality of the recipient.  The same goes for face to face, but with one more thing added, body language.  Remember, they can see you.

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

I really think this is up to the individual. I personally didn’t like Jane’s body language or attitude with the face to face example.

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

Any of the three could and will at some time affect team members or the project team.  Each person has their own personality and their own agenda.  The problem lies in addressing communication concerns.  There are a number of ways to do that.

There are many variables that can influence communication and your project.  Can or should you use formal or informal communication? This is depending on whether the client comes from an educational, corporate, government, and/or organizational background.  The most important communication strategies are to avoid ambiguity, document everything, be diplomatic, and remember communication is not just words.  If you don’t communicate with your team members, your project could fail or experience project creep.

Reference:

Laureate Education, Inc. (Producer). (n.d.). The art of effective communication [Multimedia]. Project Management in Education and Training. Retrieved from Week three resources.

Rana, Satish. ((2010). Face-to-face communication vs. emails or phone calls. Retrieved from http://www.rajputbrotherhood.com/eng/articles/3-essays-on-face-to-face-communication-vs-emails-or-phone-calls.html

Gaertner-Johnston, Lynn. (2009).  Face to Face, Phone, and Email–Which Is the Best Communication?  Retrieved from http://www.businesswritingblog.com/business_writing/2009/03/face-to-face-phone-and-emailwhich-is-the-best-communication-.html

In May of 2008 I was hired for Northrop Grumman Information technology defense group as a training specialist.  My  specialty was the development of Interactive Electrical Technical Manuals (IETM) and Computer Based Training (CBT).  I had worked for other employers for the last 10 years.  Not long after I was employed we were contracted to develop a project for the military using a new development tool which had to be S1000d compliant.  We had a learning curve that had many problems.  The server would do down.  We were continually having updates.  They would send patches to fix this problem and the patch would break another.  It was a viscous cycle.  Finally the project was delivered and everyone seemed happy with this successful project.

In 2009 we won three new projects, with due dates one right after another.  We will call them Project A, Project B, and Project C.  Just to keep them straight.  Now, back to the story.  We were confident that we would prevail.  Project A , B, and C had new business rules and the S1000D had been upgraded and added to the Software Company.  We went back to the Software Company with the new rule and upgrades that were needed.  Their response was, “No problem”.  The new software was delivered and installed and we went to work.  We finished the first of the three, Project A.  Sent it off for quality control and the clients review.  So, we started the next two, Project B and Project C.  We were moving forward.  Life was grand.  NOT.  Our first, Project A was reject.  What!

What Contributed to the Project’s Failure

The project was reject by quality control and the customer.  It was not compliant to the S1000d and the new business rules.  Someone had dropped the ball.  We were told that certain parts were not an issue and we could proceed.  These rules would not go into effect until after this project was completed.  They would apply after upgrades were made by the customer for the next build.  To make matters worse, all three projects were designed with the same set of objectivities, look and feel.

We were in the dark until the final delivery of Project A.  We were given the results and told to fix them, while incorporating the new business rules and S1000D matrix.   To add to this we have a development tool that is being phased out.  We had all kinds of technical issues, that could not be fixed.   There was no more support and we were on our own.  We had to do some serious rework and the project was accepted.  Could we have prevent the problem?  Maybe.  Maybe not, uncontrolled changes play havoc with a project under development and this one almost caused a project failure.

Which parts of the PM process, if included, would have made the project more successful?  Why?

In this case, it was an unforeseen development.  We had no idea that we would be changing software companies and our support from the old company would end.  If anything, “the detailed plans to describe how the project team will make it happen failed’ (Portney et al, 2008).  Any one or all of the following was the problem and could be fixed with the next project.  In the future, the following items will need to be addressed in-depth.

Detailed description of results
List of all work to be performed
Roles of all team member
Schedules
Assumption
Identified risk and possible response.

All phases of the project life cycle must have equal deliberation for the project to be successful.    I believe we have learned our lesson.

References:

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

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.

1.   Application Service Providers offer more quick start options.

2.   Companies integrate e-learning into their infrastructure.

3.   Churning skill sets require e-learning initiatives.

4.   E-Learning cuts the cost of high quality content.

5.   E-Learning levels professional playing field around the world.

6.   Gamers bring interactive skills to e-learning.

7.   Governments deploy e-learning at all levels.

8.   Partners and collaborators use e-learning to get everyone on the same page sooner.

9.   Wireless technology helps e-learning initiatives “cut the cord

10.   E-Learning’s Movers and Shakers.

Reference:

WoldWideLearning

Given the growth of global competition, it has become essential for policy makers, staff, institutions, and big business to become better informed regarding training, whether it be online or face to face.  The demand for online classes, increase in cost, and unobtainable classes will drive the power of distance education or e-learning.  Consequently, we see more facilities formulating plans to encompass these internationalized strategies at all levels in the system.

 Kevin Van Cauter, Distance Learning Adviser within the Education and Training Group at the British Council conducted a study on distance learning and where it will be in 20 to 30 years.  “The Global Forecasting Model forecast that the global demand for transnational education is forecast to grow even faster than programs within the UK, but there are considerable associated risks.  It is inevitable that competition in this area will grow fast.  The opportunities presented by new technologies and economics are many. In particular, a number of countries (notably the US) are developing more sophisticated approaches for the provision of course modules through distance learning, including for their home campus students.” (British Council, 2000). 

As a result we find that distance learning will only increase and become more popular, more stable, and cost less than traditional education.  In the case of support improvement in distance education, there is only one answer.  We must support any and all improvement concerning distance education. 

Vision for Distance Education

In my opinion, success in distance education will depend on the vision of those that are responsible for planning and implementing online courses at a national level or any institutional level (stakeholder).   Distance education is doomed to fail unless we have a clear vision of how distance education can be utilized and a way to overcome its weakness.  We must have a concrete understanding of what the values, benefits, and goals of distance learning are.   We must have a vision of what the world we live in and how the next generation can benefit from technology and online learning. (Kamara, et al., p. 21)  The young people of today are the future.  Some universities are starting to look at ways to enhance their online learning.   

Oakland states, “The key concepts of continuous improvements are:

1.  Planning the process and its inputsConclusion
2. Providing the inputs
3. Operating the processes
4. Evaluating the outputs
5. Examining the performance of the processes
6. Modifying the processes and their inputs (Oakland, 1994, 431)

 Conclusion

In conclusion, the key is to use distance education to benefit learning.  The Institute for the Future has published their forecast for 2020 and one point they addressed was “New tools for visualizing data will require new skills in discerning meaningful patterns. Social media and collaborative tools will leave “data trails” of people’s online interactions—including contributions to group activities, inquiries and searches, skills, digital resources, and preferences (such as playlists, buddy lists, and topics tracked)— and social networks” (Knowledge Works, 2008).  Consequently, we must look for more creative ways to teach the youth of tomorrow, in some cases online and in others face to face.  I am more prepared to use the information from this class as an Instructional designer to create a better online class.

If you have a chance, check out the following sites.

Dr. Woody Wu 

Face to face learning methodologies vs Distance learning …

Dr_Woody Wu_Web 3.0- and Cellular Phone-based Distance – Texas …

References

Austin, I. O. (2010). Capacity management For Continuous Improvement in distance Education. University of the West Indies. Retrieved. Oct. 27, 2010.

British Council. 2004. Vision 2010 forecasting International Student Mobility. The United Kingdom’s international organization for educational opportunities and cultural relations. .http://www.aera.net/AboutAERA/Default.aspx?menu_id=90&id=222

KWFDDN. KnowledgeWorks Foundation. (2010). 2020 forecast: Creating the Future of Learning. Retrieved Oct. 27, 2010. http://www.futureofed.org/pdf/forecast/2020_forecast.pdf

Kamara, Abie Paula. Distance Education Can Solve The Numberous Educational Problems in Third World Africa.. Retrieved Oct. 27, 2010. www.stclements.edu/grad/gradkama.pdf

Austin, I. O. (2010). Capacity management For Continuous Improvement in distance Education. University of the West Indies. Retrieved. Oct. 27, 2010.

In my opinion, it takes a lot of planning to create an online distance learning course.  Whereas the main focus is communication between instructors, students, and their peers.  There are numerous web sites on the Internet that will tell you how to covert classes to online, but should you.  Why?  Has the training manager given any thought to “pre-planning”?  There is a lot of pre-planning that goes into online or blended online training, an example would be gathering the class syllabus, lecture notes, assignment list, quizzes, class project, and any other pertinent information.  This is just the starting point.

A7DavisP

• Things you’ll need
• Things to do
• Things to consider

Here is a sample from their site (ENJOY):

• Audience
  • Determine target audience age, background, interests, educational level
    • For ITV courses, ask remote site colleagues for background on the student population
    • For online courses, ask colleagues who’ve previously taught online for their assessment of the potential audience
  • Where are they located?
  • What are their time constraints?
    • Remember that many students choose online instruction because of the time flexibility
    • Be aware that students may need to meet school-imposed deadlines that can be affected by lag times in mail delivery
  • What kind of technology do they use?
    • Consider their familiarity with the various instructional methods and delivery systems
  • How will they apply the knowledge gained in the course to their lives?
  • What resources (library, computers, etc.) can they access?
  • What are their learning styles?

Give your distance education students this Student Study Schedule – Time Management Guide (print out in landscape) to help them learn to manage their time more efficiently.

• Technological considerations
  • Determine the technical requirements  - what kind of technology will students need to take your course?
  • What kind of tech support is available to students and when is it available?
  • Email your server administrator and ask
    • what you need to know to implement any special capabilities your server has
    • for space on the server for your site and get the URL so you can publish your course home page
• Materials distribution
  • How will you get reading materials, videotapes, handouts, etc. to a remote or online class?
  • How will you collect assignments and tests?
• Copyright issues:  Be sure you check copyright law for distance learning before using the work of others. Take a look at The TEACH Act, too. Take the Copyright Crash Course developed by Georgia K. Harper. Harper is the manager of the Intellectual Property Section of the Office of General Counsel for the University of Texas System, where she specializes in copyright law.
• Privacy issues
  • Don’t use student pictures or full names on the website without signed permission
  • Your school may have a contract for students to sign agreeing to be videotaped in an ITV course
  • Protect user privacy and preserve security
• Evaluation tools — Check the Evaluation Tools section of the NETnet Resource Center for links to existing surveys and questionnaires that evaluate the course, technology, and instructor. It’s a good idea to look at these before you begin to design your course, so you can know in advance what kinds of things to plan for and incorporate into your course. Keep the following in mind when creating your own evaluations:

Table I The Differences Between Distance Learning and Traditional Learning

Table II Some available technologies

Table III Roles

The purpose of this page is to inform developers, designers, students, instructors, and institutions concerning open source software and how it affects the distance learning environment.  Open source software is one of the most important processes in the development of e-tools and  e-learning.  This software source code is open to modification by a user or developer.  Some key advantages of open source software is the fact the developers is not locked into using it on a continuing basis.  Another good point is the fact that the user avoids the expense of licensing and permits adaptation.  The best part is the ability to modify the source code to fit the need of the user.  With this thought in mind, I have decided to use MIT/OCW as an example on how open source impacts distance learning.

“Massachusetts Institute of Technology (MIT) is the success story in this category, as this college started the initiative that pulled many colleges from all over the world into the OER initiative. In 1999, Provost Robert A. Brown asked a committee of MIT faculty, students, and administrators to provide strategic guidance on how MIT could advance knowledge and education to students in science, technology, and other scholarship areas. This mission was to literally fulfill MIT’s mission statement about how to best serve the nation and the world in the 21st century”  (OEBd, 2007).

MIT provides users with open access to class syllabi, lecture notes, course calendars, problem sets and solutions, exams, reading lists, and video lectures.  What I liked best was the remark from the website, “It would be important to note that the colleges that offer OCW courses are not meant to serve as “distance learning” initiatives. Credits and degrees are not offered through access to open sources and participants don’t have access to university faculty with these resources” (OEBd, 2007).  This is an important fact to keep in mind.    I do believe that MIT has changed how many colleges, organization, instructors, and students use software, operating systems and online materials for educational purpose.  They are very successful at it.

I used  Walden University  as a reference for distance learning.  When I compared OCW with Walden, I was a little disappointed, but not.  OCW is a web based publication of all MIT courses.  It is free and reflects most subjects taught at MIT, but it is not an  MIT education.  Nor does it grant degrees, certification, or access to faculty.  I do not like the idea that someone can get a degree/certification, while I had to pay for mine.  On the other hand, I think it is a great way to introduce prospective students or possibly high school students to the online environment.  Simonson, Smaldino, Albright, and Zvacek notes, “that the potential impact of open source software is intended to be freely shared and can be improved upon and redistributed to others”( Simonson et al, 2009, p.256)

References

Online and Distance learning.com. 2009. Open Source Software. http://onlineanddistancelearning.com/open-source-software

OEDb. 2007. Online Education Database. How the Open Source Movement Has Changed Education: 10 Success Stories. http://oedb.org/library/features/how-the-open-source-movement-has-changed-education-10-success-stories

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

Weaver, Christopher. CMS.610 Media Industries and Systems, Spring 2006. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 06 Oct, 2010). License: Creative Commons BY-NC-SA